ascd mindset-2015
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Innovate Title 1 Teachers with Fresh Mindsets: Building Achievement from Within
Eric Jensen, Ph.D. eric@jensenlearning.com
7 Fresh Mindsets That Boost Student
Achievement
Our Agenda
!! Define & Introduce 7 Key Mindsets
!! Share Specific Mindset Changing Tools
!! Closing (where to get PPTs and handouts)
1. Gratitude: What am I most grateful for in my life? 2. Optimism: What am I most looking forward to?
ü Point of view ü Frame for thinking
about one’s capacity and limitations
ü Decision-making criteria ü Set of beliefs that
guide thoughts and actions in a specific area
Our Mindsets Are…
Ask, “Who is familiar with Mindset
theory from Dweck?” Show of hands
Then say, “We got, 50, 60, 70, 80%”
1. All of us fail, but what we do after we fail is what usually determines our future success. 2. If we attribute our failures to others, luck, circumstances or genes, we’ll likely struggle. Those are not in our control. 3. But if we emotionally own the results of the outcome, we can succeed. 4. When we attribute our failure to lack of effort, lack of ideal attitude or the use of a poor strategy, then we have locus of control and a chance to succeed.
The driving Q in mindset research is simple: “Do I (or do I not) have influence over the outcomes in my life?”
Why Mindset Research is Relevant to Title 1 Schools
Background 0- 30 Doo-doo 30+ Cofounded academic enrichment program (SuperCamp) with over 55,000 graduates worldwide B.A. English, MA.. Org. Dev. And Ph.D. Human Dev. Neuroscience advocate: First “brain book” The Learning Brain (1994), authored 28 books
Personal Mindset Changers ü Mentors (I had to see it to believe it
was possible) ü Personal experience (I had to do it so
I knew it would work) ü Company (I had to change the types of
people I spent most of my time around) ü Reflection (reading, writing & thinking) ü Coaching (by highly competent others)
Mindset Change Resources ü Mindset (Dweck) ü Change Anything (Patterson, et al.) ü Nudge (Thaler & Sunstein) ü Switch (Heath & Heath) ü Influencer (Patterson, et al.) ü Redirect (Wilson)
Fixed Mindset
Ø IQ is a fixed, permanent trait Ø Looking smart is
important to me Ø Effort is negative
and shows I don’t “have what it takes”
Ø IQ is a malleable and it can be developed
Ø Being a learner is more important
Ø Effort is a positive, since I have control over how much I apply
Growth Mindset
How Does Your Staff “Frame” the Challenge of Succeeding with Students From Poverty?
a) All in: Everyone is committed to 100% of our students succeeding
b) Sympathy: Most care and feel sorry for the poor
c) Compliance: Most are sure we can help and try to make it happen
d) Indifference: It is the poor’s problem to succeed in life
Identify Your Staff: Say the % of Staff in Each Circle
Fixed Mindset w/ Struggling
More Negative
than Positive
Average: Some of
Each
Strong: Mostly
Positive
Positive Growth Mindset
Differing Mindsets Activate Different Reward Areas in Decision-Making
Bhanji, J.P. & Beer, J.S. (2012). Taking a different perspective: mindset influences neural regions that represent value and choice. Soc Cogn Affect Neurosci. 7, 782-93.
Fixed Mindset : After a Failure ! I feel helpless ! I’ll avoid future tasks like this ! I just don’t have the “it” so more effort won’t change results ! If need be, I’d consider cheating
! I feel in control w/ renewed energy ! I’ll learn from my mistakes to improve !Effort is a positive; I have control over how much I apply ! I can learn this with better practice.
