Presentation on theme: "Dr Sherria Hoskins, University of Portsmouth"— Presentation transcript:
1 Dr Sherria Hoskins, University of Portsmouth MindsetsDr Sherria Hoskins, University of Portsmouth
2 Overview What is Growing Learners Background to Theories of intelligence (Mindsets)Exploring the existing evidenceMore info on one of our RCTsTwo tips for everyday practiceWhat have we learnedWhat we do now
3 What is Growing Learners Evidence based educational consultancy based at the University of Portsmouth:Dr Sherria HoskinsDr Victoria DevonshireDr Emily Mason-AppsDr Frances WarrenMiss Mathilde ChanvinWhat we have done so far...
4 Worked with PCC to explore why we have lower than average attainment in the city. Worked with over 100 schoolsEEF – Randomised control trial.Part of the ‘Closing the Gap’ scheme (funded by National College for Teaching & Leadership)Direct work with schools that request our support.
5 “I don’t divide the world into the weak and the strong, or the successes and the failures... (or the high and low ability) I divide the world into the learners and non learners.” Benjamin Barber
7 What are Mindsets? Growth Mindset Fixed Mindset Belief that intelligence is malleable and can develop.Success takes effort and persistence, learning from mistakes and challenges.Fixed MindsetBelief that intelligence is something you are born with.Can’t change it much.
8 Helplessness orientation Approaches to Learning:Fixed MindsetGrowth MindsetIntelligence is a fixed trait & can’t change muchIntelligence can be increased through practiceFocus on performanceFocus on learningFailure and/or effort perceived as being sign of low abilityNot threatened by hard work or failureChoose activities to maximise performance (easy ones to feel clever)Seek new challenges for a sense of achievementDon’t recover well from setbacksMistakes are perceived as a good thing as they help the learning processesDecrease efforts, withdraw or consider cheating (self-protection)View effort and persistence as a necessary part of successHelplessness orientationMastery orientation
10 Evidence from Neuroscience PlasticityNeurones in the brain transmit information through connections (synapses). The more we keep our brains active through learning new information, the more connections the brain makes.UCL - London taxi drivers.Brain scans = larger hippocampus than othersGrew as they spent more time in the job.Suggests brain adapts to help them learn ‘The Knowledge’ and store mental maps.
11 Ericsson, Krampe, & Tesch-Romer (2007) Outstanding performance in violinists from the Music Academy of West Berlin in Germany.Students were divided into three groups:The outstanding group (expected to become international solists). These were the children normally described as “super talented” and “naturally” gifted.The extremely good group (expected to end up playing in the world’s top orchestras, but not as star soloists)The least able group (studying to become music teachers- a course with far less stringent entry requirements)
12 Remarkably similar – e.g. age started playing,age they decided to become musicians,number of teachers who had taught them.Dramatic difference between the groups:Number of hours spent practising by age 20outstanding group = average of 10,000extremely good group = 8,000least able group = 2,000No exceptions to this pattern.
13 Blackwell, Trzesniewski & Dweck (2007) Study 1: Children’s theory of intelligence predicted maths grades when making transition to high school.Pupils with growth mindsets progressed faster and outperformed pupils with fixed mindsets.Study 2: Intervention training (Brainology)8 week intervention with school children.study skills and mindset workshop, vs only study skills.mindset training promoted positive change in motivation and grades, in comparison to study skills only group.
14 Pupils randomly assigned student mentors Good, Aronson & Inzlicht (2003)Pupils randomly assigned student mentorsgrowth mindset mentoring vs anti drug mentoring.Mindset mentees increased in maths and reading test scores compared to a control group.Further, girls particularly benefitted in maths scores and narrowed the gender gap.Performance suppressed by stereotype?Boys already positive and performing well in maths.
15 No teacher intervention US ResearchMay not be relevantSmall numbersOne or two schoolsNo teacher interventionSometimes no controlNo long term follow upWhat about the UK?
17 Pupil Intervention Teacher Intervention The EEF Project...Pupil Intervention Teacher InterventionMindsetStudy SkillsThe bits we are going to talk about and ask for your feedback on...WAITING CONTROLINSET
19 How to promote a Growth Mindset Tips on Everyday practice High expectations Focus: resilience, self-sufficiency & good learning Specific plans for growth and development Celebrating mistakes Use of role models Language/praise Modelling
20 Celebrating mistakesThe fear of making mistakes and associated shame and embarrassment can stop pupils from trying.Don’t let pupils blame others for failure and mistakes.Make the most of their mistakes, celebrate mistakes!Promote challenge, effort and mistakes as part of everyone’s learning process.When examples of attainment explore the process, effort and mistakes.Give time each week to discuss learning via mistakes (Mistakes Board).
21 Person/ability focused feedback causes... …Temporary high self-esteem if performed well but longer term implications:When challenged or fail, pupils don’t know how to put it right, and instead re-evaluate abilityCreates low self-esteem/feel bad about themselvesAvoidance of task in futureDrop in attainment over timewatch?v=mGTk6yeh9qE
22 Mueller & Dweck (1998)Number of Problems solvedCarol Dweck talking about praise
23 Growth feedback Give ‘process praise’ Use also ‘task praise’ Effort StrategyInterpret setbacks as lack of effort, persistence or result of inappropriate strategiesUse also ‘task praise’What is better/worse than the last attemptWhat is/is not good, realistic, neat, correct etc. about the product
24 What we now offer.A tool to identifying pupils’ learning orientations.Intervention Manuals, Lesson Plans and Materials (6 weeks * 1.5 hrs or flexible)Additional ideas for lessonsEarly Years, Primary, Secondary, 16+.Bespoke services.Working on a second RCT (120 UK schools – train the trainer).Project with Steve at Portsmouth College.
25 Thank you! Any questions? Phone us on 023 9284 6315 VisitThank you!