Tuesday, 17 March 2015

Jamie Fitzgerald - Using a Growth Mindset when facing a challenge

What we focus on becomes reality - Jamie Fitzgerald

This guy is off the telly!
That mad man that does those crazy crossings dressed in the olden-days clothes!  He is in the room!

How to use the Growth Mindset to prepare for and complete an enormous challenge.

Succes in not in predicting the future but in developing people who can survive when the future is not predictble.  Jamie Fitzgerald

What knowledge and mindset will help me make the right choices in the face of challenge?
What common themes are there in Growth Mindset and how I prepared for the challenges?

Stages: (getting ready for a super huge challenge)
1. What could be possible?
 - not can I do it but how would I feel when I finished?
 - be open to the possibilites
 - what do we want to achieve?
 - what goals do you have to achieve and how to break them into little steps
 - if you don't know what you stand for - you'll fall for anything!

2. How will I get there?
- prepare for the hardest potential possibility

3. How will we work together?
 - focus on the relationship not all the tasks we need to do and it goes more easily
 - share the stories of other people who had struggled to achieve success
Whappened, result, what can we learn... what would that look like for us tomorrow?

The kids who went on the Te Araroa walk challenge always used the end of session conversation to look at successes and how they could use it in the next day. The golden circle.

Sometimes when you think you are making the least progress - you are actually making the most.
Being stuck is not the problem. Staying stuck is.

It is all about the reflection we have after being stuck. How are we going to use what we learned from the experience?

4. How can we capture progress?
 - break it into tiny pieces and make each step at a time
 - celebrate small steps
 - keep reflecting back on what the purpose is
 - completion results in a big sense of satisfaction
 - reflect on the effort not just the success

Thoughs to finish with:
We all see things through different lenses.
Shaping conversations. Growing mindsets. Inspiring performance.
Embed purpose, progress and insights into culture.
What you focus on becomes reality.

When we are faced with a challenge - we have the choice to put out the sea anchor or to keep rowing.

Guy Claxton - Conference 18th March

Make a difference - use the gems in you class tomorrow:
Celebrate incomplete work - the process
Comment on progress and strategies
Seek feedback from the students
Praise different things
Easy is boring - hard in interesting
Share struggles in the staff meeting
Use - yet to achieved

I came here to steal as many strategies as I can to change the learning for my kids.  It needs to change what I do in the classroom. A call to action.

We make assumptions:
Learning depends not just on the student 'Mind' but what we as teachers think or believe about their 'Minds'. This can very clearly limit the opportunities we give them and what we believe thay can achieve.

We needs to make a SHIFT in our assumptions and practice. 
We have a perception that is inherited from out culture.

Intelligence - central pot of resource:
1. Fixed - predetermined
2. Separate from other partts of our mind - social, practical, emotional
3. We can set a ceiling of what people can achieve base on their 'interlligence'.
4. The size of the 'pot' can be determined by tests or teacher perception
5. Potential - a weasle word - who has the greatest potential?  This word conveys a fixed mindset.
6. The most rational and abstract topics are valued more - maths, physics.
7. Practical subjects that involve the body are ranked as lower intelligent subjects.

What does science say?
Composite: made up of lots of parts
Attitudinal: bound up in attitudes and traits
Physical: Both physical and intellectual
Distributed: We are all intelligent and use tools to amplify intelligence
Social: Born out of convesation and interaction
Expandable: We can increase it by using tools and habits

Intelligence is the sum total of your attitudes of mind.

As teachers we need to focus on doing no harm with the language of Fixed Mindset.

Combo of developing intelligence:
These aspect are all part of the 'band'. Each part is impotant and plays a role.

 - Growth Mindset
 - Tolerance for uncertainty
 - Fair-mindedness (Need to be fair and see the other point of view)
 - Empathy - perspectives (entertain multiple perspectives)
 - Craftmanship (enjoy the process of improving and tinkering - stick with it longer)
 - Fixed Mindset
 - Intolerance for uncertainty (Confusion is the beginning of the journey)
 - My-side-bias (Jump to a conclusion then spend all your time trying to justify it)
 - Egocentricity
 - Approval

Physical: Intelligence in the Flesh
 - IQ and breathing (relates to intelligence - flow of oxygen to brain)
 - Heart beat and decision making (sensivity to heart beat - predicts problem solving ability)
 - Skin and thinking (conductivity of the skin changes - distributed through entire body - immune, hormones...)
 - Gesturing (the ability to gesture helps thinking)
 - Tinkering /sketching

We make the world smart so we don't have to be - Andy Clark

We are tool creators and tool collectors from the earliest time.
Our world is characterised by tools that increase our intelligence. Person + tools + +
Do we capatilize on these tools or keep them out of the classroom?
Why do we strip these tools away from people in exam times?

