Math = Love: Growth Mindset and SBG Bulletin Board Downloads I already included the pictures of my two new bulletin boards this year in my massively long post of classroom pictures today, but I wanted to create a separate blog post that people could use to easily find the downloads to duplicate these bulletin boards in their own classrooms. I don't think I've ever been this happy with my bulletin boards before. They make me smile. They represent what I think is important. They are useful to students. They spark conversations. The bulletin board behind my desk is called "Change Your Words - Change Your Mindset!" . This is not an original idea. The words printed on gray cardstock represent a fixed mindset. The words printed on colored cardstock represent a growth mindset. I'm asking my students this year to listen for people speaking in the fixed mindset and to offer them a statement in the growth mindset instead. My other bulletin board stems from this theory of mindset. I changed the coloring to better represent my grading structure.
New Research: Students Benefit from Learning That Intelligence Is Not Fixed Arten Popov Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential. The new research involves larger, more rigorous field trials that provide some of the first evidence that the social psychology strategy can be effective when implemented in schools on a wide scale. Even a one-time, 30-minute online intervention can spur academic gains for many students, particularly those with poor grades. The premise is that these positive effects can stick over years, leading for example to higher graduation rates; but long-term data is still needed to confirm that. However, all the original intervention studies were small and left some educators and policymakers unconvinced. A Light Touch Leads to Meaningful Change
Décrochage : Ce que dit la recherche L'Ecole peut-elle quelque chose contre le décrochage ? Trois études récentes apportent des éclairages nouveaux sur les mécanismes du décrochage. Elles montrent clairement du doigt les responsabilités de l'Ecole. Comment les jeunes décrocheurs expliquent-ils leur départ du système éducatif ? Le travail d'Eric Maurin, Dominique Goux et Marc Gurgand sur l'expérimentation de prévention du décrochage réalisée dans l'académie de Versailles montre que les établissements ne sont pas désarmés face au décrochage. Lucie Hernandez, Nathalie Oubrayrie Roussel et Yves Prêteur, du laboratoire PDPS de l'Université Toulouse II, publient dans Recherches en éducation n°20, une intéressante étude sur le rôle des pairs dans le décrochage. Au final, ce que nous disent ces études, c'est que lutter contre le décrochage passe bien par un effort pédagogique. François Jarraud L'experience de Versailles Marre de l'école, l'étude du CREN (Bernard et Michaut) Recherches en éducation n°20
Empowering Student Voice Through Classroom Culture Posted 02/17/2015 12:31PM | Last Commented 02/22/2015 1:53AM Empowering student voice transforms a learner from being an observer to an initiator. We’ve all seen students who walk in the door on the first day of school with a fixed mindset. Their previous educational experience may have led them to believe they may be great in math, but struggle in reading. These students come to us expecting to experience the same struggles and emotions they have in past years. Students may lack confidence, and be unwilling to take risks. As educators, how can we support the development of a growth mindset that will lead to empowerment of student voice? Ongoing Community Building to Support Growth Mindset Educators grasp the importance of team building, but to take it further in order to shift the culture, I utilize Laurie S. Steps to Establishing Community Create an environment of cooperation: move toward collaboration through pushing one’s comfort zones. How did you feel during the activity?
4 Ways to Encourage a Growth Mindset in the Classroom EdSurge Newsletters Receive weekly emails on edtech products, companies, and events that matter. Contrary to popular belief, high achievement isn’t merely a product of talent and ability. In fact, our internal beliefs about our own abilities, skills, and potential actually fuel behavioral patterns and predict success. “There is no relation between students' abilities or intelligence and the development of mastery-oriented qualities. This is something that really intrigued me from the beginning. A person with a fixed mindset believes that his or her intelligence is static, while a person with a growth mindset believes that his or her intelligence can be developed. A growth mindset has a sizable impact on business efficacy and is a determinant of successful athletes. The good news: a growth mindset can be taught. Integrating growth mindset-oriented learning processes into the classroom, then, can have a beneficial impact on learning. 1. 2. 3. 4.
