1. Social-emotional learning: belief systems, Learnable Intelligence and Growth mindset
Ludlow Public Schools
Ribas Associates and Publications, Inc.
Consultants: Elayne Gumlaw and Nancy Athas
January 18, 2019 (3-hours)

2. norms Silence cell phones – step out if you must attend to a text.
If you need to move or take a break, please do so quietly.
norms
Silence cell phones – step out if you must attend to a text.
Limit distractors: technology, s, doing tasks other than what we are here to do.
If you need to take a break, do so without interrupting the learning.
Respect each other and listen when others are speaking
“All eyes up here.”
Many people cannot learn when others are off task or talking

3. Learning targets for today
Social Emotional Skills in Your Classroom and in Your Practice
By the end of today’s session, you will be able to:
Define and explore Belief Systems, Learnable Intelligence and Growth Mindset
Select a priority for your or practice.
Try one activity/strategy in your classroom or practice—make it small!

4. Today’s Agenda Do Now – Quick Write “Take a Sip” Get the Gist
Direct Teach
Classroom Connections
Strategies
Videos
Growth Mindset and Goals
Resources and Wrap Up

5. DO Now – Warm up “Quick write” (5 min.)
Work with ONE partner sitting next to or near you. (5 min.)
DO Now – Warm up “Quick write” (5 min.)
On a post-it, write down what do you know or think you know about the “Growth Mindset”.
What do you think “Learnable Intelligence” is?

6. Belief systems

7. Teachers: How our beliefs affect our classroom
Chapter 1
Teachers: How our beliefs affect our classroom
Growth Mindset Versus the “Fixed” Mindset (IQ)
Learnable Intelligence
Take a Sip Activity – Read pp. 23 – 25 left column. Copy one idea, sentence or thought that resonates and makes sense to you. Be able to explain WHY you chose this sentence. (10 min.)

8. Learnable intelligence

9. What is learnable intelligence
Neural Intelligence: This is part of our intelligence is determined or influenced by heredity and only changes because of maturation of the brain.
Experiential Intelligence: The result of extensive experience in thinking and acting in particular situations over long periods of time. Example: amateur chess player vs. A professional chess player.
Reflective Intelligence: Intellectual behavior of strategies for various intellectual tasks, attitudes of persistence and imagination of the mind to self-monitor and self-manage. It is the control system for the neural and experiential intelligences.
What are your thoughts about the quote above?

10. The brain
The brain is pliable, makes connections, stores memory in the short term, long term and working memory. Can “grow” because of these connections!

11. “Get the gist”
GROUP: Read “Making Kids Smarter”, page 33, right column, through page What are your thoughts about what you read? --How might the Intelligence Survey on page 34 be helpful to use with grade applicable students? --How might the chart be modified for younger students.

12. Connecting SEL to your classroom and your Practice
Social Emotional Learning Workshop
In the Classroom
In Your Practice
In Your Work with Students

13. Responsible decision-making
Self-awareness
Self-management
Social Awareness
Relationship skills
Responsible decision-making
The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”
The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.
Social awareness
The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.
Identifying emotions
Accurate self-perception
Recognizing strengths
Self-confidence
Self-efficacy
Impulse control
Stress management
Self-discipline
Self-motivation
Goal-setting
Organizational skills
Perspective-taking
Empathy
Appreciating diversity
Respect for others
Communication
Social engagement
Relationship-building
Teamwork
Identifying problems
Analyzing situations
Solving problems
Evaluating
Reflecting
Ethical responsibility
Circle the SEL skills that may be affected when a student believes that he/she was born with only a certain amount of intelligence.

14. Growth (or mastery) mindset

15. Deficit Mindset: The belief that intelligence is innate and therefore when tasks are difficult it must be because I am not “smart” enough to do them.
Versus
Growth Mindset: Training your brain and behavior to treat learning and intelligence as something that is acquired through perseverance, skill acquisition, and effective effort.
P. 25
The second part of this program we will look at how our students react and learn from tasks they find difficult. The 9 easy to implement growth mindset strategies will work with academic and social-emotional skills
Our high school student had a deficit mindset about math.
Our IBM person had a deficit mindset about learning improving social skills. When presented with the boss’ observations she was shattered and thought she would lose her job. Eventually she realized there were ways she could use cognitive override to overcome the deficits.

16. Discuss with a partner not sitting near you.

17. The Growth Mindset

18. Ribas et. al. Social Emotional Learning in the Classroom p.40
a.k.a. cycle of deficit mindset

19. Ribas et. al. Social Emotional Learning in the Classroom p. 41
a.k.a.: changing a student’s thinking from the cycle of deficit mindset to a cycle of growth mindset
Chapter 1

20. The Growth Mindset in Goal Setting:
All or most of our intelligence is learnable and multifaceted and can be developed incrementally. SEL in the Classroom, pp
I can statements
I can ask for help when I am confused.
I can (social emotional skill)
I can get started on my work without prompting.
I can (academic skill)
I can add spaces between my words.
I can do these things in another book.
I can (social-emotional skill and academic skill)
I can critique my classmate’s work .
ELEMENTARY LEVEL
Praise the Process
n3I
     
Revere has spent a lot of time incorporating the growth mindset into the district. Thinking about the overlap and impact of both the growth mindset and SEL, we’ll watch each ClassDojo video on the growth mindset and work through the discussion prompts
How can the idea of goal-setting be used in your classroom to support both ACADEMIC and SEL goals?