Growth Mindset: After a Failure
#1: Ownership of P & S #2: Poverty Changes Brains #3: Empathy #4: Brains Can Change #5: Teachers are the SGD-M #6: No Excuses: I CAN do this #7: Fierce Urgency
7 Mindsets to Foster
25
Chose which of the 7 mindsets you believe is most important
to you Now turn to your neighbor and tell
them WHY it is important
#1: Ownership (poverty is whose problem?) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses: I CAN do this #7: Fierce Urgency (time running out)
7 Mindsets to Foster
27
Almost 500 students will drop out of school
in America during the time it takes for this short session
What are the Strongest Correlations of Poverty and Where Do We Have the
Strongest Influence to Change it?
#! More marriages have children > age 20
#! Better Federal/State economic and social policies #! Graduate job or college ready
education from staff like you $ SOURCE: US Census Bureau (2010), American Community Survey (2005 – 2009)
The Higher the Bar, the Greater the Correlation with Poverty
70%
60%
50%
40%
30%
20%
10%
0%
SO
UR
CE
: US
Cen
sus
Bur
eau
(201
0), A
mer
ican
Com
mun
ity S
urve
y (2
005
– 20
09)
Men (Ages 25-54) Are Dropping Out of the American Workforce
SO
UR
CE
: WS
J, F
eb 6
, 201
4
1 in 20 Was Non-
Working
1950 2012
5%
Today 1 in 6 is Not
Working
17%
Help Students Develop Empathy, Listening Skills & Conflict Resolution
These are key indicators of quality relationships
San
dhya
, (20
09),
Hah
lweg
K, R
icht
er D
. (20
10
1) Stop, intimidate or ignore the behavior
2) Redirect the behavior; engage more & control less
3) Teach the new preferred behavior to all students
Teach Social-Emotional Skills
Comparing % Odds of Graduation for Poor vs. Non-Poor (Nationally)
K 1 2 3 4 5 6 7 8 9 10 11 12
100 90 80 70 60 50 40 30 20 10
70
90%
50%
Ripple &
Luthar, 2000; Palardy &
Rum
berger, 2008
Less in the Workforce = Less Taxes into the System Who is Going to Save Our Country, Your Job and Your Retirement?
You Are!
Mindset Tool: Bring the problem SO CLOSE to the personal lives of your
staff, it is impossible to ignore
Where Do We Have the Strongest Influence to Change
Poverty in America?
#! More marriages change the trend
#! Federal/State Policies not going to happen
#! Graduate job or college ready make it your mission $
SOURCE: US Census Bureau (2010), American Community Survey (2005 – 2009)
Every Classroom Action Can Contribute to College/Job
Readiness and Social Skills
Can we count on you?
Ownership Decision Do you believe that teachers have any affect on graduation rates or social skills? Check box below:
q YES q Maybe q NO
#1: Ownership (our problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses: I CAN do this #7: Fierce Urgency (time running out)
7 Mindsets to Foster
42
How are kids from low SES typically different than those from
middle or upper class?
Acute/Chronic Stress
Thinking/Decision-Making Less Emotional Support
Language Influences Cognition
(Bracey, 2006)
Toddlers from middle and upper income families actually used more words in talking to their parents than low SES mothers used in talking to their own children.
Early Language and Low SES
12 24 36 48 Age of Child (In Months)
Cum
ulat
ive
Wor
d Ex
posu
re
(In M
illio
ns)
26 Million Words
Middle SES
13 Million Words
Low SES
45 Million Words
High SES
Hart, B
. & R
isley, T (1995) Meaningful D
ifferences in the Everyday
Experience of Young A
merican C
hildren. Paul H
. Brookes P
ublishing Co.
Brains of Lower SES are Different than those from Higher SES
Noble KG, Norman MF, Farah MJ (2005) Neurocognitive correlates of socioeconomic status in kindergarten children. Dev Sci Jan;8(1):74-87
Areas include those responsible for working memory, impulse regulation, visuospatial, language and cognitive conflict
!! Stress (on/off) is healthy for us!
!! Distress (chronic) is toxic to brain/body!
!! Reality: Poor children are exposed to: 1) more intense and longer lasting stressors, and 2) have fewer coping skills than their higher SES counterparts.
