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Mindset PLC

Mindset PLC. Data (that showed a need for this work). We had students who were not performing, but staff had a strong sense that students COULD if they only tried. (qualitative data) Students in START scored FB and BB on ELA CSTs, but were reading at or above grade level. (quantitative data)

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Mindset PLC

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  1. Mindset PLC

  2. Data (that showed a need for this work) • We had students who were not performing, but staff had a strong sense that students COULD if they only tried. (qualitative data) • Students in START scored FB and BB on ELA CSTs, but were reading at or above grade level. (quantitative data) • Students were passing their Algebra concepts and had scored FB or BB on 8th grade CST. (quantitative data) • Although Special Ed students proved to have average intelligence (at least) they were failing classes and not passing the CAHSEE.

  3. Gap Analysis • How do we bridge the gap between students who perform and those who do not? • Our data suggest that ability/lack thereof has little to do with the existing gap. • Accumulated descriptive data indicated that building self-esteem and self-confidence of students by telling them they were smart, talented, capable, etc. did not improve productivity, persistence, or quality of work.

  4. Research • Dr. Lisa Sorich Blackwell (Columbia University) • Dr. Carol Dweck (Stanford) • These researchers melded the psychology of human motivation and neuroscience to show how they work together. We can’t ignore one for the other.

  5. Mindsets • They found the key for performance was not in ability (whether you had it or not); it’s in whether you look at ability as something innate and unchanging that needs to be demonstrated (Fixed Mindset) or; whether it’s something that can be developed (Growth Mindset).

  6. Intended outcomes • Staff • 2008-09 Awareness: PLC Mindset: Adolescent Brain • 2009-10 Implementation: FHS Book Study, Mindset PLC, Regional Book Study (Elem. and Middle School) • Future: Mindset Works professional development platform (suite of services); Mindset Interest Based PLC • Student: • 2008-09 Brainology with START, ELL, Special Ed • 2009-10 Continuing Brainology with ELL & Special • Ed • Future: Mindset Works platform provides Brainology to every student at FHS.

  7. Mindset PLC 2009-10 • Applying an experimental design by researchers from U. of Colorado, Yale, and Stanford to reduce the racial achievement gap. • Applying research findings from NYU, Stanford, Columbia U. demonstrating that a growth mindset can inure students against threats to academic performance, se lf-knowledge, and sense of belonging.

  8. Measures • 2008-09 • STARTPre-Post Objective Test (Mindset Questionnaire) • Statistically significant at the 90% Confidence Interval for fixed to growth mindset change • On-going Reflections at the beginning, middle, and end of year • API 32 point increase • ELCAHSEE Every 5th year senior taking Brainology passed CAHSEE • Spec ED Pre-Post Objective Test (Mindset Questionnaire) • Statistically significant at the 90% confidence interval for fixed to growth mindset change • in Ms. Dana Chu’s math classes for students retaking the CAHSEE CAHSEE 90% of students retaking retaking CAHSEE passed math • 2009-10 • EL Pre-Post Pre-test in December, Mid-term test in January, Post-test in March • Spec Ed Pre-Post Pre-test in December with all students not passing CAHSEE English and Math, Post-test to be • completed in March

  9. Alignment with FHS core values Professionalism: teacher autonomy and innovation while encouraging and supporting collaboration: teacher’s have the opportunity to select topics based on interest and to form action groups based on mutual interests. Student Achievement:meeting individual student needs and offering varied paths for student success: teacher expertise and findings from neuroscience and motivation research are used to identify individual strengths/weaknesses and increase awareness of developmental stages in order to meet individual needs while maintaining expectations and standards for all students Instructional Practice: the use of engaging instructional practices: combining teacher expertise, developmental psychology, and brain-based teaching strategies to increase attention, memory, and learning.

  10. Thank you."By nature emplanted, for nurture to enlarge"Richard Mulcaster, 1581First Headmaster of Merchant Taylors' School in London

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