21. The Growth Mindset in Goal Setting:
All or most of our intelligence is learnable and multifaceted and can be developed incrementally. SEL in the Classroom, pp
I can statements
I can ask for help when I am confused.
I can (social emotional skill)
I can get started on my work without prompting.
I can (academic skill)
I can provide evidence to justify my conclusion.
I can summarize the important information.
I can (social-emotional skill and academic skill)
I can critique my classmate’s work.
SECONDARY LEVEL - Grade 10A Civil Action Lesson SEL
   
View 0 – 6 minutes:
How do real-world connections motivate student learning and engagement?
In what ways are students required to justify their analysis?
How might student goals be used?
Revere has spent a lot of time incorporating the growth mindset into the district. Thinking about the overlap and impact of both the growth mindset and SEL, we’ll watch each ClassDojo video on the growth mindset and work through the discussion prompts

22. Mastery Mindset (Growth Mindset) Beliefs Intrinsic Motivation, Challenge, Rigor and Engagement
According to Nicolas Pino-James in “Golden Rules for Engaging Students in Learning Activities,”
the academic work needs to be meaningful and because of that, students see the time and work as worthwhile
the purpose of the academic skills and knowledge must be mastery, not good grades or out-performing other students.
Growth mindset is another way of saying mastery mindset. With it, students believe that they can master ideas and skills and that their work and effort can make them “smarter.”
Teacher Beliefs pages 35-37: girls, boys, poverty and teacher expectations

23. Mastery Learning = Growth Mindset for Assessment
The students begin at the Introductory Level of mastery, when the teacher first presented the concept of author’s craft in point of view in Charlotte’s Web. At this stage, students know that the first-person point of view is a story told by a narrator who calls himself “I.” If the story is told in a third-person point of view, all the characters are described as he or she. The author crafts a point of view because of the way the author wants the reader to experience the story. If the author uses an “I,” only the details the narrator sees and experiences are told in the story. If the author uses third person, the details of the story can be what any or all the character sees. Charlotte’s Web is told in the third person because the reader can read about the family, listen to the conversations of the animals and even of a spider
Guided Practice: Often, the next step in teaching this concept is to have the students complete one or more examples. Students read different dialogues from the novel and identify that the point of view is third person because all characters are he or she (no I’s). In addition, they explain the perspective of each character because often point of view in common language means in my opinion. The teacher guides the students as they identify the point of view of the dialogues among people, the farm animals, the hero (Homer), and a spider. The teacher can prompt, “Is one person in these conversations? Why didn’t the author have one I tell this story?” The answer is that the first-person point of view limits the scene to where the “I” is.
Immediate Mastery: Those students who can correctly complete the example independently and identify third-person point of view and accurately explain that character’s perspective is at the immediate mastery level.
Immediate Application Mastery: When new examples from other short stories that students have heard in read-alouds are given to the class, those students who can identify the point of view and describe each character’s perspective are at the immediate application mastery level.
Mastery: On the next day or later in the year, when students are given a first-person point of view and can describe character perspectives accurately, those students who can identify first person and describe the perspectives accurately later are at the mastery level.
Mastery Learning = Growth Mindset for Assessment

24. Growth Mindset Made Easy
Yet!
You don’t know how to solve the problem yet…
You’re not catching yourself losing your temper yet..
You don’t know how to solve the problem yet….
copyright 2017 Ribas Associates and Publications Inc. No part may be used without written permission

25. Praise Effort More Frequently Praise Process More Frequently
9 Growth Mindset (SEL) Strategies You Can Learn to Use With Students in Less Than an Hour
Refocusing the student to the progress made from a pre-occupation with what he/she can’t do yet
Not Yet
Praise Effort More Frequently
Praise Process More Frequently
Praise Progress More Frequently
I am going to again put up each of the nine strategies. For each, put your hand on your chin if you are using it, or you think you can start using it with an hour or less preparation.
Put your hand on your chin to if you think you can do this now or learn to do it in less than half an hour.

26. 9 Growth Mindset (SEL) Hand on Chin Self- Assessment!
Active Listening
Goal-setting
Post Growth Mindset quotes
Be an Impactful Adult for more students than you are today.

27. If we all add ONE growth mindset strategy to our repertoire when we get back, the impact on students across the district will be HUGE!!!!
Bob and Joe story
I knew them

28. Summarizer Summarizer Next PD: FEBRUARY 15, 2019
Growth Mindset Video – 6 minutes
Summarizer
Summarizer
Next PD:
FEBRUARY 15, 2019
On a post-it, each person writes one new idea, thought or strategy that you learned about Belief Systems, Learnable Intelligence or Growth Mindset.