Who are we We are EDUCAN A youth engagement program in the Boston area via Santander bank and Boston University Our program aims to help students focus on efforts as opposed to achievements and to help them foster a growth mindset that they can practice and implement in their daily lives ID: 788109
Download The PPT/PDF document "EDUCAN! Mindset Mentoring" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
EDUCAN! Mindset Mentoring
Slide2Who are we?
We are EDUCAN! A youth engagement program in the Boston area via Santander bank and Boston University. Our program aims to help students focus on efforts as opposed to achievements, and to help them foster a growth mindset that they can practice and implement in their daily lives.
During
the 7
-week pilot program, 1 hour per week, mentees worked individually or in pairs with mentors, through a series of activities to help them challenge and change their mindset.
Slide3What is Mindset?
Mindsets can be fixed or growth In a fixed mindset, people believe their
basic qualities, like their intelligence or talent, are simply fixed traits.
They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort.
They’re wrong.In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point
. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities
.
Discovered by Stanford University psychologist Dr. Carol Dweck
“Picture your brain forming new connections as you meet the challenge and learn. Keep on going.” ― Carol S.
Dweck
Slide4Fixed mindset vs.
growth mindset
Slide5The Neuroscience
Our brains are malleable. L
earning
happens in several
stages: encoding,
c
onsolidation
and retrieval. During
encoding,
information is gathered via our sensory input and bound together by the MT lobe regions to create a distinct ‘episode’
(
Eichembaum
,
2004) or
neuronally
encode version of the world
(
Dudai
, 2007). Through
consolidation
, the memory trace becomes stabilized, and less reliant on the
hippocampus
for
retrieval
as it is distributed to other areas of the neocortex (
Dudai
, Fitzpatrick &
Roediger
, 2007)
.
When we learn something, the brain is not fixed and it can be changed as we learn and new information is incorporated. For example, taking a test on information just learned has shown to benefit learning over simply reading, this is the
testing effect
.
On a neurological level, the testing has been found to result in increased activity in brain regions associated with
encoding
,
including
the left hippocampus and left prefrontal cortex
(
Vestergren
& Nyberg, 2014)
.
Slide6Mindset can affect how well students learn
A study with middle school students looked at the impact of
fixed versus growth mindsets
on achievement in math—a subject that many students find challenging. Students with a
growth mindset earned higher math grades over time compared to students with a fixed
mindset
On the
Chilean national achievement test, students with a growth mindset earned higher scores. The more a student disagreed with statements like “You can learn new things, but you can’t really change your basic intelligence
,”—the more they had a
growth
mindset
—the
better they did on the achievement test. In fact, students who had a
growth mindset
were three times as likely to score in the top 20% of students nationally while students with a
fixed mindset
were four times more likely to score in the bottom 20% of
students’
Source: https
://
www.mindsetkit.org
/growth-mindset-parents/learn-about-growth-mindset/research-how-mindset-affects-learning
Slide7Mindsets can change
Dr. Carol Dweck
outlines 4 fundamental steps to change your mindset:
1) Learn to hear the fixed mindset voice
“What if you fail—you’ll be a failure”
2) Recognize that you have a choice
How you interpret challenges, setbacks, and criticism is your choice3) Talk back with your growth mindset voice FIXED MINDSET: “What if you fail—you’ll be a failure”
GROWTH MINDSET: “Most successful people had failures along the way.
”
4) Put growth mindset into action and learn from mistakes and try again.
Slide8Failures as opportunities
mistakes are valuable opportunities for growth- we should talk about mistakes as if they are exciting, and a natural part of the human experience
.
Analyze mistakes
togetherHonor what they did right, even in mistakesTalk about the feelings associated with mistakesPush your mentee to take on bigger challenges when they are
ready
Share your own failures and
mistakesAsk questions like: How do you feel when you make a mistake?How do you think other people see you when you make a mistake?Have you ever discovered something new from making a mistake?