L’aide par les pairs : un rendez-vous réussi! Un groupe de travail Ce sujet a été retenu en fonction d’une préoccupation commune d’un groupe de travail composé notamment par le CTREQ, le Carrefour de la réussite, l’Association pour la recherche au collégial (ARC), le Centre de documentation collégial (CDC) et le Consortium d’animation sur la persévérance et la réussite en enseignement supérieur (CAPRES). Depuis 2013, cette collaboration avait pour but de rechercher des cadres de référence existants au Québec, ainsi que dans la littérature scientifique internationale, pour permettre d’identifier les conditions d’efficacité de différentes formules d’aide par les pairs. Un dossier complet Grâce à une collaboration des membres du groupe de travail, un dossier de référence sur l’aide par les pairs a été publié. une synthèse de la démarche du groupe de travail de laquelle il est issu,des définitions de concepts (tutorat, mentorat, mesure d’aide, etc.) [Consulter une infographie synthétisant ce dossier] Discussions en sous-groupes 1. 2. 3. 4.
Developing a growth mindset | Class Teaching I’ve decided to use the spring break as an opportunity to catch up on some long overdue reading – starting with ‘Mindset’ by Carol Dweck. The theory explored in this book is that there are two types of mindset – fixed and growth. The diagram below summarises the main qualities exhibited by each one: It’s obvious to see the relevance of this to us as teachers and Dweck presents a very compelling case for it. So what follows is an initial attempt to look at each of the qualities of the ‘growth mindset and some of the strategies and techniques we use as teachers to develop this in students. Links to other relevant posts and blogs have also been included, within this post. Embrace challenges Tell students that they will be doing challenging learning in lessons – and tell them why you think they will be able to do it. Persist in the face of setbacks Show students strategies they can use when they become stuck e.g. use the 5Bs: Think carefully about your questioning. Learn from criticism Like this:
How to make growth-mindset theory work in the classroom “When I read the book Mindset by Carol Dweck, I kept turning the page hoping that she might start to tell me how to ‘do it’ in the classroom,” says Katie Walton, a teacher from Cambridgeshire. “But it didn’t happen.” It’s a common experience. Dweck’s idea of a growth mindset – that intelligence is not fixed, but can be developed through hard work and support – is obviously of massive appeal to teachers. “Dweck offered some excellently argued theory, but how that translated to teaching was anyone’s guess,” Walton says. Writing in the 31 October issue of TES, she explains that with nothing to go on, she developed some strategies of her own. Define the values and reward examplesChildren should consider what values a school needs to have in order to inspire a growth mindset. Making an effort in learning is important.Making mistakes is helpful and not something to be ashamed of.Feedback, including criticism from others, is important.
Teaching strategies to create 'growth' mindsets As a kid I wanted to become a cliché when I grew up so I bought a guitar and grew my hair. I successfully learnt all the chords but struggled to combine them in a meaningful way (perhaps I should’ve joined an experimental jazz band instead of churning out 1980s power ballads). When my dreams of rock stardom eventually withered on the vine, I turned my attention to mastering magic, then to conquering chess, and to all manner of other hobbies. What all these childhood endeavours had in common – apart from their mutual failure – was that I took it for granted that I’d have to work hard at them, I knew I’d have to practise endlessly and that I wouldn’t become expert overnight. I played that old six-string every night after school till my fingers bled, readily accepting that improvement would be incremental. Most of us feel this way about our interests. And yet when it comes to schooling – to mastering English or maths or science – we often forget the importance of hard work and practice.
Mindset Works®: Student Motivation through a Growth Mindset, by Carol Dweck, Ph.D. Emily translates the latest educational research on mindsets and motivation into growth mindset programs and practices. She delivers professional learning talks and workshops for parents, educators and leaders all over the country, including sessions in partnership with Scholastic. Her latest work includes California Math Council South, New York City Dept of Ed, New Tech Network, and school districts such as Washington DC, Compton Unified, and Delaware’s Vision Network. Emily has 16 years experience in K-12 schools as a teacher and instructional coach. Emily Diehl loves a challenge! Creating a Growth Mindset in Your Students Belief that you can become smarter and more talented opens the doorways to success. That’s what twenty years of research has shown Carol Dweck of Stanford University. She has identified two opposing beliefs about intelligence and talent, beliefs that strongly impact our ability to learn. Though the fixed mindset has traditionally held sway, many recent studies show that the growth mindset better represents our abilities. In her book Mindset, Dweck outlines the dramatic effect that these opposing beliefs have on learners: As you can see from this chart, the fixed mindset leads to many of the learning and discipline problems in school, while the growth mindset leads to optimal learning. In one such study, urban Milwaukee students who were at risk for mental retardation were entered into an intensive education program prior to first grade. Alfred Binet created the IQ test for a very similar application—to raise the intelligence of Parisian schoolchildren. “Never!” 5 Steps to Growth