Evans, G.W., Kim P. (2007) Childhood poverty and health: cumulative risk exposure and stress
dysregulation.
Nea
l DT,
Woo
d W
, Dro
let A
. (20
13) H
ow d
o pe
ople
adh
ere
to g
oals
whe
n w
illpo
wer
is
low
? Th
e pr
ofits
(and
pitf
alls
) of s
trong
hab
its. J
Per
s S
oc P
sych
ol. 1
04, 9
59-7
5
We revert to our strongest habits under stress. When change is needed, lower the stress, make a new habit, then practice it!
With Greater Stress… Flexibility Drops and Old Habits Prevail
Poverty Impedes Mental Function
The consuming cognitive load, or “mental bandwidth” is overloaded, for most poor
This translates into: 1) stronger tunnel vision, 2) less likely to resist what you should 3) more likely to forget things, 4) You have less patience, 5) more reactive; act first, think later, 6) losing up to 13 IQ points from acute or chronic stress
Mani A, Mullainathan S, Shafir E, Zhao J. (2013) Poverty impedes cognitive function. Science. 341, 976-80
Decision about Mindset Do you believe that the experience of poverty changes one’s brain? Check box below:
q YES q Maybe q NO
#1: Ownership (our problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses: I CAN do this #7: Fierce Urgency (time running out)
7 Mindsets to Foster
61
the SYMPATHY by Comforting of Underachieving Students
Evidence show that teachers who console underperformers by saying…
1. “Bless his/her heart.” 2. “Plenty of people have trouble in this.”” 3. “You have other strengths.” 4. “Not everyone is cut out to pursue a career in this field.” Are a strong demotivator of excellence!
Rattan, A
. Good, C
. and Dw
eck, C., (2012) N
ot Everyone C
an Be G
ood at M
ath. Unpublished (in review
). Contact: e-m
ail: arattan@stanford.edu.
Teachers who criticize, yell, hold negative attitudes and use sarcasm as classroom discipline will activate the fear and stress areas of the student’s brain.
Of all the things researchers have discovered about the value of quality relationships, one of the most surprising is that they are strong mediators of stress. Good relationships diffuse stress and make your life easier.
Relationships Can Lower Stress; How Well Do You Connect?
Miller-Lewis LR, Sawyer AC, Searle AK, Mittinty MN, Sawyer MG, Lynch JW. (2014) Student-teacher relationship trajectories and mental health problems in young children. BMC Psychol. 12, 27.
#1: Ownership (our problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses: I CAN do this #7: Fierce Urgency (time running out)
7 Mindsets to Foster
73
Tell Students (and Staff) Explicitly that “Brains Can Change and You Are NOT
Stuck Where You Are At Now.” OLD Fixed/Comfort Feedback: “I want to assure you that I know you are a talented student in general… it’s just that not everyone is a “math person.” NEW Strategy Feedback: “I want to assure you that I know that you are a talented student in general. “I’ll help you change your study strategies and work to find you a tutor. I’m going to make a point to call on you more in class and give you more challenging math tasks. I really care about your success, so let’s stay in contact about how you’re doing in the class.”
Math, Middle School & Mindset… Growth Mindset Group Learned
They Could Change
Blackwell, L.S., Trzesniewski, K.H., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78. 246-263.
0 6mos. 1year 2 years
Student on (R) had reading issues diagnosed in kindergarten (top). Note differences in brain activity from intensive reading skill building in 1st grade (bottom).
Simos, et al., 2002)
Reading Changes the Brain in Just (9 Days @ 30 min. per day)
•!B
erns
GS
, Bla
ine
K, P
rietu
la M
J, P
ye B
E. (
2013
) Sho
rt- a
nd lo
ng-te
rm e
ffect
s of
a n
ovel
on
conn
ectiv
ity in
the
brai
n. B
rain
Con
nect
ions
.6, 5
90-6
00.
