in-service day presentation to the staff of the Currie Cluster.

1. Mindset In-service
Currie Cluster
January 6th 2016

2. 1 Ice Breaker
On the table in front of you there will
be:
1.A Tangram task
2.A horse and rider task.
3.Working as a team of 4 work
through the instructions and
complete the tasks.

3. Task 1 - Tangram
Make a square using all of the pieces in
your envelope
Task 2 - Horse and Rider
Cut out the
Arrange these three pictures to produce
two identical pictures of a horse and
rider. Please note, you do not have to
tear or fold any of the pieces of paper

4. Answers
Task 1 Tangram Task 2 Horse and Rider

5. The way you handled these
tasks would depend very
much on your belief in how
good you are at maths or
problem solving

6. Mindset
 What is it?
https://www.youtube.com/watch?v=brpkjT9
m2Oo
 How does mindset affect learning and
confidence?

7. 2. Beliefs
Where do they come from?
Why are they important?

8. What makes us, us?
Making links
between our
thoughts, feelings
and behaviour!
How beliefs and attitudes are formed and
how they can shape our behaviour

9. How do beliefs impact on behaviour?
Everyone behaves and
acts not according to
the truth but what we
believe to be true.
Examples: Roger Bannister
and Cliff Young

10. Activity
Look at the sheet of sayings
See if in your group you can finish the
sentences
What do you notice about these sayings?
Which one that you particularly remember from
your childhood?

11. Why are beliefs important?
• Our beliefs, values and attitudes
help us to structure and make
sense of the world around us.
• By ‘filtering in’ information that is
important, meaningful or which
aligns with our beliefs about
ourselves and others, and
• By ‘filtering out’ information that is
of no value to us at that moment
in time.
Important?
Meaningful?

12. Our filters in action
How many Fs are in the following
statement?
Feature films are the result of years
of scientific study combined with the
experience of years.

13. Old Lady / Young Lady

14. What is the truth?

15. And now?

16. Aoccdrnig to rscheearch at Cmabrigde Uinervtisy,
it deosn't mttaer in waht oredr the ltteers in a wrod
are, the olny iprmoatnt tihng is taht the frist and
lsat ltteer be at the rghit pclae. The rset can be a
toatl mses and you can sitll raed it wouthit a
porbelm. Tihs is bcuseae the huamn mnid deos
not raed ervey lteter by istlef, but the wrod as a
wlohe.
Taken from http://www.eyetricks.com/wordjumble.htm
Our filters in action

17. Why what we think matters
We all have habitual ways of explaining events:
• pessimists explain setbacks/problems by ‘Me,
Always, Everything’
• optimists explain setbacks/problems as ‘Not Me, Not
Always, Not Everything’ .
(Seligman, 2006)
We can challenge and change negative thinking:
• be alert to ‘red flags’
• eg using words such as ‘everybody’, ‘nobody’, ‘always’,
‘never’, ‘should’, ‘must’
• reflect on the things going well in our life
• eg Gratitude Exercise.

18. We gravitate towards dominant
opinions and thoughts

19. Roger Screws Up

20. Saltwood Diagram

21. 3. Growth and Fixed Mindsets

22. Born SMART….?

23.  Are we born smart or stupid?
 Is intelligence fixed from birth?
 Do we have ‘built-in’ talents as a baby?
 Or… do talents, abilities and intelligence
itself grow from experience??
What we’ll be looking at

24. At birth, we can’t WALK or TALK
These abilities don’t pop up
overnight….
….. they DEVELOP as we LEARN!!
Importance of development

25. Good at maths?
Good at acting?
Good at science?
Good at music?
So, are we born…

26. Was Einstein born a genius?

27. Was Michael Jordan born
slam dunking?

28. Was Justin born a
POPSTAR?

29. ‘People are made, not born’
The ‘growth mindset’

30. What can we learn about learning
from animals?

31. Ratty intellect…
BORING
Nothing to do in
the cage but eat
and sleep
– No stimulation
EXCITING
Cage had
opportunities for
rats to play and
interact
– Lots of
stimulation
Lab rats were placed in 2 different environments:

32. After a while, the
stimulated rats were
found to be smarter
than the boring rats.
Their brains were
even HEAVIER than
the boring rats.
Rat results

33. What do you think?
Are our abilities
determined from
birth?

34. People have increased
their IQ by 30 POINTS
With the right mindset people can
achieve more than an IQ test might
reveal.

35. Two beliefs about
intelligence

36. 4.Hare and Tortoise Video
https://www.youtube.com/watch?v=-_oqghnxBmY

37. 5.Discussion about growth and fixed
mindset
Where do we see kids in Currie and
Juniper Green giving up?

38. 10. Who is this?
https://www.youtube.com/watch?v=omPdemwaNzQ

39. I can’t do
This

40. I can’t do this
……….Yet!

41. The bar has been raised……….
“Progress is impossible
without change, and those
who cannot change their
minds cannot change
anything”
~ George Bernard Shaw

42. And what about pupil’s?
“The only thing we know
about the future is that it
will be different”
~Peter Drucker

43. How do we do it?
Modelling a Growth Mindset
Fostering a Growth Mindset

44. Fostering a Growth Mindset
task
Change statements and
pupil reports from a Fixed to
a Growth Mindset.

45. Modelling a Mindset
Task

46. Report Exercise
 Look at the report in front of you.
 How could you change this so that it
reflects more of a growth mindset?
 Remember – you can’t do this………YET!!!

