Teaching for intelligent mindsets: Auckland 15th March 2015
Guy Claxton, King’s College London
- Fixed mindset one of the most powerful brakes on intelligence.
- We are trying to teach with the breaks on, no wonder it is a grind!
- Intelligence is the word we give to our understanding of when the mind is working at full strength – as is creativity and wisdom
- Intelligence characterised by times when we bring all of our resources together, we are firing on all cylinders, and we cope with situations that are complicated.
- What is the mind like when it is at its best? Same for boys and girls?
- Intelligence – understood in 19th – 20th cent by phrenology
- What evidence do we use to justify judgements made by teachers about intelligence – gifted, struggling
- Hierarchy of subjects – rational (maths etc.) at the top of the hierarchy and those involving the body (music, dance, drama, design) lower down the food chain
- This preconception has been blown apart and is shattered by contemporary research (including Dweck).
New Kinds of Smart (Lucas and Claxton)
- Intelligence is made up of a constellation of aspects of our minds
- Composite, attitudinal, physical, distributed, social, expandable
- Intelligence is distributed – not just a single person on their own, esp. if deprived from social tools. Yet we treat students as if their intelligence is their own possession.
- Intelligence is the sum total of your habits of mind” prof Lauren Resnick
- Intelligence as a jazz combo: plays off each other, plays sweetly, knows how to orchestrate itself.
- Links to mindfulness, so important in a world that seems to inspire students to be distractible
Intelligence is powerfully expanded – and contracted – by mindsets, beliefs, attitudes and vulnerabilities”
Fixed mindsets like a computer virus – perverts functionality
- Growth mindset
- Tolerance for uncertainty
- Empathy (perspectives)
- Fixed mindset
- Intolerance for uncertainty
- My-side bias
Are senior secondary teachers keen to preserve students’ ability to think on their feet – flounder intelligently.
- Fair mindedness vs. my-side bias
- Keith Stanovic (sp?) – Canadian researcher – found that high IQ may result in people developing more sophisticated versions of “my-side bias” (focusing on how to prove my perspective)
- Roger Berger (Austin’s butterfly guy) Creativity emerges from having a go, reflection, having another go, reviewing, having another go etc.
- Ability to accept suggestions from peers and see how he is bursting with pride when he creates a scientific rendition of a butterfly. Flies in the face (no pun intended) of usual process – product aspect of learning – true creativity comes from having goes at getting it right.
- Importance of the body in intelligence – connecting body and mind
- “The hand is the cutting edge of the mind” Jacob Bronowski
- True creativity often stems from gesture, if ignored it can hamstring
- Connections between cognitive performance and physical expression
- Discusses how we feel and think through our heart, gut, skin, lungs, brain – the body as a connected being where intelligence/ thought happens
“We make the world smart so we don’t have to be” – Andy Clark
- it is person-plus-tools
- deep in our genetic make up to be designers of tools to extend and develop our intelligence
Yes, we do group work but when stakes are high we expect students to work independently. This is so important regarding how we, as a whole, approach assessment.
Intelligence is a social triumph – Phil Brown and Hugh Lauder
- Two heads are better than one (sometimes)
- Communities of practice
- Social and digital learning
- Personal learning networks
Sugatra Mitra’s hole in the wall – perfect e.g. of social aspect of intelligence
All the instruments of the orchestra of intelligence improve with practice..
We can teach in a way that builds and broadens habits of mind
- Resilience, imagination, empathy, resourcefulness, reasoning, craftsmanship, reflection, collaboration
- Links to HPSS Habits and Values
- The joy of the struggle – Ricky Gervais and Stephen Merchant when working on ‘The Office scripts’.
Build imagination by using language that encourages imaginative thinking. Move away from “is” language – fixed idea – i.e. the rainbow is red, yellow etc. – Is there actually red? Or is it “man-salmon” (a quote from Steve)
Instead but on “could be” language rather than “is” language…
Love the “empathy specs” to build and stretch empathetic thinking
- Teachers should coach students to think like a reflective practitioner of learning – essential skill
- Landau Forte College school in Darby – learning powered school (video clip, see if it is online…)
- Learning how to learn
Intelligence is NOT Fixed
- Children can become smarter – and so can we
- Schools can aim to build learning agility /power / growth mindsets
- Learning powered students do better academically
- Why train children to be diligent clerks when we can help them become intelligent explorers?
It is our moral, ethical responsibility as teachers to build students’ intelligence – aims for a more advanced NZ – aspects of citizenship
Question from floor re assessment limiting intelligence
Response – it is up to us to build learning power in students. Not a matter of choosing assessment success or life long learning.
These questions about NCEA and summative, high-stakes assessment are frustrating me! This is another example of how teachers’ fixed mindsets about NCEA and assessment are creating barriers for our students…
Currently similar in levels of achievement and performance (CLAPS!) – evident in athletics, sports etc.
Problem only comes when you insert the virus of labelling this as predicitive of performance expectations – interesting in terms of how we are using our e-AsTTle / OTJs