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Case Study: Shifting Students' Mindset with Brainology

Case Study: Shifting Students' Mindset with Brainology

Trail Ridge Middle School, CO – Case Study

“Brainology teaches kids to take ownership of their learning experience by being the one doing the work… it teaches them that doing work is a really positive thing because it’s going to help them to become smarter."

Background

Marnie Steele is a 7th grade science teacher at Trail Ridge Middle School in Longmont, Colorado. The student demographic consists of 42.7% free and reduced lunch and 42.7% Hispanic, and there are a significant number of ELL students.

Challenge

Marnie has found that many of her kids would get into a habit of always failing: they became used to doing poorly and didn’t think they would ever get better. After reading the book Mindset by Carol Dweck, Marnie wanted to incorporate the Growth Mindset into her classroom, specifically to teach her ELL students about the learning process. She was specifically interested in seeing whether it would help the ELL students to understand that by investing effort, they would become smarter and perform better in school.

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The Growth Mindset Newsletter - Issue #6, October 2011

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From Theory to Practice               Issue #6, October 2011


The Growth Mindset Newsletter

Hi there!

As we enter the holiday season, some of you may find that your students are losing steam and struggling to maintain the enthusiasm and motivation they had at the beginning of the school year. Check out some techniques to increase students’ motivation, provided by educators who won September’s contest. We hope you enjoy them!

In this month’s newsletter, we feature an amazing guest post on giving kids encouraging feedback, straight from the desk of Dr. Heidi Grant Halvorson!

Brainology users – we recently launched some new features! You can now get live, up-to-date reports of your students’ progress at any point in time.

If you have questions or would like to write a guest post, contact us at: This email address is being protected from spambots. You need JavaScript enabled to view it..

Thank you!
The Mindset Works Team
 

IN THIS ISSUE:

Guest post: The Art (and Science) of Giving Kids Feedback

Carol Dweck: Brain exercise boosts motivation

Brainology: your students' progress reports are now available!

Case Study: Shifting Students' Mindset

Announcing October’s Growth Minded Educator

Information on next month’s contest!



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Growth Mindset News and Tips

The Art (and Science) of Giving Kids Feedback: 3 Rules to Remember

Guest Post by Dr. Heidi Grant Halvorson

Heidi Grant Halvorson Giving a child feedback – both criticism and praise - is more than just useful; it’s essential. While it may be hard for kids to get motivated, it’s impossible for them to stay motivated when they aren’t sure if they’re on the right track. Giving well-crafted, frequent feedback is one of our most important jobs as parents and teachers.

But as every one of us knows, sometimes the feedback we give doesn’t seem to be all that motivating. Even with the best intentions, our words of encouragement or disapproval can easily backfire or seem to fall on deaf ears, and many of us have a hard time understanding why.

Luckily, scientific studies on motivation have shed light on why some types of feedback work and others don’t. If you’ve gotten it wrong in the past (and who hasn’t?), then you can do a better job of giving feedback from now on by sticking to a few simple rules:


Read more...



Carol Dweck In the News - Carol Dweck: Brain exercise boosts motivation

Why do some students approach new challenges with enthusiasm, while others shirk pursuits outside their comfort zone?

Check out the interview with Carol Dweck, as featured recently in the San Francisco Chronicle.




Reports
Brainology students' progress reports are now available!

New in Brainology - we released some great features which will enable you to download all of your students’ entries and data into Excel at any time. This can give you a clear sense of students’ progress, and what individual students are reflecting on, to best support them.

Read more...



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Mindset in Action

Marnie Steele
Case Study: Shifting Students' Mindset with Brainology


“Brainology teaches kids to take ownership of their learning experience by being the one doing the work… it teaches them that doing work is a really positive thing because it’s going to help them to become smarter."

Marnie Steele is a 7th grade science teacher at Trail Ridge Middle School in Longmont, Colorado.

The Challenge - Marnie has found that many of her kids would get into a habit of always failing: they became used to doing poorly and didn’t think they would ever get better. After reading the book Mindset by Carol Dweck, Marnie wanted to incorporate the growth mindset into her classroom, specifically to teach her ELL students about the learning process. She was specifically interested in seeing whether it would help the ELL students to understand that by investing effort, they would become smarter and do better in school.

The following case study and video interview with Marnie shed more light into the learning process her students went through and the notable shift in their Mindset.


Read more...



The Growth Minded Educator Contest

The Growth Minded Educator Contest is our way of capturing and sharing collective learning experiences, and recognizing the efforts that educators have put into instilling and cultivating a Growth Mindset in their students.


