A Leaders Guide to Mindsets Classroom Teacher and Curriculum Leader - - PDF document

A Leader’s Guide to Mindsets

James Anderson

• Classroom Teacher and Curriculum Leader
• Established and lead the Habits of Mind

Teachers Network throughout Australia

• School Consultant
• Led Habits of Mind Expo’s 2007,09,11, 13

and online in 2014

• Contributor to Costa and Kallick’s “Leading

and Learning with Habits of Mind” & “Habits

• f Mind Across the Curriculum”
• Director Mindful by Design
• International Affjliate for the Institute for

Habits of Mind

• Author “Succeeding with Habits of Mind”
• Certifjed by Mindset Works

james@mindfulbydesign.com
 www.habitsofmind.org
 www.mindfulbydesign.com

Mind Sets - Carol Dweck

• In studies of high achievers

Dweck identifjed two “Mind Sets”

• Fixed Mind Set - believes their

abilities are fjxed, a part of who they are

• Growth Mind Set - Believe their

abilities are something they acquire

• Success was most often related

to the Growth Mind Set

The Effect Size of Growth V’s Fixed Mindsets

• n student performance is 0.19

What does Hattie have to say about Mindsets?

… it’s because adults have a fjxed mindset, and keep treating students accordingly.

The Number One thing we can do to change student mindsets is… …to change the teacher’s mindset!

Developing a Growth Mindset isn’t a:


• Lesson
• Strategy
• Catch Phrase
• School Structure
• Reporting System
• Feedback
• Parents
• …etc

Changes in student’s mindset will

• ccur when their everyday interactions

with the world consistently reflect and reinforce a Growth Mindset.

False Mindsets

… the belief that you can change your most basic characteristics ….

But why?

The idea that developing a Growth Mindset is simply about belief, has lead to a lot of “soft” approaches being adopted. “fix the students”

Text

These approaches rarely address the underlying beliefs of teachers, and as a result fail to change teacher practice.

V’s

“I know” “I reckon”

S t r e t c h 
 your brain
 to
 Think Like A Growth Mindset Leader

Some testing questions....

• Are you able to quickly predict

who’ll get the A’s in your class, and who’ll get the D’s?

• Could you easily write the reports

for your students after having met them for only a few weeks?

• Do you believe student potential?
• You might fjnd that you have a

relatively fjxed view of students intelligence and ability.

Achieving a Goal that Requires Effort

Success Intelligence

Behaving in a way that brings about success

Someone you admire for their abilities. This isn’t the same as their life style! This is someone you admire for 


who they are and what they’ve achieved.

• Character. Abilities. Talents. Intelligence

Think of someone you consider Successful

Why not you?

What’s holding you back?

How often do you see abilities presented like this?

The Greatness Gap What’s your excuse? Intelligence?

• Defjned as the ability to create

something valued by society

• Recognises that intelligence is not of
• ne type
• Acknowledges that individuals are born

with differences

• Asserts that everyone can develop and

extend each of these intelligences

Howard Gardener’s Multiple Intelligences

Measuring IQ - Alfred Binet

A few modern philosophers … assert that an individuals intelligence is a fixed quantity, a quantity which cannot be increased. We must protest and react against this brutal pessimism …With practice, training, and above all, method, we manage to increase our attention,

• ur memory , our judgement and literally to

become more intelligent than we were before.

Lewis Terman - Genetic Studies of Genius

• Developed the Modern IQ tests know as

the Stanford-Binet IQ test

• Genetic Studies of Genius
• 1500 “Exceptionally Superior” Children
• Tracked through School
• Adult Achievers?
• Follow Up Study - “Regrets of Ternman’s

Geniuses

Innate intelligence = car you drive Success = how well you drive the car Edward de Bono makes an analogy between innate intelligence / success and the car you drive:

Teachers and parents need to be the driving instructor. We have to teach children to use their minds

WELL!!

Intelligence? Can it be Learnt & improved? When we see achievements and abilities like this…

… how inclined are we to say,
 
 “they’re different”… … how inclined are we to ask, 
 
 “how is that done?”

• K. Anders Ericsson - The Acquisition of Excellence

Do you have a good memory?

Improving Aspects of Intelligence - The Story of S.F

• Can an aspect of intelligence be

improved?

• Memory
• Average student
• Remembering strings of random digits
• How many could you remember?
• 1 hour practice a day
• 190 Hour total

Can I.Q Change? Is I.Q. Important for success?

Can I.Q scores change? - The Flynn Effect

• I.Q is a relative score
• Populations are measured, scores

standardised and mean is defjned as 100

• What happens to scores over time?

Score

Can I.Q scores change? - The Flynn Effect

• What happens when scores from the

1900’s are compared to scores from today?

• Average IQ scores have been increasing

by around 3 points every 10 years

• By today’s standards your grandparents

had average IQ of 60 - morons.

Score

Today 1900’s

The Flynn Effect - What does it mean?

• Success
• IQ is not directly related to success.
• Obviously our grandparents were

successful

• IQ can change
• Changes in education and society have

signifjcant impacts on IQ

Changing your brain!

London Taxi Drivers

Brains that change with learning!

Street Map of London London’s “Tube” Network

Hippocampus

Einstein’s Brain

Cause or effect?

