Presentation is loading. Please wait.

Presentation is loading. Please wait.

How to Transition Students From a "Fixed" Mindset to a "Growth" Mindset Dr. Tom Keefe, Participant, IUS Facet Leadership Group May 3, 2015 2015 FACET/ILTE.

Similar presentations


Presentation on theme: "How to Transition Students From a "Fixed" Mindset to a "Growth" Mindset Dr. Tom Keefe, Participant, IUS Facet Leadership Group May 3, 2015 2015 FACET/ILTE."— Presentation transcript:

1 How to Transition Students From a "Fixed" Mindset to a "Growth" Mindset Dr. Tom Keefe, Participant, IUS Facet Leadership Group May 3, FACET/ILTE Spring Teaching Symposium

2 May 3, 2015 Main Content Areas My Students My Story Mindsets The Power of Belief Teach a Growth Mindset Group Exercises 2015 FACET/ILTE Spring Teaching Symposium

3 My Students Most are non-traditional Many lack learning skills of traditional students Many tend to be passive learners Many don’t feel like they belong Suffer from poor performance outcomes. Only about 8% of our students graduate in 4 years. Only about 32% after 8 years Wanted to do something! May 3, FACET/ILTE Spring Teaching Symposium

4 My Story Sabbatical: Self-regulated Learning, (theory focused on goal orientation), masters of their own learningSelf-regulated Learning Encouraged: metacognitive strategiesmetacognitive strategies Skills: time management, planning & organizing, active reading, deliberate practice, use of goals like learning & performance goalstime managementplanning & organizingactive readingdeliberate practice use of goals like learning & performance goals With a growth mindset: students believe they can grow and develop their talents. Goal oriented, motivated to learn May 3, FACET/ILTE Spring Teaching Symposium

5 Mindsets Stanford Professor Carol Dweck defines mindsets this way, “Mindsets are beliefs—beliefs about yourself and your most basic qualities. Think about your intelligence, your talents, your personality. Are these qualities simply fixed traits, carved in stone and that’s that? Or are they things you can cultivate throughout your life?” May 3, 2015Customize header: View menu/Header and Footer

6 Fixed Mindset The belief a person has that their basic qualities, such as: ability, intelligence or talent, are fixed traits Success and failure in performance is seen as an attribute of intelligence or talent that is fixed Performance on a test or assignment proves they are smart or dumb at something Thoughts, feelings, and speech about performance is focused on evaluating personal qualities/traits 2015 FACET/ILTE Spring Teaching Symposium

7 Examples of Fixed Mindset Statements I’m smart. For me school is easy. It’s just common sense. Nice! Looks I got the spelling gene! Some people are just math brains and others aren’t! I guess I’m not! Why disappoint myself and even try. I can’t write! May 3, 2015Customize header: View menu/Header and Footer

8 The Brain that Changes Itself Science indicates that the qualities of the brain may not be as fixed once thought Neuroplasticity: throughout life the brain reorganizes itself by forming new neural pathways, helps overcome injuries, learn new information and adapt to changes.Neuroplasticity Dr. Norman Doidge May 3, FACET/ILTE Spring Teaching Symposium

9 Growth mindset A person Believes/Knows that their most basic talents can be developed through dedicated hard work, learning skills, & good choices IQ, brains, talent & innate abilities are just the starting point Performance, ability & intelligence are things that can be improved & developed Success: hard work, learning skills & good choices Tests validate a strategy, choice, or effort Thoughts, feelings & speech focus on the process of learning May 3, FACET/ILTE Spring Teaching Symposium

10 Examples of Growth Mindset Statements I love a challenge – its how I get better! I messed up the last test. I will have to think about what I did and regroup. Mistakes are okay. I learn from mistakes. I had a good semester. It took me a while to figure it out, but I came on strong at the end. Hey, that study session really worked. I put in the time and I got the grade. May 3, FACET/ILTE Spring Teaching Symposium

11 The Power of Belief – Mindset & Success: Eduardo Briceno at TED 2015 FACET/ILTE Spring Teaching Symposium

12 To Teach a Growth Mindset First, listen to how students are saying things Remember to speak back with a growth mindset voice 2015 FACET/ILTE Spring Teaching Symposium

