Thursday, August 6, 2015 7:30am-4pm
UNC Charlotte Center City
The UNC Charlotte College of Education and the
Teaching Fellows Institute presents:
Stanford University PERTS
Strategies and Interventions Promoting Academic Mindsets
This workshop will provide an overview of research on academic mindsets and how
subtle differences in the framing of praise, critical feedback, and encouragement
can support children in developing adaptive mindsets and become engaged
learners. Students' mindsets—their beliefs about learning and school—affect their
motivation and resilience. Students with adaptive mindsets think about school and
their own abilities in fundamentally different ways from disengaged students: they
understand why school is important; they trust their teachers and peers; and they
understand that they can grow their abilities by working hard and trying new
strategies when they get stuck. Students who don't understand these things do not
try as hard, give up quickly, and are more likely to cheat. The presented material is
based on and developed with Dr. Carol Dweck, author of the book, Mindset. See her
TED Talk here: http://bit.ly/DweckTEDTalk
Presenters: Carissa Romero, Director of Programs, Stanford University PERTS,
Jacquie Beaubien, Senior Program Manager, Standford University PERTS
REGISTRATION AT (space is limited):
http://oeo.uncc.edu/academicmindsets
Goals for Workshop Give participants both an experiential and academic understanding of each of three Academic Mindsets ‐ growth mindset, belonging, and a sense of purpose; stimulate explorations on effectively addressing them at all levels from individual student interactions, classroom and curricular activities, to school and district policies; and provide resources and suggestions. Each dimension will be explored through: ●
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Experiential and emotionally “sticky” activities to anchor each mindset. Opportunities for individual and group sharing of observations, experiences and reflections. Sharing of best practices from their classroom, school, or networks. Sharing and discussing resources provided by facilitators. Group brainstorming activities to generate new ideas regarding challenges, leverage points, and solutions. Workshop Description Day 1
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8:00 ‐ 8:15 ‐ Opening Introductions and framing 8:15 ‐ 8:30 ‐ Activity ‐ Growth mindset simulation experience Materials – Two pieces of string and diagram of knots for each participant ●
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Half the tables are assigned to one “teacher”(e.g., Carissa) and the other half assigned to the other teacher (e.g., Jacquie) Participants are asked to copy the knot from the first diagram (an easy knot), then copy the knot from the second diagram (a harder knot) Teacher give either fixed or growth feedback messages during knot tying (everyone at a table gets the same kind of feedback) Students are then asked to choose one of the knots from the back page, an easy one or a more difficult one Group discussion of what people experienced and felt, what kind of feedback they got, and show of hands for which knot they chose ●
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8:30 ‐ 9:00 ‐ Presentation ‐ Growth Mindset Research ○ In‐depth review of research on beliefs about intelligence ○ Stereotype threat overview 9:00 ‐ 9:15 ‐ Activity ‐ Praise, encouragement, and critical feedback worksheet ○ Complete individually then discuss with one other person ○ Large group sharing of insights from activity 9:15 ‐ 10:00 ‐ Presentation ‐ Growth Mindset Classroom Practices ○ Summary of PERTS online professional development program ○ Examples of classroom practices that support growth mindsets 10:00 ‐ 10:15 ‐ Discussion ‐ Best practices, obstacles and solutions ○ Small group sharing of how classrooms or schools are addressing growth mindset well, what obstacles exist ○ Large group sharing of key insights 10:15 ‐ 10:45 ‐ Brainstorming ‐ Growth Mindset ○ Expand on what’s working to explore solutions to growth mindset challenges ○ Brainstorm as many ideas as possible to support positive changes ○ Use dots to vote and select three with the most votes ○ Break into three groups, each taking one idea, and flesh out details of prototype or implementation plan ○ Share with group ‐ get and give feedback 10:45 ‐ 11:00 ‐ Activity ‐ Reflective Writing ○ Prompt: Think back to when you first arrived at college or started a new job. ■ What were your concerns about “belonging”? ■ What people or structures supported you to feel that you belong? ■ What people or structures worked against you? ■ How did your feelings of belonging or lack of belonging affect your feelings of competence in this new setting? 11:00 ‐ 11:15 ‐ Group discussion ‐ reflective writing exercise 11:15 ‐ 11:45 ‐ Presentation ‐ Belonging (“I belong in this learning community”) ○ In‐depth review of research on belonging 11:45 ‐ 12:00 Group discussion ●