October 2011 Contest Results

The October 2011 Growth Minded Educator is... Diana Favata! Congratulations! Thank you everybody who participated. We received fantastic submissions, and will reach out to some of you to figure out ways to expose the other entries as well. Diana Favata

Here is Diana Favata’s answer to the contest question "What techniques are you planning to use to help your students cope with test anxiety":

I am a teacher of gifted children and test anxiety as well as perfectionism is something that we deal with on a daily basis. My special approach this year is to make a special quote the centerpiece for the year: "The journey is the reward." We analyzed this quote and discussed about how it is about the process of learning rather than the grade or test at the end. The assessments are just a celebration of our knowledge and skills we have acquired. I am hoping that if the focus and emphasis is on the steps we take in learning rather than the end product, the mindset of my anxious students will turn to appreciate all their personal growth along the way.

Diana teaches at Hunter's Green Elementary School in Tampa, Florida.



Enter the next Growth Minded Educator Contest


All entrants have a chance to win an autographed copy of Carol Dweck's book, Mindset: The New Psychology of Success.
Award
Contest Question:
What techniques are you using, or planning to use, to decrease behavior problems and bullying in your classroom? Please share at least one activity. (Suggested length: 150 words or less)

Email your answers to
This email address is being protected from spambots. You need JavaScript enabled to view it. by November 18th, 2011. We’ll review each answer and share the winning one(s) on a future newsletter.

If you have any questions regarding the contest, please post a comment or email us at
This email address is being protected from spambots. You need JavaScript enabled to view it.


Do you have something to say?

Please post comments at the bottom of any of the articles, and if you have more to say, consider writing a guest blog or newsletter post! Email us at This email address is being protected from spambots. You need JavaScript enabled to view it. to share your guest post idea.



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The Winners of the Third Growth Minded Educator Contest

The Winners of the Third Growth Minded Educator Contest

This month we had some terrific entries, so we decided to honor the entries of four educators! The Growth Minded Educators of September are: Marina Gijzen, John Burk, Lakisha Covert, and Leanna Picard. Congratulations to our winners, and thank you to all who participated! We received many fantastic submissions, and will reach out to some of you to discuss potential methods of incorporating your ideas and experiences into other areas of the Growth Mindset community.

Below are the winning entries to the contest question, "What techniques are you planning to use to increase student motivation during the next school year?

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The Growth Mindset Newsletter - Issue #5, September 2011

 

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From Theory to Practice Issue #5, September 2011


The Growth Mindset Newsletter

Hi there!

Instilling a growth mindset school culture takes everyone. Featured in this issue, Principal Benjamin Marcovits describes how he assesses teachers’ mindsets when hiring. You can also get tips from Principal Jill Balzer on how to bring about such change in last month’s newsletter.

To create a school-wide growth mindset culture, we offer tips for increasing students’ motivation plus a list of classroom activities, straight from the educators who won September’s Educator Contest.

Parents – We have a 10-day promotion on Brainology to cultivate a Growth Mindset at home. Check it out!

If you have questions or would like to write a guest post, contact us at: This email address is being protected from spambots. You need JavaScript enabled to view it..

Thank you!
The Mindset Works Team
 

IN THIS ISSUE:

Mindset in Action: Benjamin Marcovitz on how to assess teachers' mindsets when hiring

What techniques can you use to increase students’ motivation?

Special 10 day promotion for parents!

Contest Winners: Announcing September’s Growth Minded Educators


Contest: Information on next month’s contest!



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Mindset in Action

The Steepest Slopes

Benjamin Marcovitz Benjamin Marcovitz, Principal of Sci Academy and CEO of Collegiate Academies in New Orleans, LA, on what he does to assess teachers' mindsets when hiring

“This school is designed to move ninth graders, who average a fourth-grade level performance coming in, to the college level by graduation. We’re going to be asking them to grow at a rate you’ve probably never been asked to yourself. There’s no way we’re going to get away with this without being obsessed with our own growth as educators.”

In establishing a growth mindset at Sci Academy, I’ve found that being all about the kids means being all about the teachers. So I say the above to teacher applicants in their first interview. In doing so, we hope to ignite an application process that screens in the adults with the greatest growth-mindsets, increases that mindset, and politely shows the exit sign to those without it. Teachers need to view teaching as a process of constant improvement, and I find this tragically rare in a field where, if you’re not amazing at something in 2-3 years, you figure you should probably stop doing it. This is the opposite of what works at our school. Teachers at Sci Academy discover new avenues for great performance every day. They use them. The kids see this. They do the same.