Red dots show new areas of white matter connections which last!
Heritability of IQ Varies
Middle & Upper Income Parents
Lower Income Parents
60-80%
< 10%
100 90 80 70 60 50 40 30 20 10 0
Tuck
er-D
rob
EM
, Rhe
mtu
lla M
, Har
den
KP,
Tur
khei
mer
E, F
ask
D. (
2011
)
Do Brains Change? Do you believe that all brains can change under the right conditions? Check box below:
q YES q Maybe q NO
#1: Ownership (our problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses (at all) #7: Fierce Urgency (time running out)
7 Mindsets to Foster
97
Smarter Teaching is Critical! Make a Prediction: Which of the
Following Worked Best?
1. “That’s really a good score; you must be smart at this.”
2. “That’s really a good score.” 3. “That’s really a good score, you
must have tried really hard.”
How You Praise Students Can Influence their Test Scores Mueller C
M, D
weck C
S. (1998). P
raise for intelligence can undermine
children’s motivation and perform
ance. J Pers S
oc Psychol. 75,33-52.
Qs
corr
ect o
n Fl
uid
IQ te
st
1
2
3
What are Effect Sizes?
0.00 or less = Negative effect 0.00 – 0.20 = Negligible, unclear effects 0.20 – 0.40 = Small-moderate effects 0.40 – 0.60 = Very strong effects 0.60 – 2.00 = Extreme effects
These are just one way of understanding the value of educational/classroom factors. There are others.
Effect size is a standardized measure of the relative size of the gain (or loss) of an intervention.
Smarter Teaching is Critical! Make a Prediction: Which of the
Following Worked Best?
1. “Way to go!” 2. “Good job.” 3. “You are so awesome!”
Which of these two have a better effect on student achievement?
A.! “Good job.” B.! “I like that you refused to give
up. That extra effort will likely help you get that job you want.”
Wondering How to Improve Your Chances for Student Achievement?
1.! “Good job.” = 0.11 2.! “I like that you refused to give
up. That extra effort will help you succeed and maybe get that job you wanted.” = 1.42
Attribution Theory Says! •! Link the behavior to something you did in
the past so you have a reason to do it again. •! Link the behavior to a factor in the present •! Link the behavior to a probable future
outcome, so you have a strong reason to do today’s behavior.
•! HINT: Many students typically miss the links. When teachers do this, the effect size is huge.
Dw
eck,
C. S
. (19
99) S
elf T
heor
ies:
The
ir R
ole
in M
otiv
atio
n, P
erso
nalit
y, a
nd D
evel
opm
ent
Attribution Training: Linking Success to a Particular Factor
Most teachers miss this key strategy. The effect size, within a specific area, is a huge 1.42 (over 2 year’s worth of progress).
Dw
eck,
C. S
. (19
99) S
elf T
heor
ies:
The
ir R
ole
in M
otiv
atio
n, P
erso
nalit
y, a
nd D
evel
opm
ent
What is the Research that Mindsets are Relevant and Significant?
Magen, E., Kim, B., Dweck, C. S., Gross, J. J., & McClure, S. M. (2014). Behavioral and neural correlates of increased self-control in the absence of increased willpower. Proceedings of the National Academy of Sciences of the United States of America, 111(27), 9786–9791.
For example, ask your staff this question, “Do you want to do the same lesson plan now and have kids struggle again tomorrow, or do you want to change this lesson now and enjoy student success tomorrow?”
What Would it Take for You to Have High-Achieving Students?
Mean
34.1% 34.1% 13.6% 13.6% 2.1% 2.1%
1 SD = effect size 1.0
The mean is the average; an effect size of 1.0 = 34 point percentile change in scores
+1 +2 +3
-1 -2 -3
An Elementary Teacher RE, is a 5th grade teacher, at Hobart Public Elementary, in LA, CA. He uses the arts to teach and his students put on a Shakespeare play each year. He is the only teacher to ever receive the National Medal of Arts. Most all of his kids are ELL immigrants and poor. Yet they consistently score among the top in the district and go on to college.