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○ What structures in your classroom, school or network best support students to feel that they belong? ○ Are there factors outside the classroom (cultural factors or policies) that help or hinder students feeling a sense of belonging in school? 12:00 ‐ 1:00 – LUNCH 12:00 ‐ 12:30 ‐ Brainstorming ‐ Belonging ○ Expand on what’s working to explore solutions to belonging challenges ○ Brainstorm as many ideas as possible to support positive changes ○ Use dots to vote and select three with the most votes ○ Break into three groups, each taking one idea, and flesh out details of prototype or implementation plan ○ Share with group ‐ get and give feedback 12:30 ‐ 12:45 ‐ Activity ‐ Purpose task Materials ‐ Easel or whiteboard, 18” x 24” sheet of paper, blank note cards, envelopes, index cards with names, permanent Sharpie ultra‐fine markers, watercolor paints, brushes, cups, tissues, water, drafting tape, rulers (We will provide these materials) ○
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Participants are told that in the next 15 minutes, they will be creating a work of art, a painting. While the explanation is being given, on an easel or whiteboard is an 18” x 24” sheet of paper that is used as a prop – suggesting deceptively to the participants that they will be doing a painting on that scale. They are reassured that we know they will all do great work. No purpose is given for the task. Before beginning, participants are asked to take a minute to write a short reflection about how they feel about beginning the task, and then share with a neighbor. Some group sharing of individual feelings. Directions are then clarified. They will be doing a painting, but with a real purpose: we are creating thank‐you cards for the staff at a facility conference held at a specific location. The paintings will be tiny – just part of the front of the card – and therefore actually possible to do well in 20 minutes. The rules are: only abstract paintings – just designs – nothing figurative. Everyone can create a design. ●
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○ Participants choose a name from a stack of cards on the table to make a card for, and take their supplies and paint. ○ While participants are painting, presenter will read The Journey of the Chair by Jim Dillon 12:45 ‐ 1:00 ‐ Group discussion ‐ responses to activity 1:00 ‐ 1:30 ‐ Presentation ‐ Purpose Research ○ Research on the role of the Academic Mindset of purpose ‐ believing that schoolwork is meaningful and the role of having beyond‐the‐self goals 1:30 ‐ 1:45 ‐ Group discussion ‐ Purpose ○ What structures in your classroom, curriculum, school or network best support students to feel connected to a sense of purpose? ○ Are there factors outside the classroom (cultural factors or policies) that help or hinder students feeling a sense of purpose? 1:45 ‐ 2:15 ‐ Brainstorming ‐ Purpose ○ Expand on what’s working to explore solutions to challenges in cultivating a sense of purpose ○ Brainstorm as many ideas as possible to support positive changes ○ Use dots to vote and select three with the most votes ○ Break into three groups, each taking one idea, and flesh out details of prototype or implementation plan ○ Share with group ‐ get and give feedback 2:15 ‐ 2:30 ‐ Presentation ‐ Mindsets and school culture (workplace) ○ Brief review of research on mindsets in the workplace 2:30 ‐ 2:45 ‐ Reflective writing ‐ Prompt: Think about your work environment (could be current and/or past): ○ What people or structures support a culture of growth mindset/ a sense of purpose/belonging? ○ Are there people or structures that don’t? ○ How has having or not having a culture of growth mindset/purpose/belonging impacted your sense of engagement and job fulfillment? ○ What things have helped transform the culture at your school? 2:45 ‐ 3:00 ‐ Group sharing and discussion ●
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○ Small group discussion ○ Large group sharing of insights 3:00 ‐ 3:15 ‐ Brainstorming ‐ Mindsets and school culture ○ Expand on what you’ve seen working to explore solutions to challenges in shifting school culture ○ Brainstorm as many ideas as possible to support positive changes 3:15 ‐ 3:30 Presentation ‐ Parents and Academic Mindsets ○ Parent involvement at school versus parent engagement in student learning in the home ○ Resources and strategies to support parent engagement 3:30 ‐ 3:45 ‐ Group sharing and discussion ○ Small group discussion ■ What strategies have worked for helping parents in your school become engaged? ■ How might you cultivate parent advocates for Academic Mindsets? ○ Large group sharing of insights 3:45 ‐ 4:00 ‐ Recap and final Q & A’s Appendix Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113–125. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. Dweck, C. S., & Leggett, E. L. (1988). A social‐cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. Good, C., Aronson, J. A., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645–662. Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012). Helping parents to motivate adolescents in mathematics and science: An experimental test of a utility‐ value intervention. Psychological Science, 23(8), 899–906. Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82–96. Walton, G. M., & Cohen, G. L. (2011). A brief social‐belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451. Yeager, D. S., & Walton, G. M. (2011). Social‐psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267–301.