So here’s our application process.


Read more...


Growth Mindset News and Tips


Parents – get Brainology for your kids at 50% off!

Buy Now!It’s a perfect time to start exposing your kids to the innovative Brainology curriculum. Our special 10-day promotion starts today! Take advantage of it and get a reduced price on individual packages.

Available for a limited time only. Buy Now!



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Motivation
What techniques can you use to increase students motivation?


Despite our best efforts as educators and parents, many students still underperform or struggle academically. Most teachers observe that their students would succeed if only they would invest more effort in their work. In some cases, we see a grave lack of student engagement leading to classroom management challenges, low student achievement, and high drop-out rates.

While some studies cite boredom and disinterest as the cause of these problems, perhaps they are actually symptoms of a broader issue: lack of motivation. Numerous studies have shown that, as student motivation goes up, so do effort and student achievement, in both short and long term situations. In addition, attention, which is a scarce resource in most classrooms, has also been proven to increase with kids’ motivation levels. As we empower students to increase their own ability to focus and apply effort, we witness them becoming better able to process relevant information, which impacts their ability to succeed academically. This, in turn, will set the foundation for an intrinsic love of learning, by teaching students to value their own progress and growth.

Here are several techniques you can use to increase students' motivation:


Read more...



The Growth Minded Educator Contest

The Growth Minded Educator Contest is our way of capturing and sharing collective learning experiences, and recognizing the efforts that educators have put into instilling and cultivating a Growth Mindset with their students.


September 2011 Contest Results

This month we had some terrific submissions, so we decided to honor the entries of four educators! The Growth Minded Educators of September are... Marina Gijzen, John Burk, Lakisha Covert, and Leanna Picard. Congratulations to our winners, and thank you to all who participated! We received many fantastic submissions, and will reach out to some of you to discuss potential methods of incorporating your ideas and experiences into other areas of the Growth Mindset community.

Below are the winning entries to the contest question, "What techniques are you planning to use to increase student motivation during the next school year?”


Read more...



Enter the next Growth Minded Educator Contest


All entrants have a chance to win an autographed copy of Carol Dweck's book, Mindset: The New Psychology of Success.
Award
Contest Question:
What techniques are you planning to use to help your students cope with test anxiety? Please share at least one activity that you are planning to use. (Suggested length: 150 words or less)


Email your answers to This email address is being protected from spambots. You need JavaScript enabled to view it. by October 17th, 2011. We’ll review each answer and share the winning one(s) on a future newsletter.

If you have any questions regarding the contest, please post a comment or email us at
This email address is being protected from spambots. You need JavaScript enabled to view it.


Do you have something to say?

Please post comments at the bottom of any of the articles, and if you have more to say, consider writing a guest blog or newsletter post! Email us at This email address is being protected from spambots. You need JavaScript enabled to view it. to share your guest post idea.



follow on Twitter | friend on Facebook | forward to a friend

Copyright © 2011 Mindset Works Inc., All rights reserved.

You are receiving this email because you registered on our website or at a conference to get information on the growth mindset and Brainology®.

Our mailing address is:
Mindset Works
751 Laurel St. #608
San Carlos, CA 94070

unsubscribe from this list | subscribe to this list | view email in browser

 

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Carol Dweck Receives Distinguished Scientific Contribution Award

carol-dweck

The American Psychological Association is honoring Carol Dweck with the 2011 APA Distinguished Scientific Contribution Award.

The American Psychological Association is honoring Carol Dweck with the 2011 APA Distinguished Scientific Contribution Award. "For her insightful research and incisive theorizing concerning perceptions and interpretations of success and failure across many domains of human endeavor, but especially in the realm of academic achievement." The citation goes on to praise her innovative and elegant experimental paradigms, her wide theoretical net, and her clever and effective strategies for promoting students' motivation.

The APA Citation:

"For her insightful research and incisive theorizing concerning perceptions and interpretations of success and failure across many domains of human endeavor, but especially in the realm of academic achievement. Drawing on a series of innovative and elegant experimental paradigms, Carol S. Dweck has cast a theoretical net progressing from initial studies of learned helplessness to studies of the larger self-theories of ability, the activity goals individuals select, and the differential consequences associated with helpless versus mastery-oriented responses to difficult problems. Her widely cited work has produced, in addition, clever and effective strategies for promoting more functional incremental theories, learning goals, and persistence in students facing apparent failure".

Congratulations Carol!

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