Data (that showed a need for this work) • We had students who were not performing, but staff had a strong sense that students COULD if they only tried. (qualitative data) • Students in START scored FB and BB on ELA CSTs, but were reading at or above grade level. (quantitative data) • Students were passing their Algebra concepts and had scored FB or BB on 8th grade CST. (quantitative data) • Although Special Ed students proved to have average intelligence (at least) they were failing classes and not passing the CAHSEE.
Gap Analysis • How do we bridge the gap between students who perform and those who do not? • Our data suggest that ability/lack thereof has little to do with the existing gap. • Accumulated descriptive data indicated that building self-esteem and self-confidence of students by telling them they were smart, talented, capable, etc. did not improve productivity, persistence, or quality of work.
Research • Dr. Lisa Sorich Blackwell (Columbia University) • Dr. Carol Dweck (Stanford) • These researchers melded the psychology of human motivation and neuroscience to show how they work together. We can’t ignore one for the other.
Mindsets • They found the key for performance was not in ability (whether you had it or not); it’s in whether you look at ability as something innate and unchanging that needs to be demonstrated (Fixed Mindset) or; whether it’s something that can be developed (Growth Mindset).
Intended outcomes • Staff • 2008-09 Awareness: PLC Mindset: Adolescent Brain • 2009-10 Implementation: FHS Book Study, Mindset PLC, Regional Book Study (Elem. and Middle School) • Future: Mindset Works professional development platform (suite of services); Mindset Interest Based PLC • Student: • 2008-09 Brainology with START, ELL, Special Ed • 2009-10 Continuing Brainology with ELL & Special • Ed • Future: Mindset Works platform provides Brainology to every student at FHS.
Mindset PLC 2009-10 • Applying an experimental design by researchers from U. of Colorado, Yale, and Stanford to reduce the racial achievement gap. • Applying research findings from NYU, Stanford, Columbia U. demonstrating that a growth mindset can inure students against threats to academic performance, se lf-knowledge, and sense of belonging.
Measures • 2008-09 • STARTPre-Post Objective Test (Mindset Questionnaire) • Statistically significant at the 90% Confidence Interval for fixed to growth mindset change • On-going Reflections at the beginning, middle, and end of year • API 32 point increase • ELCAHSEE Every 5th year senior taking Brainology passed CAHSEE • Spec ED Pre-Post Objective Test (Mindset Questionnaire) • Statistically significant at the 90% confidence interval for fixed to growth mindset change • in Ms. Dana Chu’s math classes for students retaking the CAHSEE CAHSEE 90% of students retaking retaking CAHSEE passed math • 2009-10 • EL Pre-Post Pre-test in December, Mid-term test in January, Post-test in March • Spec Ed Pre-Post Pre-test in December with all students not passing CAHSEE English and Math, Post-test to be • completed in March
Alignment with FHS core values Professionalism: teacher autonomy and innovation while encouraging and supporting collaboration: teacher’s have the opportunity to select topics based on interest and to form action groups based on mutual interests. Student Achievement:meeting individual student needs and offering varied paths for student success: teacher expertise and findings from neuroscience and motivation research are used to identify individual strengths/weaknesses and increase awareness of developmental stages in order to meet individual needs while maintaining expectations and standards for all students Instructional Practice: the use of engaging instructional practices: combining teacher expertise, developmental psychology, and brain-based teaching strategies to increase attention, memory, and learning.
Thank you."By nature emplanted, for nurture to enlarge"Richard Mulcaster, 1581First Headmaster of Merchant Taylors' School in London