THE SCIENCE OF GROWTH Part 2

1. THE SCIENCE OF GROWTH Part 2

2. 2nd BIG IDEA • 1. Emotional Integration 2. NEUROGENESIS

3. ADOPTION STUDY 4-6 yr olds

4. IQ IS NOT FIXED! • TEACHERS • CHANGE • BRAINS!

5. FIXED AND • GROWTH • MINDSETS

6. Characteristics of a ‘Fixed’ Mindset • My intelligence is a fixed trait - I have a certain amount and that’s it. [“So I worry about how much I have. I must look clever at all costs.”] • I feel clever when things are easy, where I put in little effort and outperform my peers. [“Effort and difficulty call y intelligence into question, so I feel stupid.”] • I need easy successes to feel clever. [“Challenges threaten my self-esteem, so I won’t engage in them.”] • I don’t want to have my inadequacies and errors revealed. [“I will withdraw from valuable learning opportunities if I think this might happen.”] • Even if I’m doing well initially, I won’t be able to cope with a problem or obstacle. [“I really disengage from tasks when obstacles occur.”]

7. Characteristics of a ‘Growth’ Mindset • Intelligence is something I can increase through my own efforts. [“I am keen to work hard and learn as much as I can.”] • I acknowledge that there are differences between people in how much they know and how quickly they master things. [“I believe everyone with effort and guidance can increase their intellectual abilities.] • I love to learn something new. [“I will forego the chance to look clever in favour of learning something new.”] • I am excited by challenge. [“I throw myself into difficult tasks and stick with them. I set goals and make sure when I have strategies to reach them.”] • I feel clever when... [I am fully engaged with a new task, exerting effort to master something , stretching my skills and putting my knowledge to good use. eg. helping other pupils learn.”] “Active Learning Through Formative Assessment” by Shirley Clarke Hodder Education

8. Case Study YR 6 Angi Gibson Tyneside, England Initial evaluation September 2006: • 18% had a growth mindset • 11% were borderline and • 71% were fixed.

9. Modelling a GROWTH Mindset “We need to transform ‘difficulty’ into ‘new or deeper learning’ and avoid expressing sympathy when children encounter failure or difficulty. We need to show enthusiasm about challenging tasks and ensure that failure is followed up by celebration of what has been learnt by the experience, in terms of new strategies needed. By doing this we help ensure that challenge and effort are things that enhance self-esteem rather than threaten it.” Shirley Clarke

10. Case Study Techniques: 1. Build self-esteem and belief in self-ability 2. Reinforce and encourage steps of learning 3. Celebrate an awareness of self-recognition

11. Case Study Strategies: • Peer teaching • Meaningful praise • Highlighted how the wrong answer is a positive thing - something to learn from. • More pupil talk • Increased belonging, self-worth and importance • Problem-solving/ mind-mapping • Higher order questioning • Collecting facts before making judgements • Regular post-analysis of work • Goal setting • Parent information • Teach how to assess own work • Music for mood and atmosphere • Talk about emotions during learning • Teach relaxation (& brain gym) • Celebrate all successes...

12. Case Study Results YR 6 Angi Gibson In January 2007, (3 months later) Retested: • 85% growth mindset • 4% borderline • 11% fixed

13. Impact on Learners... “The effect of this on their learning was phenomenal. Most totally tunedintolearning – hungry for it. They were no longer just content with finishing a piece of work – it had to challenge them…. Their confidence and self-belief was overwhelming and they were not scared of challenges any more – they were welcoming them.” ‘Active Learning Through Formative Assessment’by Shirley Clarke p 28

14. • Provide enrichment [Variety is the magic key] [multi-senses, novelty, challenge & feedback, nutrition positive social bonding] • NOTES TO SELF: [These things promote Neurogenesis]

15. • Provide enrichment • Physical activity • NOTES TO SELF: [Implications for my teaching]

16. Experiment Shows Exercise Doubles Production of New Brain Cells 6000 5000 4000 3000 2000 1000 0 with exericse without exercise 5000 4000 3000 2000 1000 0

17. • Provide enrichment • Physical activity • Reduce stress • NOTES TO SELF: [Implications for my teaching]

18. How much can environments affect brain structure?

19. Effects of acute environmental stress on growth of new neurons Bars = Number of New Neurons 3500 3000 2500 2000 1500 Normal Stressed

20. • Provide enrichment • Physical activity • Reduce stress / provide good nutrition • • Emphasize deep focus [critical thinking] • eg. The intellectual rubberband • • Provide challenge, feedback and novelty • • Provide meaning and relevance to learning tasks • • Chunk knowledge [multiple pathways] • NOTES TO SELF: [Implications for my teaching]

21. We teach CHILDREN, not subjects. CELEBRATE them In CONTENT In PROCESS Arrange SUCCESSES for them.

24. “It’s not one single strategy, its not a single great day or activity that creates success stories. It’s the aggregate of relentless, sustained, positive, enriching, skill-building that transforms students.” • Eric Jensen

25. “Do not neglect your gift... be diligent in these matters, give yourself wholly to them, so that everyone may see your progress.” • 1 Tim 4: 14,15

26. THE SCIENCE OF GROWTH

27. • Provide enrichment [Variety is the magic key] Positive social bonding Mice Study1) remained in home cage 2) 12 hrs daily of restraint stress 3) social reorganization All infected with respiratory virus Match the 3 groups abovewith their mortality rates below:a) 8% b) 15% c) 70% (Padgett and Sheridan, 1999) • NOTES TO SELF: [These things promote Neurogenesis]

28. • Provide enrichment [Variety is the magic key] Positive social bonding Study Results: 1) Remained in home cage a) 8% mortality 2) 12hr. daily of restraint stress b) 15% mortality 3) Social reorganization c)70% mortality! • NOTES TO SELF: [These things promote Neurogenesis]