A Secondary Teacher WH is a 6-7th gr. English & writing teacher at a Title 1 school in New Orleans (av. income is $15k/yr. in her zip code). Her 6th graders beat all district and state averages and got 3+ years of growth in writing in one year.
Students with Strong Teachers Rose Two Full Standard Deviations, Erasing ALL the Academic Effects of Poverty!
10-Yr. Effects of Low vs. Highly Effective Teachers on State Test Scores
Q… • “How many have heard of a student
that struggled with one teacher, yet thrived with another?
• TTYN and say…
• “Teachers make the difference!”
Do Teachers Matter? Do teachers contribute to student to achievement? Check box below:
q YES q Maybe q NO
#1: Ownership (our problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses: I CAN do this #7: Fierce Urgency (time running out)
7 Mindsets to Foster
120
Guess the % of Students That Graduate From This Public School
and Go on to Attend College % from Poverty = 100% % Hispanic = 59% % Asian = 20% % African Am. =13% % White/other = 6% (Grades = 7-12)
You Pick an Answer…
Question is, “What % of the seniors of this 100% poverty high school, will go on to attend college?
a) 18% b) 29% c) 42% d) 77% e) 96%
Visualize This School…
• 100% of kids are on free & reduced lunch.
• 96% begin with reading skills below grade level.
• The neighborhoods are so dangerous, parents requested extra security for the student's transit. • 100% of the kids are in the highest known risk population in the country for dropping out
What % Of Graduating Seniors at This All Male Public Urban High
School in Chicago Attend College? a) 44% b) 67% c) 78% d) 85% e) 100%
100% Graduate for 4 Straight Years, Yet…
Is this the Real deal? Follow-up by Chicago Tribune and the school staff reported 83% college retention rate; over double the national average.
Show Empathy w/ Relationship Builders to Jumpstart the Long-term Process ü 1 and Done
Do 1 favor or connection or show of empathy SO powerful, students remember it
ü 2’ for 10 Invest 2 min./day for 10 consecutive days with a student most “needing” a connection
ü 3 in 30 Discover 3 things (other than a name) about every student you have in 1st 30 days
Build Cognitive Skills that Will Jumpstart Better Achievement
ü Writing Skills
ü Reasoning Skills
ü Working Memory
ü Reading Skills
ü Vocabulary Building
Meta-Analysis on Working Memory Effect Sizes
• Greatest effects in younger (<10) children = 1.41
• Immediate effects = 0.72 – 0.84
• Computer work = 1.18
• Extensive training regimen = 0.94
Melby-Lervåg M
, Hulm
e C.(2103). Is w
orking mem
ory training E
ffective? A meta-analytic review
. Dev. P
sychol.49, 270-91.
Say… “Do” (as in “Do this…”) Say… “The” Say… “Best” Say… “Daily” Say… “Rhythm” Say… “Racecar”
Memory Warm-up
Say… “So” (as in “So what…”) Say… “Eat” Say… “Slow” Say… “Fresh” Say… “Squash” Say… “Rotator”
Memory Warm-up
Ask the Q:
How many had successful partners,
getting at least one new word from the 3 letters given?
High-Performance Activities q Buy-in q Meaningful Goals/Evidence of Learning q Interdependency q Quick Initial Learning Curve q Increasing Challenge & Complexity q Quality Feedback q Apply 10+ Min/day.3-5x/Wk. for 8-12 Wks.
Mindset Tool: We are Influenced by Others (Use it!)
How many of you here today think you could either: • 1) strengthen relationships better? OR • 2) Build cognitive capacity? with a little practice?