“Failure is success if we learn from it.”~ Malcolm Forbes
Slide9Program structure
Week 1 - “Getting to know you, what is challenging for you? What is a growth mindset? Mindset survey
”
Week 2 – “Intelligence is not fixed, mindset can change, why a mindset matters” Week 3 – “The neuroscience of learning, failure and challenges as opportunity, celebrating mistakes
”
Week 4 – “
Thinking differently when things get hard- talking back to your fixed mindset, Study Skill, Week 5 – “Using your growth mindset; Review last week – did they use any strategies/growth mindset/ how the week going?”Week 6 – “
Finish up and review, mindset survey”
Week 7 – “
Program evaluation and review
”
Slide10The role of Mentors Offer strategies to approach problems
Reframe difficulties and emotions from a growth perspective Model a growth mindset
Slide11Week 1
We spent week 1 getting to know each
other.
W
e started by playing a game of Salt and Pepper, where mentors and mentee’s had to find their partner.
Afterwards, mentors and mentees broke off into their groups and got to know each other
even better
, by trying to find similarities between themselves. “Getting to know you, what is challenging for you? What is a growth mindset? Mindset survey”
Slide12Week 2
“Intelligence is not fixed, mindset can change, why a mindset matters”
Week two is where the real work
began
. Mentors and mentees worked independently in their pairs and groups using tricky games such as Bop-it and Simon and other examples to explain that if we find something
hard
now it won’t always be that way. The session wasn’t all hard work, it ended with 20 minutes of free play, where students and mentors could spend more time bonding over games such as Jenga and Hungry Hippos!
Slide13Week 3
One again, this week began by using the tricky games of Simon and pop-it, the games were passed around a circle and each student attempted the game, ultimately making errors.
I
n pairs,
mentors and mentees then learn about famous people who have failed at things but later on still become successful at what they do. We then played the bop-it game again to show that you can get better at something if you
try
it again.Lastly, we played the crumpled paper game to show the brain is malleable. “
The neuroscience of learning, failure and challenges as opportunity, celebrating mistakes
”
Slide14Week 4: Thinking differently when things get hard- talking back to your fixed mindset,
study skill.
Week 4 began with a mini lesson on how the brain is made up of cells called neurons and when you use your brain, it gets bigger and stronger and
smarter, as the neurons make new connections. We used the analogy that the brain changes in the
same way your muscles get bigger when you work out at the gym.
Then
we talked about study skills that the students could use to help them study at school.
We fished the session with another opportunity for free play.
Slide15Week 5– “
Using your growth mindset; Review last week – did they use any strategies/growth mindset/ how the week going?”
Week 5 began with a activity focused around the Cartoon Character Kung-Fu Panda, who must overcome his fixed mindset about selling
noodles to become the dragon master.
At each stage of the game the students had to choose the action that would
help the Panda overcome his fixed mindset.
The session ended with the mentors and mentees working together to discuss where a growth mindset
could be useful outside of school.
Slide16Week 6 – “Finish up and
review.
Week 6 began with a story memory game. The mentees were read a story and then had to recall as much of it as they could.
Before recalling the story a second time the students were asked to read the story again a create a
story board to help them remember it. We then asked for volunteers to come up and
tell the
story again.
They were able to remember much more with the story board and this showed them yet another method that can be useful for studying. We ended with the Malteser game, where mentees had to recall things they learned about growth mindset, before trying to pick up a piece of candy using only a straw, which is quite a challenge!
Slide17Week 7 – “Program evaluation and review
”
This was the final session. The
mentees
completed the second mindset survey and a program evaluation. After which they were presented with certificates by their mentors and played games together for the last time.
Slide18Mindset Survey Results
The results of the mindset survey were mixed. Some students showed significant improvement, while others did not. In addition the mindset survey results did not match up with the written survey that we gave the students. The results of the written survey were overwhelmingly positive and students seemed to have learned a great deal about growth mindset and how to use it.
We believe the discrepancy in the results is due the the mindset survey being too complex for 5
th
graders to understand. If are able to run the program again in Fall 2016 we will find a more simple measure.
Slide19Survey Results
We gave the students a survey before the start of the program, and at the end of the program to examine if their mindset score had improved. T
he
results is illustrated below. As you can see, some students showed improvement while others did not.
Unfortunately, on the last day many of the students who were normally present were not able to attend the last session, limiting our results. Survey 1 occurred before program start, Survey 2 at program end.