Inrelligence is a social triumph. - Phil Brown & Hugh Lauder

Two heads are better than one
Communities of practics
Social and digital learning - PLN (Different from school situation - we are all learners)
 - democratic
 - self organised
 - informal

This opens up opportunities for us as educators to build the habits of mind.
 - resilience
 - imaginary (Mental rehearsal - trainable)
 - empathy
 - resourcefulness
 - reasoning
 - craftmanship (Austin's Butterfly)
 - reflection (Visible Learning  - Hattie, P4C, Habits of Mind)
 - collaboration (Not key facts - what can we construct together?)

Colours of the rainbow - do you say "There are 7 colours which are..." or do you say, "Your challenge is to look carefully and see what colours you can see. You need to name them without using the words red, blue...."

Empathy Glasses: 
Getting kids to design their own glasses that allow them to see things from another person's point of view.

The seriousness of learning...
So we make learning boring to prove that the learning is serious?

Rich questions - 45 minutes:
Why do we have 5 fingers and toes?
Three kids and one device - fewer devices than children.

Building reflection: Coaching
Teach kids how to reflect and coach their own learning.
I don't think I asked the right qustions to intensify my learning. So what I need to improve on for the next lesson is..... A task set for the next session to expand her capacity to learn.

So what more can I do?
The best schools are looking for ways to improve.  They are also getting better test scores!

In school we could try: (based on the ideas from the movie showed)
Kids co-construct learning
Run buddy coaching programmes
Real life purposes - science collaborative projects, arts / design show
Run own learning conversations with parents
Part of community projects
2 hour sessions
Challenges across subject areas

Are we building diligent clerks or intelligent explorers!

What sot of time fram did a school take to develop waht we saw in the movie:
Four years - developing on from the existing growth mindset.

How do the contributing schools feed into this school.
This journey is about teacher habit change and school culture change. This takes years. One of the strands is getting 'buy-in' from parents and primary schools. It is important to have some consistancy in allowing for these independence skills to be used in the secondary school. We run a training programme where we teach the kids what to do if they are confronted by teachers who don't allow them to use their skills. Don't lose it, just park it.

What can you suggest that will work to educate parents around the need for these changes:
Start with the learners and let the children educate them. Change reporting to communicate the shift in priorities. Communications home should introduce quotations and messages. "Talk to your child about what they are struggling with or that they have mastered."

Some people Rock Think - seeing only the obstacles. 
Water moves around the obstacles and works even though they remain.

What am I going to do a bit differently tomorrow?
Intentionally give opportunity to develop those habits of mind.
Celebrate the process - unpacking as a learning point.
Make the learning co-constructed and more open.
Use real-life challenges that make a difference to the community.

Carol Dweck - Conference 18th March

Learner or non-learner - the world can be divided into these two categories. Benjamin Barber

Babies approach life with infinite interest, curosity and effort.

Sometimes our actions as teachers create kids who feel like they have to be infallible.
This might show itself by removing yourself from opportunity for failure.
Young people feel like they need awards and recognition every day for just doing the job.

Fixed Mindset: Intelligence is fixed - limited = non-learners, avoid risk, avoid failure
Growth Mindset: Intelligence ca be developed = hard work, strategies, mentoring

Can mindsets be changed:
We can change our mindset, grow and learn. It is a teachable attitude.

Alfed Binet believed that mindset can be changed. The IQ test was intended to identify children who needed extra help rather than put a permanent label on children.

Are mindsets all or nothing?
In different subjects or life situations we slip into a different mindset. Kids might have a positive mindset in maths but a fixed one in writing.

Mindsets Matter:
How do the different mindsets perform?
In American schools and university, students with the same starting grade performed in different ways. After failing in an exam the fixed mindset people gave up while the growth mindset people developed study groups, contacted the tutor and worked harder.  The result was that the scores were very different. Mindset matters.

In Chile research - the different socia-economic groups made no difference. It was the growth mindset that enabled the poorer kids to perform at the level of much wealthier children.

How do they work?
They create a whole psychological world...
1. Fixed mindset - you must look smart at all times. Never look dumb.
2. If you have ablility then you don't need to use any effort. (Coast on natural talent)
3. In a fixed mindset - set back show that you are a failure. Run from these!

1. Growth mindset - don't repeat tasks to look smart. Work on getting smarter.
2. Hard work, strategies and mentoring helps grow intelligence. (Know they have to work hard)
3. Set backs are part of learning. Growth mindset people use these as learning opportunities.

How does this work in the brain? (attitude towards errors)
1. not interacting with the error

1. vigrous activity
2. processing error
3. correcting

Adults have a large part to play:
Intellingnce - create a fixed mindset, they avoid hard tasks. "You are so clever."