13 When a student says, “I can’t ________!” Respond by saying... “yet!” What we say belies what we think and teach our students! May 3, FACET/ILTE Spring Teaching Symposium

14 Speak with a Growth Mindset: Communicate a growth mindset attitude Communicate positive expectations about effort. Winning happens because of work hard, learning the right way to do things, and thorough practice. Focus feedback on the process of learning Recognize student use of a growth mindset May 3, FACET/ILTE Spring Teaching Symposium

15 Practice a Growth Mindset in Class Tell students: mistakes & failure are natural, golden opportunities! Signals for change Change to Win. When one way does not work, adapt and innovate Winning is not about “I/Q”, it’s about “your” use of the right strategy, “your” effort, & “your” persistence Expect hard work and practice to be necessary. It’s not just for some. Recognize students: for their use of a growth mindset Teach learning skills not just content Challenge students to be masters of their learning 2015 FACET/ILTE Spring Teaching Symposium

16 Group Exercises Recognizing Fixed and Growth Mindset Statements is the first step Students are asked to develop three (3) growth mindset statements: Business Students – coming exampleBusiness Students Nursing Students – speaking to a patientNursing Students Education Majors – speaking to a studentEducation Majors Arts and Letters – thinking about your own workArts and Letters Faculty – Feedback on written projectsFaculty May 3, FACET/ILTE Spring Teaching Symposium

17 Class Exercise for Business Students In groups: Select a management job you are familiar with Come up with three (3) growth mindset statements about a subordinate's performance Are you sure they are growth mindset statements? What makes them growth mindset statements? Are they focused on qualities or process?

18 Class Exercise for Nursing Students In groups: Imagine you are talking with a patient Come up with three (3) growth mindset statements that you can use to counsel patients Are you sure they are growth mindset statements? What makes them growth mindset statements? Are they focused on qualities or process?

19 Class Exercise for Education Majors In groups: Imaging you are student teaching! Come up with three (3) growth mindset statements about a student’s performance on homework Are you sure they are growth mindset statements? What makes them growth mindset statements? Are they focused on qualities or process?

20 Class Exercise for Arts & Letters In groups: Think about how you criticize your own work. Come up with three (3) growth mindset statements about your own work Are you sure they are growth mindset statements? What makes them growth mindset statements? Are they focused on qualities or process?

21 Faculty Exercise: Giving Written Feedback We should model a growth mindset with our feedback We should Focus feedback on the process of learning Good feedback: Descriptive, Objective, & Timely Research indicates 38% of the time feedback is associated with decreased performance May 3, FACET/ILTE Spring Teaching Symposium

22 Why Doesn’t’ Feedback Always Work? Too much negative or destructive feedback Too infrequent Too ambiguous Too much about the person, not about the process – praise not feedback Student’s aren’t ready, willing, or able to use it May 3, FACET/ILTE Spring Teaching Symposium

23 Some Feedback Statements Made to IUS Students? (source: IUS, Writing Center) Awk. Did you read this? What? Do you really believe this? I have no idea what you are trying to say. This is a jumbled mess and makes no sense. Did you stay up all night writing this? It sure looks like it. Where did this come from? Is this how you learned to write in high school? May 3, FACET/ILTE Spring Teaching Symposium

24 Helpful Instructor Feedback Assume good intentions Create expectations & offer recognition of effort Tells students what they did wrong with respect Coach for success by focusing on what they did, or need to do, to be successful. Use specific, practical suggestions Offer suggestions when students are ready, willing, and able to use the feedback May 3, FACET/ILTE Spring Teaching Symposium

25 Compare these statements (What’s Implied) 1.Your opinions are not objective. Your writing is slanted. 2.You can use your opinions, but you have to use better evidence to support those. May 3, FACET/ILTE Spring Teaching Symposium

26 We Need to Talk About the Elephant in the Room Good Feedback can be a lot of work, which can take lots of your time! Look at the next few examples…. May 3, FACET/ILTE Spring Teaching Symposium

27 Compare these statements 1.Did you read this? 2.I know you work hard to write better. Here is a strategy that may help. Put your writing down after you have finished the first time. Come back to it later and read it out loud to see how it sounds. May 3, FACET/ILTE Spring Teaching Symposium

