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Sparks

Sparks. Part 2. Introduction For Year 3 Councils. MINDSET. Meet your trainers!. Pearl Everett, WA. Eric Austin, TX. Julie Tulsa, OK. Kyle Toccoa, GA. Mindset - Training Agenda What: What is Mindset? So What: How does Mindset relate to program quality?

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Sparks

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  1. Sparks Part 2 Introduction For Year 3 Councils MINDSET

  2. Meet your trainers! Pearl Everett, WA Eric Austin, TX Julie Tulsa, OK Kyle Toccoa, GA

  3. Mindset - Training Agenda What: What is Mindset? So What: How does Mindset relate to program quality? Now What: How can I integrate Mindset into my curriculum? Resources: Where can I find more information?

  4. What is Mindset? Mindset is a concept based on the fact that neural networks rearrange (add and delete connections) over time; the brain is like a muscle. We differentiate between a Fixed and Growth Mindset. People with a Fixed Mindset think: Intelligence never changes (it’s fixed!), one either has skills or doesn’t, failure is final, it’s impossible to learn in new ways, i.e. “you can’t teach an old dog new tricks” People with a Growth Mindset think: Intelligence changes with new experience and practice, one can gain or lose skills, failures are simply learning opportunities, it’s possible to learn in new ways, i.e. “practice makes perfect” Do you have a Fixed or a Growth Mindset?

  5. How does it sound? -One of the ways that we as youth development workers can help to develop a Growth Mindset, is simply in the way we praise our youth. Growth Praise • I can tell you practiced a lot! • I can see the effort you put into your work. • Thank you for trying hard. Fixed Praise • You’re a natural! • You’re smart! • It must be those lucky shoes! • Today must be your lucky day!

  6. Let’s Stretch! • Please Stand-Up and give yourself plenty of room • Now I need you to twist to your right at the waist as far as you can. (Point as something specific and remember it). • Now come back and relax. • Do you think you can go farther? Let’s try!

  7. More about Mindset • The amount of people with a general fixed/growth mindset is about 50/50. • Mindset is usually situational. • Just like Sparks, Mindset isn’t a term for labeling. • Having a Fixed Mindset doesn’t equal bad. • Growth means how it sounds; you’re growing. • Luckily, teaching about Growth Mindset leads to having one.

  8. So What? Why Mindset? • Gives youth a framework for goal setting • Keeps programs in the zone of proximal development • Gives youth tools to overcome challenges in everyday life • Stresses the importance of practice and commitment • Based on neurological research Mindset helps us and the youth: • Break complex tasks into smaller, achievable steps • Learn from failures and change strategies mid-stream • Look forward to learning new skills

  9. Now What? • Panel: Past implementation examples • Call to action: Imagine how you might implement mindset in your programs • Moment to share: questions and implementation ideas from Year Three councils • Challenge to you: choose one of these activities and lead it with your staff this week!

  10. Adult Activity! Now What- Airplanes! Objective: Participants throw paper airplanes across a line • Participants are divided into groups and each group gets a large stack of paper (full size scrap paper usually) • During the first round, participants are shown the “correct” way to fold a paper airplane: • a very basic airplane that doesn’t fly far or efficiently • give 30 seconds to fold and throw as many airplanes as possible • use fixed mindset praise or criticism to speak with them as they fold/throw • During the second round, allow them to fold any style of airplane they want. • give some time to discuss and practice folding • give 30 seconds to fold/throw • give growth mindset praise and suggestions • During the third round, allow them to get the paper across the line in any method they choose. • Questions for discussion: • how did you feel about the first airplane? The second? • How did you feel when the facilitators talked to you during the first round? The second? • Which round was the most fun/challenging?

