Name: TOPIC:
Uploaded: 2022-03-30
Duration: 25 min 32 s
Description: TOPIC:. Presenters: Brae Boardman and Andy Popescu.

TOPIC:. Presenters: Brae Boardman and Andy Popescu. 

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Presenters:  Brae Boardman and Andy Popescu

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How do growth  and fixed mindsets impact engagement with learning?

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Presentation guide:  What to expect from this presentation  Discussing fixed and growth mindset in  relation to learning engagement  What we expect from you  Let's get started !

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ACTIVITY 1: Casting a spotlight on  your talents!

One thing you are not good at  One thing you are very good at  One thing you would like to be better at

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Write these down and we’ll regroup in 5 minutes

How do you practice these things?  Do they need practice? Are they natural talents or something you’ve worked on?  For the thing you aren't good at, at what point did you decide you weren't good at this? Has your thinking ever shifted?

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It is the belief that ability can change and improve over time ...that you are open to developing your abilities by persistent hard work.  ....that intelligence and talent are a just starting point.  ...it engenders a love for learning.  ...it closely linked to resilience. ...it processes failure as a learning opportunity.

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Learning and mastery based on self-improvement Persistence with difficult tasks S uccess based on choices, i.e. effort and strategy Engaging in challenges, taking risks Spending more time on tasks Enjoying learning for its own sake Will ask for help when they need it Better self-efficacy and self-regulation  (Dweck 2006)

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A growth mindset is required for optimal learning.  A fixed mindset hinders learning and obstructs development.

Explicit teaching of growth mindset strategies encourages a positive attitude to performance  and achievement.  (Dweck 2006)

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“…children with strong resilient skills coped well with difficulties or obstacles, worked through problems, showed persistence and could envisage  a sense of purpose.”  ( Rhew  et. al., 2018)

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“Educators should consider emphasizing a curriculum that incorporates a  growth mindset  model of instruction that focuses on persevering, utilising constructive feedback to improve,  and  accentuating the flexibility of intelligence ”  ( Rhew  et. al., 2018)

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ACTIVITY 2: What do  we mean by ‘fixed mindset’?

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Paper: Romero, C., 2015. What We Know About Growth Mindset from Scientific Research . [online] Studentexperiencenetwork.org Figure 1: Claro, Paunesku , & Dweck Figure 2 : Blackwell, Trezesnieweski , & Dweck, 2007. 

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Paper:  Romero, C., 2015.  What We Know About Growth Mindset from Scientific Research . [online] Studentexperiencenetwork.org Figure 1:  Claro,  Paunesku , & Dweck  Figure 2 : Blackwell,  Trezesnieweski , & Dweck, 2007

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Billy says "I can't do this" What is Billy actually thinking when he says, “I can’t do this”? What do you say as an educator to Billy to get him more engaged?

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Behind on work   Missing materials   Lack of confidence   Lack of effort   Outside influences Embarrassment

We can work on building those key principles back up. Let’s b uild confidence before applying engagement techniques!

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Figure:  Ceoworld.biz. 2022.  Cultivate a growth mindset for a prosperous New Year - CEOWORLD magazine .

Encouraging growth mindset: Strategies for the classroom and the individual learner. 

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Encouraging growth mindset: Strategies for the classroom and the individual learner

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Figure:  TechTello . 2022.  Fixed Mindset vs Growth Mindset: How To Shift To A Path Of Learning And Growth -  TechTello .

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ACTIVITY 4:  Reasons behind a fixed mindset

We need to understand why someone has a fixed mindset in the first place. L et’s reflect on our students, the people in our lives and ourselves.  W rite down the possible reasons for a fixed mindset. What examples can you think of?

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Wellbeing, resilience and mindset are intertwined.  A fixed mindset could stem from difficulties that a child has undergone.

Innate disposition  Learning or developmental  difficulties Low socio-economic status Neglect, trauma or bullying Parental attitude to education Anxiety and anxiety-based  disorders Poor self-image Interrupted schooling

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A recent study  carried out in the US  explored how educators applied the principles of trauma-informed positive education (TIPE).  The pedagogy was designed for children who had suffered trauma, neglect and domestic upheavals. (Schaffer, et. al. 2009) The study cited growth mindset techniques as a specific component in a range of strategies. ( Brunzell , et. al., 2015)

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Self- doubt can take root, which is the start of a  fixed mindset.  How would this affect a disadvantaged child, or a teenager who has moved schools? Take 5 minutes to reflect on the list. Think about students or other children you know that have these issues .  Were you able to support them?  Did their mindset  change, and if so, in what way?

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Helping a child develop a growth mindset takes time and patience. No one approach works for every child - especially in the middle years. This is a critical time for children when they may become disengaged.  How do we keep them engaged and learning?

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Here are some strategies that are known to be  effective and can be used with middle years learners:

STRATEGY 1:   Positive encouragement and confidence building.  STRATEGY 2:   Use real life examples, connect to the  student's community. STRATEGY 3:  Collaboration or group work activities.  STRATEGY 4:  Evaluation and reflection on work.  STRATEGY 5:  Flexibility.

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What have we learned? What a growth mindset is  What a fixed mindset is  How they affect student engagement  What our roles are as future educators  Some effective engagement strategies for middle year learners

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Thank you for your participation!. A picture containing sky outdoor mountain nature stars. 

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REFERENCES: REFERENCE 1: REFERENCE 2: REFERENCE 3: REFERENCE 4: REFERENCE 5: REFERENCE 6: REFERENCE 7: REFERENCE 8: REFERENCE 9:

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