Success and Intelligence - Robert Sternberg (2005)

The lack of correlation between expertise and IQ scores demands nothing less than a whole new defjnition of intelligence Intelligence represents a set of competencies [which are] in development. In other words, intelligence isn’t fjxed. Intelligence isn’t general, intelligence is not a thing. Intelligence is a dynamic, diffuse and ongoing process.

Born with Talent? Where does Talent come from?

Searching for Talent in Music Searching for the Signature of Talent

Daniel Levitin studied top musicians at colleges for the arts

• Soloists
• Concert musicians
• Teachers

What separated these people? PRACTICE!

AmountofTalent/Ability

No Talentless 
 hard workers No Naturals

NumberofHourspracticed

The Truth About Talent

?

Talents and Gifts - The Product of Practice

The Product

• f

Practice

To what degree do our school structures 
 refmect and value this process?

Practice?

Is it really enough?

How to acquire talent

• Rehearsal is not the same as purposeful practice
• Focus on improvement - working in “Goldilocks zone”


(a.k.a Zone of Proximal Development)

• 10 000 hour rule*
• In virtually every fjeld of endeavour it takes a out 10

000 hours of deliberate practice to achieve expert performance.

• Only do approx. 3 hours a day
• Often not enjoyable

Purposeful Practice

Hi Dad Just got my maths test back very happy 44/48!!!!! And the marks a lost i know exactly why I lost them and I now know what I did wrong they were silly mistakes. I also got my skills review and i got 9/10!! The question that I got wrong was the one that I forgot to answer!! Silly me

To what degree do our school structures 
 refmect and value this process?

Canadian Ice Hockety Team

what about Prodigies, Giftedness and Savants?

People make a great mistake who think my art has come easily to me. 
 No one has devoted so much time and thought to composition as I. Mozart

extract: letter from Mozart to his father

A new Conception of Talent

Talent is not the cause of something, but the result. It doesn’t create a process but is the end result of that process.

Anders Ericsson Teaching Talent

If you want your children to be talented.... You have to teach them how to become talented!

James Anderson

Benjamin Bloom Blooms Taxonomy and 


• ne of the most cited educators states:

After 40 years of intensive research on school learning in the United States as well as abroad, my major conclusion is: What one person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning.

Mindset

Mind Sets - Carol Dweck

• In studies of high achievers

Dweck identifjed two “Mind Sets”

• Fixed Mind Set - believes their

abilities are fjxed, a part of who they are

• Growth Mind Set - Believe their

abilities are something they acquire

• Success was most often related

to the Growth Mind Set

The Growth Mind Set

In a word, the difference between a fjxed and a growth mindset is the word YET

Growth Mind Sets - A Key Experiment For Educators

400 7th Graders - all given a relatively easy non-verbal IQ test. Then…

Fixed - “You're smart” Growth - “You worked hard” Intelligence Praise Effort Praise Fixed - “You're smart” About half chose the easy test Easy Test? OR Harder Test that you might learn from? Intelligence Praise Growth - “You worked hard” 90% chose the hard test! Easy Test? OR Harder Test that you might learn from? Effort Praise

70% of the control group took the hard test!
 (That’s good news!) Our Goal is not simply to “change” students’ mindset, but also to ensure we develop and retain
 Robust and Enduring Growth Oriented Mindsets. Fixed - “You're smart” Some kids are getting the message! Celebrate what we do right! Even of those given fixed messages, still about half chose the learning opportunity! Intelligence Praise

A B C D These lines may create the appearance of end points - i.e. no growth prior, & nowhere to go.

A B C D Exceeds Previous Level Not Yet Now appears 
 as part

• f a

continuum A B C D

Exceeds Not Yet

Year 4 A B C D

Exceeds Not Yet

Year 5 A B C D

Exceeds Not Yet

Year 3

This year, you’ll need to grow to meet the new standards A continuum of Growth

Your Grade can become fjxed as part of your identity

What do grades really mean? A B C D Year 7 A B C D Year 8 A B C D Year 6 A standard at a point in time.

They don’t defjne who you are They are out of date moments after they are made Not as important as the process that lead to them, or the growth they refmect

Intelligence Praise Effort Praise

Higher Enjoyment Lower Enjoyment Saw Effort as bad Saw Effort as Good

For questions 1,3,5, and 7 copy your score into your profjle number. 2 5 For questions 2,4,6, use the table below to workout your profjle number.

A Growth Mindset is not a short cut to success! You still have to do the hard work!

Understanding 
 the Process of Success

Why is success still so illusive for many people?

• Purposeful Practice
• Growth Mindsets
• 7 Habits of Highly Effective People
• All of these are attempts to describe the

process of becoming successful

• Why is excellence / success /

achievement still so elusive for so many?

Two Requirements of Success

Ability .

Success

PLUS

Habits of Mind

Habits of Mind Habits of Mind Dispositions that are skilfully and mindfully employed by characteristically successful people when confronted by problems, the solution to which are not immediately apparent

Art Costa Bena Kallick

Putting It all together Successful people have a growth mindset – they believe they can improve

To improve we engage in deliberate practice

(about 10 000 hours to reach the peak of your fjeld)

Deliberate Practice occurs in the “Goldilocks Zone”

(not too hard, not too easy)

The Goldilocks Zone presents you with problems, the solutions to which are not immediately apparent.

To meet these challenges, and therefore grow, you must skilfully and Mindfully engage your Habits of Mind

Suggested Reading

Become More Like Driving Instructors

What are you going to do this year to help make your students more intelligent?