Asch, S. (1995). “Opinions and Social Pressure.” In Readings about the Social Animal, ed. Elliot Aronson, NY: WH Freeman
Can I Do This? Do you believe that you have the capacity to do either of these two activities: build relationships or build WM? Check box below:
q YES q Maybe q NO
Mindset Changer Tool • The previous slide has been used multiple
times. • It is called an “identity nudge” and it
nudges one’s identity towards the mindset you have.
• Notice it was done in increments over an hour, not all at once.
Mar
ch, J
. 199
4) A
Prim
er o
n D
ecis
ion
Mak
ing:
How
Dec
isio
ns H
appe
n
#1: Ownership (our problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses: I CAN do this #7: Fierce Urgency (time running out)
7 Mindsets for Success
147
The “Normalcy Bias” Can Be Very Dangerous
This Principle says, “Expect the Future to Be Similar to the Past.” Big Mistake:
The Trend is NOT our Friend!
Ø What is the current state of incoming revenue at the federal level?
Ø In other words, where will the money come from that is needed to pay school bills or pay for your retirement?
Predicted Revenues
Day of Reckoning Balance the Budget Cut Most Services Raise Taxes Print Money & Inflate
Source: (2012) Congressional Budget Office
$60K 50K $40K $30K $20K
Median Annual Male Earnings Have Dropped by 66% Since Peak in 1975
The Sinking Middle Class
1964 1974 1984 1994 2004 2014
How Technology Has Altered the Job Market in the U.S.
145K Jobs in
1990
13 Jobs
in 2012
13 Jobs
in 2012
For 150M Customers
For 250M Customers
!!Customer serv. outsourced !!websites for purchases !! travel sites for booking !! kiosks at airports !! casino avatars !! self-driving vehicles
(cars, taxis, limos & trucks)
Multinationals Created Jobs Overseas and Reduced Domestic Staffing ($3M)
US JOBS LOST = GREEN
OVERSEAS JOBS CREATED = BLUE
2000 2002 2004 2006 2008 2010
Men (Ages 25-54) Are Dropping Out of the American Workforce
SO
UR
CE
: WS
J, F
eb 6
, 201
4
1 in 20 Was Non-
Working
1950 2012
5%
Today 1 in 6 is Not
Working
17%
% of Total Children Born in High-Risk Environments Increases Each Generation
1st 2nd 3rd 4th 5th 6th 1910 1930 1950 1970 1990 2010
10%
25%
SO
UR
CE
: US
Census (2010)
Generation
We have, collectively, less than one generation
to turn this country around. We know what factors ensure
that kids graduate. We must ensure every single student graduates either job ready or college
ready or you will not recognize the country you live in now.
Student Achievement: Urgent Decision
Is there anything that suggests a mindset of urgency in building STUDENT ACHIEVEMENT? Check box below:
q YES q Maybe q NO
#1: Ownership (everyone’s problem) #2: Poverty Changes Brains #3: Empathy (not sympathy) #4: Brains Can Change (do you?) #5: Teachers are the SGDM (ergo me) #6: No Excuses (I CAN do this) #7: Fierce Urgency (time running out)
7 Mindsets to Foster
165
Our Agenda
ü Define & Introduce 7 Key Mindsets
ü Share Specific Mindset Changing Tools
ü Closing (where to get PPTs and handouts)
1. Personal experiences (past or new, used to reactivate or initiate a new causality)
2. Nudges (e.g. micro steps, increase control, cultural, rituals, events, posters, systemic, etc.)
3. Resource Changes (time, money, support, etc.) 4. New information (give time to reflect, process,
share and make new, informed choices) 5. Social Pressure (“We’ve got 29 of 32 staff using
this strategy. Let’s get 100% by Friday.”) 6. Reframing/Attribution (change causality,
“Here’s WHY it happened that way.”) 7. New narrative (new story, new identity, “Who we
are this year is...”)
7 Ways to Change Mindsets
My Next Step…
1. Agree on a clear, personal path 2. “Buy-in” from yourself on the idea 3. Commit to implementation
A – B – C
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