Teaching with intelligent mindsets – Jamie Fitzgerald

Teaching for intelligent mindsets

Auckland 15th March 2015

The final presentation of the day was from Jamie Fitzgerald (A.K.A the guy from Intrepid NZ and First Crossings – www.inspiringperformance.co.nz) which I must admit was not (initially) as exciting for me as either Guy Claxton or Carol Dweck were. And I had lined up for ages to get my lunch, so I was tired and not really that keen on listening to some adventurer guy. What a fixed mindset I possessed and I am pleased to report that I was pleasantly surprised.

These are my stream of consciousness notes taken during his one hour presentation.


“The secret of success is not predicting the future, it’s creating people who can thrive in a future that cannot be predicted”

Fostering growth mindset – from position of curiosity

  • What could be possible?
  • How will we get there?
  • How will we work together?
  • How will we measure progress?
  • What have I learnt?

Am struck by the similarities in Jamie’s description of his planning for Antarctica exped and teaching as inquiry – the focusing inquiry, to set the path, the invention and adjustments on the way based on evidence…

Your brand is your rep – it is what others say about you when you are out of the room. Expectations in people’s minds and actual experiences need to align – uniqueness and consistency.

“If you don’t know what you stand for, you’ll fall for anything”

Example of his training for Antarctica of dragging tyres around suburban NZ streets…

“Hey loser, where is the rest of your car?”

Importance of the elevator pitch – keep your purpose succinct and invite questions

What does success look like?

Important question for teams to consider…

  • Establish daily routine
  • Hold self to account – importance of duration for success – try to create the wonderful day 7 days in a row

RASCI model as model for accountability

Responsibility, Approval, Supportive, Consult, Inform

IP RASCI Solid

Power of storytelling

  • To build resilience and perseverance via storytelling – someone who overcame struggle
  • What happened, how did they overcome it, what would that look like for us (in the context of their polar exploration)
  • Principle of shaping a conversation to affect or change or align mindset around progress through narrative

AGENCY! Growth mindsets is about making choices (Jamie’s work with Big Walk)

How raise an issue was important

  • Protocols around raising issues – rotation (row, eat, sleep) three times – then if still on your mind, you can raise it but it must be in German accent.
  • Decide to keep rowing or throw out sea anchor (love this as a metaphor)
  • Great to have a clear protocol

This is self-regulation! Pause, examine evidence, adjust if required…. Sometimes you leave others behind if they are not reflective!

 30 miles analogy

conditions were the same for all, all had opportunity to have conversation from position of curiosity, but “sometimes when you think you are making the least progress, you’re actually making the most”

“Let’s stop making the measurable things important and make the important things measurable” – MacNamara

 

When you’ve had a great day at work, what has happened?

CIP Research, UK

No 1 thing – made progress

Progress doesn’t need to be tangible – instead can be intangible

What gets measured (focused, informal convos) gets done.

Conversations of progress.

What have I learnt?

Need insights to create more opportunity in the future

“I would prefer to have goals in front of me which may not be attainable rather than a weekly shopping list” – Fitzgerald

would rather have 90% aligned and 100% committed, rather than 100% committed

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Guy Claxton – Teaching for intelligent mindsets

Teaching for intelligent mindsets: Auckland 15th March 2015

Teaching intelligence

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

Cognitive combo

  • Attention
  • Investigation
  • Imitation
  • Imagination
  • Experimentation
  • Reasoning
  • Reviewing

Attitudinal

Intelligence is powerfully expanded – and contracted – by mindsets, beliefs, attitudes and vulnerabilities”

Fixed mindsets like a computer virus – perverts functionality

Accelerators:

  • Growth mindset
  • Tolerance for uncertainty
  • Fair-mindedness
  • Empathy (perspectives)
  • Craftsmanship

Brakes:

  • Fixed mindset
  • Intolerance for uncertainty
  • My-side bias
  • Egocentricity
  • Approval

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.

Physical

  • 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

Distributed

“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.