47. Re-enforcement

48. Learning Powers
Don’t give
up, Donald
Duck!

49. 7. How do we respond to setbacks?

50. Nelson Mandela-The Living Spirit
Our greatest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond measure.
It is our light, not our darkness, that most frightens us.
We ask ourselves,
Who am I to be brilliant, gorgeous, talented and fabulous?
Actually who are you not to be?
You are a child of God.
Your playing small doesn’t save the world.
There’s nothing enlightened about shrinking the world so that other people
Won’t feel insecure around you.
We were born to make manifest the glory of God that is within us.
It’s not just in some of us, it’s in everyone.
And as we let our light shine, we unconsciously give other people permission
to do the same.
As we are liberated from our own fear,
Our presence automatically liberates others.
( inaugural speech 1994)

51. Leo Buscaglia
To try is to risk failure.
But risk must be taken because the
greatest hazard of life is to risk nothing.
The person who risks nothing, has
nothing, is nothing.
Her may avoid suffering and sorrow but
he simply cannot learn, feel, change,
grow, live and love.
Leo Buscaglia

52. Since Johnny Was Young

53. 8. Famous Failures
normalising failure

54. Prime Minister
Winston Churchill
REPEATED a grade
during elementary
school
He was placed in the
LOWEST division of
the LOWEST class

55. Composer
Beethoven’s teacher
called him a
HOPELESS composer
He wrote 5 of his
greatest
SYMPHONIES while
DEAF

56. Writer
Leo Tolstoy dropped
out of college
He was described as
both “UNABLE and
unwilling to LEARN"

57. Role models
….Einstein's teacher said that he was
‘academically subnormal’
….Michael Jordan's coach said that he wasn’t
more talented than other people…
…..Walt Disney was told that he lacked
‘creative imagination’

58. He went on to win the tour de France
6 times.
Lance Armstrong came last in his
first professional race…

59. "he lacked imagination and had no good
ideas”
Walt Disney was fired by a
newspaper editor because…

60. Different ways people
view failure
Some people view it as a
learning opportunity. They value
learning.
While others view it as
confirmation that they are not
smart.

61. Why do people have different
views of failure? Because they
have different goals….
 Some people
create learning
goals.
 Others create
performance
goals.

62. Effort:
is it required for success?

63. Effort
 Those with a fixed mindset
view effort as a reflection
of low intelligence.
 Hard work means ‘I don’t
get it’, ‘I’m unintelligent
 Effort = lack of ability
 Those with a growth
mindset see effort as a
necessary part of success.
 They try harder when faced
with a setback.
 Effort = success.
 They use effort to
overcome difficulty.

64. Effort
 People were asked about intelligence and how
much they thought it was down to effort and
how much they thought it was about ability
Intelligence=______% effort _______% ability
 Fixed = 35% effort vs. 65% ability
 Growth = 65% effort vs. 35% ability

65. Effort: mindset

66. Strategies:
how to reach success

67. Strategies: growth mindset
 People adopting a growth mindset tend to
generate other, and new, ways to do things.
 If one route doesn’t work they will try others.
 They will think ‘outside of the box’ to solve
problems because they believe that they ‘can’.

68. Strategies: fixed mindset
 Carol Dweck has found that students with a
fixed mindset keep using the wrong strategy
when faced with a problem.
 Then they disengage from the problem.
 Finally, they give up.

69. Praise
 People are very sensitive to the messages they
receive about themselves.
 The way we interact with young people can
foster either a growth or a fixed mindset.
 Praise for effort v. praise for ability.

70. Praise: ability

71. Praising for ability (e.g. talent or
intelligence)
 Can change a young person’s mindset from
growth to fixed.
 Encourages young people to create
performance goals and display a helpless
response when faced with challenges.
 Encourages young people to lie about scores.
 Undermines motivation and willingness to take
risks.

72. Praise: effort

73. Praise for effort
 Encourages people to adopt a growth
mindset.
 Encourages people to create learning goals
and display a mastery response when faced
with setback.
 Increases motivation and success.

74. Praise is not a villain

75. Good feedback is important
 Constructive criticism is necessary if we want
people to develop and learn.
 Praise is not a villain – praising for the effort and
the process will help the person become more
motivated and ultimately more resilient.

76. Summary
 A growth mindset helps people to be motivated
and to succeed.
 A growth mindset can be learnt.
 We can foster a growth mindset in others by the
type of feedback we give and by teaching them
about the brain’s huge potential.
 Role models give people evidence of the growth
mindset in action.

77. In our Cluster we will:
 Have high expectations for all our pupils
 Ensure that we ( and pupils and parents) value
effort and perseverance
 Teach our pupils about neuroscience and that
they can grow their intelligence
 Ensure we don’t set limits through putting a
pupil in a certain group/denying them the
opportunity to try something more challenging
 Model optimism – a growth mindset classroom is
an optimistic classroom!

78. The Power of Yet- Utube Clip
with Carol Dwek
https://www.youtube.com/watch?v=J-
swZaKN2Ic
Brain Plasticity- Jodie Miller
( click box below to begin)