28 Compare these statements 1.This is a jumbled mess and makes no sense. 2.I appreciate your hard work. I can see you have written and rewritten this section many times. It still is jumbled and I have a hard time following what you are trying to say. I would like you to go to the writing center. Take your paper. Ask them how you can improve the flow of my writing. Use the word - flow. They will know what you mean and want to help. May 3, FACET/ILTE Spring Teaching Symposium

29 Compare these statements 1.Do you really believe this? 2.I know when you write, things seem to make sense. But here is the problem with your statement _________. Here is a strategy that may help. After you are finished, ask someone else to read it to see if everything makes sense. May 3, FACET/ILTE Spring Teaching Symposium

30 Compare these statements 1.I have no idea what you are trying to say. 2.I want to help you write better. There is a problem here with how this statement relates to what you are writing about. Here is something I want you to try. After you have written a statement, ask yourself if it is clearly related to the subject of the paragraph. May 3, FACET/ILTE Spring Teaching Symposium

31 Compare these statements 1.Where did this come from? Did you stay up all night writing this? It sure looks like it. 2.I can see you are working hard and must have been tired when you wrote this. Here is a suggestion. Look at your schedule and plan ahead. If there is going to be a log jam, shift the work backward to an earlier part of your schedule so you can get it done without being so tired. May 3, FACET/ILTE Spring Teaching Symposium

32 Suggestions to Make Good Feedback Practical Use rubrics. Canvas is great! Scaffold your feedback. Avoid bombarding students with too much feedback Ask students what feedback they want Cut/paste frequently used feedback statements into electronic submissions Use brief written feedback statements supported by detailed face-to-face feedback Use computerized testing to automate as much of the feedback process as possible – full feedback! May 3, FACET/ILTE Spring Teaching Symposium

33 In Summary, Helpful Instructor Feedback Assumes good intentions Creates expectations & offers recognition of effort Tells students what they did wrong with respect Coaches for success by focusing on what they did, or need to do, to be successful. Use specific, practical suggestions Offers suggestions when students are ready, willing, and able to use May 3, FACET/ILTE Spring Teaching Symposium

34 References “Mindsets” by Dr. Carol Dweck“Mindsets Self-regulated Learning, Dr. Dale SchrunkSelf-regulated LearningDr. Dale Schrunk Neuroplasticity, Dr.Norman DoidgeNeuroplasticity, Dr.Norman Doidge Metacognitive Strategies: Thinking about their thinkingMetacognitive Strategies Active Reading: Reading with a purpose Deliberate practice, Dr. Anders K EricssonDeliberate practiceDr. Anders K Ericsson 1.Learning goals & 2. Performance goals1.Learning goals & 2. Performance goals Time management, & Planning managementPlanning May 3, FACET/ILTE Spring Teaching Symposium

35 The End May 3, 2015Customize header: View menu/Header and Footer

36 Scaffolding, a helpful teaching technique Students need many skills in place to be able to advance and learn. Also, many subjects require learning material in sequence Not every student is at the same place at the same time Scaffolding means targeting feedback to bring students to that next level As instructors, we need to know our material and our students May 3, FACET/ILTE Spring Teaching Symposium

37 Cautions When Using Feedback Desire of recipient for feedback is important. Accurate timely cognitive processing of feedback is much less than a given. Not everyone wants feedback. Not everyone is ready to hear feedback If you are unsure if a student wants feedback ask! You may be surprised how many times they turn you down. May 3, FACET/ILTE Spring Teaching Symposium

38 Focus on Process in a Positive Way Use statements that assume good intentions & recognized effort Tell the truth with respect and compassion Coach for success Encourage students to visualize their success Help students to master thinking and speaking growth mindset Self-monitor personal prejudices and negative non-verbal cues May 3, FACET/ILTE Spring Teaching Symposium


Download ppt "How to Transition Students From a "Fixed" Mindset to a "Growth" Mindset Dr. Tom Keefe, Participant, IUS Facet Leadership Group May 3, 2015 2015 FACET/ILTE."

Similar presentations


Ads by Google