Social

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

Expandable

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

Building reflection

  • 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
  • http://www.landau-forte.org.uk/

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…

 

Streaming

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

Carol Dweck – teaching for intelligent mindsets

I am very lucky today to be attending this amazing PL opportunity. Here are my unstructured notes. Photos to come…

Teaching for intelligent mindsets

Auckland 15th March 2015

Dr. Carol Dweck

  • Motivation – you never see an unmotivated baby! Babies are infinitely curious, yet many of the things we do turn kids into non-learners.
  • Too much emphasis on “gifted” and “talented”
  • When we foster “natural talent” we make kids feel infallible
  • Where are the kids who can take fb and coaching without it being a blow to their self-esteem?

Fixed and growth mindset

Fixed – search for perfection

Growth – intelligence can be developed.

Which mindset is correct?

  • Neoscience reinforces growth mindset through brain plasticity
  • Cogntive psychologists are isolating aspects of the brain and focusing on how to develop these.
  • Alfred Binet (IQ test designer) actually had an impressive growth mindset. Yet test is used to measure “talent” but his initiaul idea was as an assess tool to identify the students for whom public schools were failing them. Unfortunately, test design does not reflect its use.
  • Are mindsets all or nothing – not necessary, can have a mixed of fixed and growth in different areas (i.e sports, academics, within academic disciplines etc.)
  • When we feel that we are failing, we can fall into a fixed mindset!
  • Mindsets can be changed

Mindsets matter

Studies in students who are trying to enter med schools

Foxed just hope for best, growth actively involved in their learning (sorting out study groups, actively seeking feedback etc.)

All 10th graders Chile – the poorer students in Chile with growth mindsets were outperforming those who from wealthier homes with fixed mindsets. Growth mindset is powerful indicator for academic outcomes.

How do mindsets work?

Whole pscychological world for students which has different meaning.

  • Rule 1:
    • Fixed – look smart at all costs (but above all, NEVER LOOK DUMB)
    • Growth – learn at all costs ( why bother looking smart when you could be getting smarter)
  • Rule 2:
    • Fixed: effort is a bad thing, if you are smart, you shouldn’t need to try (i.e Homer Simpson – trying is the first step towards failure)
    • Growth – work hard, effort is the key. No-one accomplished anything great without great strategies and help from others.
  • WORST IDEA THAT ANYONE CAN HAVE IS THAT EFFORT DOES NOT LEAD TO
  • Rule 3:
  • Fixed – hide mistakes and deficiencies
  • Growth – confront mistakes and learn from them

Where does Mindsets come from?

Praise

Intelligence praise vs. Process praise

Studies on how mother’s talk to babies over time (babies, five years, seven years) thos who were praised with growth mindset (learning) outperformed those with fixed (are secondary schools trying to buck trend)

What to praise:

  • Struggle (only praising kids when they work hard is called nagging)
  • Strategies, choices
  • Choosing different tasks, making mistakes
  • Learning , improving

Growth is about appreciating strategies and choices that students are using –what strategies are working, which aren’t,

How we talk:

  • “Oh, you got an A without really working” – subtext for child effort not important
  • You did that so quickly – subtext rewards for speed

Challenge is interesting and worthwhile

  • Without working – A is nice but you must not be learning much
  • Quickly and easily – it must be boring for you, I’m sorry you’ve wasted your time. Lets do something you can learn from.

Importance of “Yet”

Not ok to say “I’m no good at…” need to retrain our language and semantics to use “I’m no good at … yet” (growth)

Students at school in Chicago use “not yet” as part of their assessment language – culture now of collecting and comparing “not yets” for growth – awesome, AfL in practice! Does B, P, A do this? Probably not, SOLO taxonomy may do? Not Achieved? Not yet achieved would allow for growth – help shift kids from performative to learning focused.

When is it too late for growth mindset training? Answer – NEVER!

Brain plasticity can be an avenue to shift mindsets about mindsets (very meta) – Herrmann’s Brain whole brain dominance at #HPSS developing this in our learners

Maybe an aspect of growth mindset is realising that you never really “have” it – not binary fixed or growth but recognising that situations alter the degree to which we have it.

