Transcript Motivating every Student to Learn by fostering a Growth

“MOTIVATING EVERY
STUDENT TO LEARN BY
FOSTERING A
GROWTH MINDSET”.
Presenter: Dana DeWitz
OBJECTIVES:
The participant will:
Define a Growth Mindset
Understand how the brain works
Identify how students are motivated
Develop a plan for motivating every
student
AGENDA
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Introductions
Opening Activity
Growth Mindset vs. Fixed Mindset
Brain Function
Learning/Motivation/Plan
Closure
INTRODUCTIONS
Whole Group:
 Share your Name & Position this year
At Your Tables:
 Share - 1 thing you hope to learn at this session
 or 1 thing that makes you nervous about this year
Effort
Growth
Motivate
Focus
Neurons
Praise Believe
Success
LET’S GET STARTED!
On a sheet of paper, write comments you
might give to a student
They could be ones you’ve heard
They could be your own or make some up
Get as many as you can in 2 minutes
MINDSET…IT’S A CHOICE!
Fixed Mindset
Growth Mindset
Intelligence is static or innate Intelligence can be developed
How
does
 Leads to a desire to look
 Leads to a desire to learn
this
smart and therefore
a sit and therefore a tendency
tendency to:
with you?to:
 Avoid challenges
 Embrace challenges
What
 Give up easily due to obstacles
 Persist despite obstacles
resonates?
 See effort as fruitless
 See effort as the path to
mastery
 Ignore useful feedback
What
 Learn from criticism
 Be threatened by others’
doesn’t?  Be inspired by others’ success
success
HOW THE BRAIN WORKS:
 http://www.youtube.com/watch?v=uqGz7uqoPZ4
 Find a partner
 Wearing the same color as you
 At a different table
 Stand and discuss
 Discuss the video with this partner:
 What is an important message?
 What do you question?
 What did you learn?
NOW WHAT?
How do we teach children the truth about their
brains and mindset?
How can we use this knowledge to motivate
every student?
FIRST STEPS:
How to ‘Build’ Motivated Students:
1 . Teach students the truth about where getting smarter
comes from. Their brains are like muscles. The more they
work them (practice), the smarter they become.
2. To get smarter, students must BELIEVE they can do it.
Spend time creating learning activities that prove to them
they can learn anything. (Correct rigor and relevance for each
student). Show your belief in them to build confidence.
3. Teach students what ef fective ef fort really is. It’s not just
getting sweaty or getting it done.
4. Give Feedback. It motivates when given about things
students can change: ef fort, belief in self, strategies .
EFFICACY MODEL OF DEVELOPMENT
Confidence
 Belief in Self
 Belief that “I can!” or
“I can learn it!”
 Borrow confidence
 Don’t know it YET!
Effective
Effort
 Tenacious Engagement –
Stick with it – Never give up
 Focus on Feedback –
Getting it right? Keep
Going! If not, change it up!
 Strategy Formulation Change strategies until you
get it!
Learning
MOTIVATION COMES FROM FEEDBACK
 Feedback motivates when:
 It is specific
 It is given about things students can change:
effort, belief in self, strategies.
 It is positive
 It is timely
 It doesn’t label (“smart”, “a natural”, “genius”)
Get we
your lists
out.it
Put
How
say
CAN Motivate Students!
a star by comments
that will motivate
students.
Discuss at your table.
Don’t Say
Do Say
“You are smart!”
“Your brain is like a muscle. When you work
hard, you will get smarter every day.”
“Nice job!”
“You worked really hard to collect good facts
and lay out that Power Point in an organized
way!”
“You can’t do this; it’s too hard for you.”
“You don’t know how to do this YET. Let’s find a
strategy that will make it feel easier!”
“Re-do this. It’s all wrong.”
“Take this opportunity to try a new strategy so
that you can learn how to do this correctly.”
“You didn’t even try on this.”
“Was your effort in the right place? Were you
getting the answers correct? No. Then, your
strategy didn’t work. Let’s find one that does!”
“Some people are just geniuses.”
“Our brains are built for brilliance. We become
smarter at anything we try really hard at. So
never quit trying!”
LET’S MAKE A PLAN:
Weekly:
 Decide on a focus:
Wk #1: Teach about the brain
– it’s like a muscle
Wk #2: Talk about Confidence
– belief in self is critical, you
can borrow it though
Wk #3: Teach Effective Effort
Wk #4: Teach Strategies to
accelerate learning
**Focus on your Feedback –
write examples you’ll start
using over and over
Daily:
 Reinforce the Weekly
Focus
 Review past ones
 Practice giving
feedback
 Teach students to give
it too!
OBJECTIVES:
Can you?
Define a Growth Mindset
Understand how the brain works
Identify how students are motivated
Develop a plan for motivating every
student
CLOSURE:
Think it, Write it, Share it
Sketch out your first week plan
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What is your objective?
What materials might you use?
How will you teach it?
How will you reinforce it?
Then share it at your table
RESOURCES:
 Video on Growth Mindset:
http://www.youtube.com/watch?v=yS-oZLHRK1Y
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Mindset by: Carol Dweck
[email protected]
Ef ficacy Institute: http://www.efficacy.org/
Curriculum Repository: Ef ficacy
NEUROSCIENCE
In the past, neuroscience taught that people never
add new neurons to their brains; all the brain cells
you were ever going to have, you had at birth. In
fact, many of these were thought to die off as we
age.
Recent discoveries prove the old view was wrong.
The brain can in fact create new neurons throughout
life, especially in response to new challenges. These
newly created neurons (along with the rewiring of
existing neurons) are building blocks for mental
circuit development.
NEUROSCIENCE
Once formed, new mental circuits become
stronger and more efficient through repeated
use, so that the same mental work can be done
with far less energy.
This increasing efficiency underlies the
experience of complex tasks becoming “easier”
over time, and is the basis for development of
high-level expertise.
FEEDBACK - MY “GO-TO’S”:
You don’t know it YET!
Your brain isn’t
broken, but that
strategy is!
Great effort! You did it
by working hard!
How did that strategy
work?
Look at how smart you
are getting with all of
that effort!!!
#1 Strategy for
learning is LISTENING,
if you’re not listening,
you’re not learning.
Practice more, you’ll
get better
Work harder, you can
do it!
What do you need to
work on?
SO, WHAT KINDS OF THINGS
COUNT AS STRATEGIES?
•Listening better? YES!
•Asking for help? YES!
•Doing it a different way? YES!
•Watching someone else do it, then
trying it? YES!
•Turning work in early to ask for
feedback? YES!
•Asking for extra practice? YES!