Growth Mindset CPD Pack Issue 2 - Impact - The
Description: Growth Mindset CPD Pack Issue 2 - Impact - The Science of Learning This issue of Impact is edited by Professor Sarah-Jayne Blakemore and shares classroom insights from neuroscience and cognitive psychology. The materials that follow are
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slide1. Growth Mindset
CPD Pack
Issue 2 - Impact - The Science of Learning<br>
slide2. This issue of Impact is edited by Professor Sarah-Jayne Blakemore and shares classroom insights from neuroscience and cognitive psychology.
The materials that follow are related to the article, ‘Challenging the myths of mindset: Theory and practice’, written by Sherria Hoskins, Joanna Nye, Frances Warren, Emily Mason-Apps, Victoria Devonshire and Mathilde Chanvin, Department of Psychology, University of Portsmouth.
The materials will provide an opportunity to review any existing growth mindset practices and consider how prevalent myths may have impacted (and hindered) these practices. You’ll reflect on future developments that could be made to your practice.<br>
slide3. Growth mindset What is it?
Can you summarise the concept in less than 20 words? Why does it matter?
Can you think of any research evidence to support or dispute it? Do you use it?
Do you do anything in your classroom to
promote growth
mindset?<br>
slide4. Session aims Evaluate some recent critiques of mindset theory
Explore some common misconceptions about growth mindset theory
Learn about a specific research study on mindsets in music
Consider implications for teaching and learning.<br>
slide5. Critique ‘Mindset theory states that children’s ability and school grades depend heavily on whether they believe basic ability is malleable and that praise for intelligence dramatically lowers cognitive performance. Here we test these predictions in 3 studies totalling 624 individually tested 10-12-year-olds. Praise for intelligence failed to harm cognitive performance and children’s mindsets had no relationship to their IQ or school grades. Finally, believing ability to be malleable was not linked to improvement of grades across the year. We find no support for the idea that fixed beliefs about basic ability are harmful, or that implicit theories of intelligence play any significant role in development of cognitive ability, response to challenge, or educational attainment’ (Li, Y et al., 2017)
While there are many studies that support the link between growth mindset and academic performance, there are also recent research papers that suggest this link does not exist.
A blog published in March 2018 explores some of the critiques of the theory http://www.learningspy.co.uk/psychology/nail-growth-mindsets-coffin/<br>
slide6. Does having a growth mindset lead to better grades?
Image taken from https://blog.innerdrive.co.uk/do-students-with-a-growth-mindset-get-better-grades<br>
slide7. Responding to research evidence We are teaching in a climate where research-informed teaching is considered best practice but where ‘proven’ strategies and approaches may later be critiqued and ‘disproven’.
How can schools and teachers best safeguard themselves against investing time and money in what may turn out to be ‘a fad’? To what extent should decisions about ‘what works’ be influenced by research, and subsequent critique of that research?
What are the indicators we want to use as a school, to make decisions about the implementation and impact of interventions and strategies?<br>
slide8. Could the effectiveness of mindset theory depend on whether it has been correctly interpreted and implemented?<br>
slide9. Read the Impact article, 'Challenging the myths of mindset: Theory and practice’. Highlight anything you find particularly interesting or surprising.
Discuss your thoughts on the article with a colleague.
How does this relate to the critique of mindset theory?<br>
slide10. Discussion points What are some of the misconceptions about growth mindset?
Could these misconceptions alter the effectiveness of growth mindset as an intervention?
What is the difference between learning goals and performance goals?
How does mindset theory relate to learning in music?
What do you expect the findings to be in this research study and why?<br>
slide11. Implications for teaching ‘Students need to try new strategies and seek input from others when they’re stuck. They need this repertoire of approaches – not just sheer effort – to learn and improve.’ How can I help students develop a repertoire of approaches to deal with challenge? How can I be open and honest about a pupil’s current achievement and promote the belief that they can improve further? How can I place greater focus on learning over performance goals? ‘The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a
student’s current achievement and then, together, doing something about it, helping him or her become smarter.’ ‘Learning goals prioritise… [students’] own intellectual development over how intelligent they appear to others.’
‘Performance goals [lead to students] prioritising positive assessments over learning and avoiding challenging situations where their ability might be tested.’<br>
slide12. Choose one of the areas from the previous slide to focus on.
Group together with colleagues who have chosen the same area.