Consider rock star new teachers – give up when times are tough. Need networks of support for new teachers (and all teachers) to develop their growth mindsets. Story of struggling teacher who persevered with growth mindset by filming and watching self daily to improve. Saw her struggle as “the worst she was ever going to be”. She got there in the end.

Can an organisation have a mindset?

In short, yes! People within the org agree with each other, values either fixed or growth mindset. This applies to schools as well. Are you in a school that worships fixed talent in students and teachers? Or fosters growth? Sense of ako for all akonga.

Fixed – teachers in competition with each other. Growth – teachers collaborate and share.

Growth orgs have more creativity and innovation going on.

Growth mindset and assessment

Formal assessments came about for a reason but their prevalence is killing the joy of teaching and learning. Oh dear…

Culture that celebrates failure – i.e. failure videos, fail blog – detrimental to growth mindsets as an aspect of citizenship?

A confession

This is my confession. Hi, my name is Megan and I am a hypocrite.
Why? I have been pushing with students at HPSS the importance of self-assessing and reflecting on learning, I stood in front of my learning community at Hobsonville Point Secondary and extolled the virtues of “looking back to look forward”, of the power of their voice as an assessment agent. Yet, I haven’t written a blog for well over a month and have instead attacked my “to-do” list like a marathon runner who can see the finish line in sight.
FYI – for me that is only a metaphor, having never been involved in anything that could resemble a marathon.

image

Where has my reluctance to reflect come from? I woke up early this morning and couldn’t get that question out of my head. I think that there are several factors. One has been the dreaded to-do list, and the reality that some of that stuff was very important and actually did need to get done, as a result I lost sight of why reflecting was important. That it is a valuable use of my time and an important part of my learning. Yesterday, I cracked a KAMAR related problem, with online help, which had been plaguing me and several other staff members for weeks. I was elated, that had been a good use of my time. I’m not going to apologise for all of the hours of planning, making mistakes, working with the KAMAR people that led us to this point. Instead, I am going to reflect on the fact that shorter, less exciting summaries of my learning journey – even at that point – would have helped me to process my thinking.

Another reason has been that I haven’t been able to trust my voice over the last term. I’ve really struggled with one of my modules, and have felt completely incompetent and useless, I wasn’t ready to write about that and share how I was (and to be honest am) feeling about teaching well outside of my learning areas, to have the realisation that all those academics were right, there is a fundamental difference between content knowledge (which I have) and pedagogical content knowledge (which I don’t). A lesson two weeks ago brought me to a puddle of tears as I stood there thinking “I don’t know how to help you” as students floundered and struggled to figure out the problem/challenge I had set for them (the tears came the next morning, did manage to keep it together until there were no students around). I have never been in a situation where I felt so incompetent.

Another reason is end-of-term-itis. For me, this has been impacted by my usual trick of leaving for the northern hemisphere a few days early (adding to the rush), of solving problems by reverting to my default position of “I can fix it so I know it gets done on time”, and of trading hours in the school term (weekends, late nights, early mornings) for the promised land of two weeks exploring, not working, and relaxing on my overseas holiday. I kept thinking, I’m going to reflect on this in the holidays, I’ll take my draft reflections which I have been storing up and turn them into something good that people want to read.

But I know that if I don’t reflect on my feelings around my teaching, or give reflecting the kudos and gravitas it needs, I will wallow in a pit. What brought me out of the pit? My wonderful critical friend at HPSS, the realisation that the awful module was nearly over (it is the end of the term), the fact that our students so honestly and thoughtfully reflect on their learning and, if they have bought into my vision around empowering students through assessment, why can’t I?

They are learning in a new way, in a new school environment. I promise that reflecting will help them. Yet I am no different, I am nearly one year in on my journey as a learner at Hobsonville Point Secondary School. I’m learning in a new way, in a new environment, teaching like I have never done before, using my time in completely new ways. Of course, I need to reflect.

Right now, I feel like less of a fraud. Over and out.