Process praise - creates a growth mindset, they enjoy hard challenges. "great work. You have used some good strategies and never gave up."

This is a good word. Working hard to achieve something of value.
What are we struggling with? What do I want to struggle on next? What is there of value that I am really interested in struggling with?

Praise options:
1. You did that really easily - you must be good at maths. Fixed
2. You did that so quickly. Sorry, here's something more challenging and interesting for you. Growth
We need to praise effort, strategy and progress.

Students playing a ICT game with positive mindset praise ...
 - played longer
 - used more startegies
 - perservered
 - just as many high achievers as strugglers styed in to the end of the game.

What does this mean for us in the classroom...?
Failing grade - should be 'Not Yet Achieved' sets learners up knowing we believe in them and that is is part of a journey. YET!

Direct teaching of mindset:
Teach study skills & growth mindset training.
- Learn about how we can grow the brain - how do the neurons work?
- Getting smarter is in our own hands.
- There was a huge different in the results of kids with just study skills in relation to those who also have the mindset training.

A mindset is powerful but it is a belief. Beliefs can be changed!

Having a Growth Mindset changes the attitude to effort and difficulty.
I want to do this because it is so hard!

Growth Mindset for teachers:
Legitimise having a Fixed Mindset. Tune into the FM and notice when you are using the FM. Share those reflections.
Move into replacing these with Growth Mindset thoughts. Talk about the science.

For teachers:
Attitudes about themselves....
We lose teachers who are told that they are 'natural teachers'.
They need to understand that there will be failures. This is the worst they are ever going to be. There will be lots of learning and improvement.

  • Collaborate with other teachers
  • Ask for feedback
  • Look for strategies that will help all students.
  • Look to change rather than blaming students. 

Growth Mindset Organisations:
Do we believe in fixed intelligence or believe that we can grow our teachers and learners.
Growth mindset organisations feel empowered and supported.
In action it looks like sign up sheets - projects, workshops, all staff incorporated and given training...
People collaborated. Sharing information and working together rather than being in competition with colleagues.
Growth mindset organisations result in lots more innovation as people have the confidence to take the risk. The school supports risk and failure, so long as lessons can be learned.
These are a more exciting and productive place to work and learn.

Into the Wider Community:
Teach the parents how to support the growth mindset.
Make it tie into the cultural values of the community.
Growing your brain so you can help you whanau.
Because we care for you, we will spend 6 hours a day growing your brain.
Student struggles with learning helps grow teacher's brains. 'Thanks for growing my brain!'

Abilities are capable of 1.5 - 2 years additional growth by using the Growth Mindset. As teachers we must be thinking that this is the HUMAN RIGHT of all students to be given this tool.

How to evaluate / measure mindsets: 
a short questionnaire that gets them to agree or disagree with simple statements. Everyone can become lots smarter.  Mindset Test

What does the GM look like in the classroom: 
Students begging to have their mistakes used as an example to help the class learn.
Use a pre-test then show improvement.
Promote the understanding that we can all lean this.
Culture of faster is not better - deeper is better.
Process praise  - encouragement.
Look for improvement over time.
Who has stuck to a challenge and make improvement.
No-one coasts or feels superior because they don't have to work.

Have you done research on how GM affects students with dyslexia or other learning disabilities: 
GM is especially important to these students.
Exhortation to effort is nagging and does not work.
These kids are struggling and need support to find the strategies that work for them.
Learn how to systematically test strategies for the most effective.

How can we change systems and policy so this becomes an expected approach:
We need to stop them from implementing this in the wrong way - being accountable for mindset and therefore doing it superficially.
It needs to be a school based approach.
We need to give permission to experiment - try new things.
Failure is part of the process of learning GM deeply.
Policy needs to be about rewarding experimentation and improvement.

What are the results of rewarding everyone for participating:
Every piece of praise or trophy sends a message about what you value. Don't give them out for nothing. They need to mean something! Focus on team spirit, improvement and attitude.
You have to earn it so it can be valued.

Gender differences with GM:
GM is particularly important for female, especially in 'non-female' stereotype subjects. The more they have a GM, the more they can withstand the negative stereotypes. These are a learned set of skills that they can learn.
Males seem to have a hardier confidence and less fear of mistakes. You get this from a GM.

Some subject disciplines have mindsets:
Some believe that their subject is about sheer brilliance while others believe that it requires hard work.

Ability grouping:
Sometimes the grouping works but it needs to be fluid rather than lasting for the whole year or school career. Does it mean we push one group and water down the curriculum to another group?
Always with the idea of changing groups as children change and improve.