Use the reflection/planning sheet to explore this area further. Reflection<br>
slide13. Further reading
(unless otherwise stated, all papers are available free for members of the Chartered College of Teaching at https://members.chartered.college/ebsco) Mindset TED Talks
Carol Dweck https://www.youtube.com/watch?v=_X0mgOOSpLU
‘The Power of Belief’ by Eduardo Briceno https://www.youtube.com/watch?v=pN34FNbOKXc
Associated research and reading
Dweck’s article on the use of praise: http://www.ascd.org/publications/educational-leadership/oct07/vol65/num02/The-Perils-and-Promises-of-Praise.aspx
Article about misinterpreting Growth mindset: https://blogs.edweek.org/edweek/finding_common_ground/2017/06/misinterpreting_the_growth_mindset_why_were_doing_students_a_disservice.html
Yeager, D.S. and Dweck, C.S., 2012. Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational psychologist, 47(4), pp.302-314.
Blackwell LS, Trzesniewski KH and Dweck CS (2007) Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 78(1): 246–263.
Dweck CS (2007) Mindset: The New Psychology of Success. New York: Ballantine Books.<br>
slide14. Dweck CS (2015) Carol Dweck revisits the 'Growth Mindset'. Education Week 35(5): 20–24.
Mangels JA, Butterfield B, Lamb J et al. (2006) Why do beliefs about intelligence influence learning success? A
social cognitive neuroscience model. SCAN I: 75–86.
Resources for teaching pupils about mindset
Class Dojo – short videos about mindset for younger children: https://www.youtube.com/watch?v=2zrtHt3bBmQ
The Learning brain – basic neuroscience intro for older primary and secondary pupils: https://www.youtube.com/watch?v=cgLYkV689s4
Intro to neuroplasticity: https://www.youtube.com/watch?v=ELpfYCZa87g
Information about mindset for parents of younger children: https://www.bbc.co.uk/cbeebies/grownups/help-your-child-try-new-things
Picture book: ‘Your Fantastic Elastic Brain’ by JoAnn Deak and Sarah Ackerly Further reading/resources
(unless otherwise stated, all papers are available free for members of the Chartered College of Teaching at https://members.chartered.college/ebsco)<br>
slide15. Critique
https://www.tes.com/news/school-news/breaking-views/listen-carol-dweck-growth-mindset-theory-her-critics-and-how-she
http://www.learningspy.co.uk/psychology/growth-mindset-bollocks/
Li, Y., Bates, T.C., 2017. Does growth mindset improve children’s IQ, educational attainment or response to setbacks? Active-control interventions and data on children’s own mindsets - free to download from: https://osf.io/preprints/socarxiv/tsdwy Further reading/resources
(unless otherwise stated, all papers are available free for members of the Chartered College of Teaching at https://members.chartered.college/ebsco)<br>
CPD Pack
Issue 2 - Impact - The Science of Learning<br>
slide2. This issue of Impact is edited by Professor Sarah-Jayne Blakemore and shares classroom insights from neuroscience and cognitive psychology.
The materials that follow are related to the article, ‘Challenging the myths of mindset: Theory and practice’, written by Sherria Hoskins, Joanna Nye, Frances Warren, Emily Mason-Apps, Victoria Devonshire and Mathilde Chanvin, Department of Psychology, University of Portsmouth.
The materials will provide an opportunity to review any existing growth mindset practices and consider how prevalent myths may have impacted (and hindered) these practices. You’ll reflect on future developments that could be made to your practice.<br>
slide3. Growth mindset What is it?
Can you summarise the concept in less than 20 words? Why does it matter?
Can you think of any research evidence to support or dispute it? Do you use it?
Do you do anything in your classroom to
promote growth
mindset?<br>
slide4. Session aims Evaluate some recent critiques of mindset theory
Explore some common misconceptions about growth mindset theory
Learn about a specific research study on mindsets in music
Consider implications for teaching and learning.<br>
slide5. Critique ‘Mindset theory states that children’s ability and school grades depend heavily on whether they believe basic ability is malleable and that praise for intelligence dramatically lowers cognitive performance. Here we test these predictions in 3 studies totalling 624 individually tested 10-12-year-olds. Praise for intelligence failed to harm cognitive performance and children’s mindsets had no relationship to their IQ or school grades. Finally, believing ability to be malleable was not linked to improvement of grades across the year. We find no support for the idea that fixed beliefs about basic ability are harmful, or that implicit theories of intelligence play any significant role in development of cognitive ability, response to challenge, or educational attainment’ (Li, Y et al., 2017)
While there are many studies that support the link between growth mindset and academic performance, there are also recent research papers that suggest this link does not exist.
A blog published in March 2018 explores some of the critiques of the theory http://www.learningspy.co.uk/psychology/nail-growth-mindsets-coffin/<br>
slide6. Does having a growth mindset lead to better grades?