Slide20Written Survey Results
In contrast to the metric survey the results of the hand-written survey we gave to the students on the last day were overwhelmingly positive.
Questions and answer quotes taken from the surveys are illustrated below and in the next few slides.
The best thing I learned during the program was
…
‘Making
friends’
‘That I can do better’
‘Never give up’
‘You can do better in the future’
Slide21One things I learned about growth mindset was ….
‘No matter how smart you are you can always try harder’
‘you should believe in yourself’
‘Your intelligence isn't fixed you can change it’
‘You can succeed even if its hard’
Imagine telling yourself from 7 weeks about growth mindset what would you say?
‘ I can do better in school’
‘Never give up’
‘Your brain can grow and change’
Slide22If I am studying for a test I could…..
‘Take breaks’
‘Write it down’
‘Study at my afterschool’
‘Use flash cards’
In the future I could use growth mindset to
…
‘Help people’
‘Help me learn more’
‘Do better at History’
‘Help me with things I don’t know’
‘Do better on tests’
Slide23What did you like about the program? “Mentors’
‘Mentors playing games with us’ ‘Meeting new people and games’
Out if all 7 sessions my favorite was when we
…
‘Kung-Fu panda session’
‘Kung-Fu Panda’
‘Learned about brains’
‘Used straws to get candy’
Some things that I would change about the program
…
‘Nothing’
‘ I wouldn’t change anything’
‘More chocolate’
Out of all 7 session my least favorite was
….
‘When I didn’t come’
‘none’
‘nada’
Slide24Mentor feedback
At the end of the program we asked mentors to complete an online survey to evaluate the program.
Key results
Positives
100% of mentors enjoyed mentoring during the program
They felt that the most successful aspects of the program included the interactive sessions, giving the mentees an incentive to participate in the session and the one to one aspect.
100% felt that program was effective in its aim to encourage a growth mindset.
Criticisms
Crowed/loud room
Activities sometimes unstructured
Need more healthy snacks
Slide25Suggestions for improvements
More didactic lessons with PowerPoint, models, role play, solving problems, team
work.
Debrief with mentors after each session to work on week-week improvements and bounce ideas off each other.
Extend the program to 10 weeks to give more time to discuss key concepts.
Healthy snacks for
students.
More opportunities for mentors to run lessons.
Slide26Future Directions
We hope to continuing the program in Fall 2016
.
Based on
the feedback we have received, we will: Create a more structured and integrated program, with more didactic and creative lessons
.
Have an inspirational speaker come and talk at one of the sessions
Increase opportunities' for mentors to be involved in creating and administering lessons.Find a more appropriate metric for middle school students in order to measure changes in mindset more
effectively
(potentially online:
https://
mindsetmeter.appspot.com
/share/
dlmooc
).
Provide healthier snacks during sessions.
Debrief mentors after each session to in order to discuss strategies and speed up improvements to the program
.
Extend the program to other students/ schools.
We request that our grant be extend so that we can implement these changes and and help more students develop a growth mindset and succeed.
Slide27Current Expenditures
Item
Budget
Total spent
total remaining
Snacks and drinks
$150
276.98
-126.98
“Mindset: The New Psychology of Success” by Dr. Dweck
$100
214.20
-114.20
Paper, small whiteboards, pens and pencils for activities with the mentees
$300
218.78
81.22
Transportation reimbursement
$820
0.00
820.00
Educan! t-shirts
$300
0.00
300.00
Flyers, pamphlets
$280
0.00
280.00
Total
$1,950
709.96
1,240.04
The table below shows our expenditures during Spring 2016. We have $1240.04 remaining in our budget.
Slide28Proposed Future Budget
Proposed Budget for Fall 2016
Total remaining in Budget as of June 2016
$1,240.04
Item
Cost
Healthy
snacks and drinks for mentoring sessions
$250
Mentor training session snacks and drinks
$80
Projector
$100
Inspirational Speaker budget
$200
NEDesigns t-shirts
$234
Misc equipment: paper, pens ect
$100
Total Cost
$964
Total remaining budget:
276.04
Slide29Thank you!
Thank you for the opportunity to kick-start EDUCAN! We have learned many lessons along the way and are really excited about developing and improving the program further.
Sincerely,
The EDUCAN! team