Image taken from https://blog.innerdrive.co.uk/do-students-with-a-growth-mindset-get-better-grades<br>
slide7. Responding to research evidence We are teaching in a climate where research-informed teaching is considered best practice but where ‘proven’ strategies and approaches may later be critiqued and ‘disproven’.
How can schools and teachers best safeguard themselves against investing time and money in what may turn out to be ‘a fad’? To what extent should decisions about ‘what works’ be influenced by research, and subsequent critique of that research?
What are the indicators we want to use as a school, to make decisions about the implementation and impact of interventions and strategies?<br>
slide8. Could the effectiveness of mindset theory depend on whether it has been correctly interpreted and implemented?<br>
slide9. Read the Impact article, 'Challenging the myths of mindset: Theory and practice’. Highlight anything you find particularly interesting or surprising.
Discuss your thoughts on the article with a colleague.
How does this relate to the critique of mindset theory?<br>
slide10. Discussion points What are some of the misconceptions about growth mindset?
Could these misconceptions alter the effectiveness of growth mindset as an intervention?
What is the difference between learning goals and performance goals?
How does mindset theory relate to learning in music?
What do you expect the findings to be in this research study and why?<br>
slide11. Implications for teaching ‘Students need to try new strategies and seek input from others when they’re stuck. They need this repertoire of approaches – not just sheer effort – to learn and improve.’ How can I help students develop a repertoire of approaches to deal with challenge? How can I be open and honest about a pupil’s current achievement and promote the belief that they can improve further? How can I place greater focus on learning over performance goals? ‘The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a
student’s current achievement and then, together, doing something about it, helping him or her become smarter.’ ‘Learning goals prioritise… [students’] own intellectual development over how intelligent they appear to others.’
‘Performance goals [lead to students] prioritising positive assessments over learning and avoiding challenging situations where their ability might be tested.’<br>
slide12. Choose one of the areas from the previous slide to focus on.
Group together with colleagues who have chosen the same area.
Use the reflection/planning sheet to explore this area further. Reflection<br>
slide13. Further reading
(unless otherwise stated, all papers are available free for members of the Chartered College of Teaching at https://members.chartered.college/ebsco) Mindset TED Talks
Carol Dweck https://www.youtube.com/watch?v=_X0mgOOSpLU
‘The Power of Belief’ by Eduardo Briceno https://www.youtube.com/watch?v=pN34FNbOKXc
Associated research and reading
Dweck’s article on the use of praise: http://www.ascd.org/publications/educational-leadership/oct07/vol65/num02/The-Perils-and-Promises-of-Praise.aspx
Article about misinterpreting Growth mindset: https://blogs.edweek.org/edweek/finding_common_ground/2017/06/misinterpreting_the_growth_mindset_why_were_doing_students_a_disservice.html
Yeager, D.S. and Dweck, C.S., 2012. Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational psychologist, 47(4), pp.302-314.
Blackwell LS, Trzesniewski KH and Dweck CS (2007) Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 78(1): 246–263.
Dweck CS (2007) Mindset: The New Psychology of Success. New York: Ballantine Books.<br>
slide14. Dweck CS (2015) Carol Dweck revisits the 'Growth Mindset'. Education Week 35(5): 20–24.
Mangels JA, Butterfield B, Lamb J et al. (2006) Why do beliefs about intelligence influence learning success? A
social cognitive neuroscience model. SCAN I: 75–86.
Resources for teaching pupils about mindset
Class Dojo – short videos about mindset for younger children: https://www.youtube.com/watch?v=2zrtHt3bBmQ
The Learning brain – basic neuroscience intro for older primary and secondary pupils: https://www.youtube.com/watch?v=cgLYkV689s4
Intro to neuroplasticity: https://www.youtube.com/watch?v=ELpfYCZa87g
Information about mindset for parents of younger children: https://www.bbc.co.uk/cbeebies/grownups/help-your-child-try-new-things
Picture book: ‘Your Fantastic Elastic Brain’ by JoAnn Deak and Sarah Ackerly Further reading/resources
(unless otherwise stated, all papers are available free for members of the Chartered College of Teaching at https://members.chartered.college/ebsco)<br>
slide15. Critique
https://www.tes.com/news/school-news/breaking-views/listen-carol-dweck-growth-mindset-theory-her-critics-and-how-she
http://www.learningspy.co.uk/psychology/growth-mindset-bollocks/
Li, Y., Bates, T.C., 2017. Does growth mindset improve children’s IQ, educational attainment or response to setbacks? Active-control interventions and data on children’s own mindsets - free to download from: https://osf.io/preprints/socarxiv/tsdwy Further reading/resources
(unless otherwise stated, all papers are available free for members of the Chartered College of Teaching at https://members.chartered.college/ebsco)<br>