  11. Now What- Caterpillar Objective: Participants go from point A to point B without breaking the Caterpillar. • Participants are given one less balloon than there are people. • Ask them to line up, with a balloon between each person, so that the balloon separates the chest of one person from the back of the next. Participants are not allowed to touch the balloon with their hands once the activity starts. • Ask them to go from point a to point b without dropping any balloons. If they drop, they start over. • As they get better at walking together, give them additional challenges (weave around trees, bend to pick something up, time them, etc.) • Make sure to use growth mindset encouragement during facilitation and debrief.

  12. Now What? Kayaking as a Mindset Activity Objective: To challenge one’s self to adopt a growth mindset about an outdoor adventure activity. • Equipment & preparation: Kayaks, paddles, lifejackets, a waterway, and a properly trained and certified instructor/lifeguard. • Context: Prepare group for kayaking adventure by setting it within the context of growth vs. fixed mindset. For beginning paddlers, focus on believing in one’s self enough to accept a new challenge. For experienced paddlers, plan an outing that will be challenging and invite them to try on a new and more difficult experience of kayaking. • Provide both instruction and encouragement along the way. • At the end of the excursion, reflect with participants on fixed vs. growth mindset and how they experienced each of these.

  13. Now What: Warm Fuzzies NOTE: This is a good icebreaker for kids who do not know one another well. • Materials & preparation: Make a “warm fuzzy” necklace for each participant. Using yarn and scissors, make pom-pom and string it on a piece of yarn long enough to go over each head. • Begin by distributing a warm fuzzy necklace to each participant and having each put it around their neck. • Tell the Warm Fuzzies Story and enact it as you go. In brief, here is the story: There was a land where people freely offered warm fuzzies (pieces of yarn from their pom-pom) to one another. Then a wicked witch intervened to squelch all the kindness. People started ignoring one another. Then a newcomer saved the day: sharing of warm fuzzies resumed. • Participants share compliments and pieces of their pom-pom with one another. • Reflection involves discussion of positive vs. negative influences and growth vs. fixed mindsets. This is a good lead-in to a deep dive into mindset theory.

  14. Now What- Helium Stick • Youth will line-up on both sides of a pole. • They will start by resting it on the tips of their index fingers at waist level. • Each youth must remain in contact with the tent pole for the entirety of the activity or they will have to start over. • The goal is to set the tent pole down on the ground.

  15. Now What- Tips • Have your youth get into a large circle. • You will toss a large ball at one of the youth to start. • Their goal is to keep the ball in the air as long as possible. • Challenges: • They can’t touch the ball while they’re on the ground (so they must jump to hit it) • They can’t hit it more than once in a row • The facilitator will time them for each attempt.

  16. Now What- Activity Example Minefield: Field of Snakes! • Cards are laid face down on the floor • On the reverse side are pictures of venomous and non-venomous snakes • Students work in teams, trying to guide their team members across the minefield • When one steps on a card, they flip it over: if the snake is determined to be venomous, the card is flipped over and the student returns to start; if the snake is non-venomous, the student continues to a card of their choosing • Teammates can work together to remind each other where the venomous snakes are in the minefield • Those not in the minefield use guides to help determine if snakes are venomous

  17. Now What- Activity Example Space-Time Black Hole Challenge • Participants hold a sheet taut, so that it’s flat • Place objects of varying weight on the sheet (demonstration of gravity in space-time) • Then use foam balls to set up a series of challenges of increasing difficulty • (Throw one in the air and catch it; throw 2, throw 3…) • Reflection: How did we break a difficult task into smaller steps? What strategies did we use? What did we learn from each “failure”?

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  19. Reflection Thrive: A methodology for best practices in youth development 3 components of Thrive - Sparks, Mindset, and GPS In this presentation we coveredMindset • Growth vs. Fixed Mindset • Growth Mindset and Program Quality • Examples of activities that employ and encourage a Growth Mindset

  20. Resources Carol Dweck’s Website - Mindset online: http://mindsetonline.com/whatisit/about/ Do you have a fixed or a growth mindset?: http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/ Malcolm Gladwell’s 10,000 hour rule: http://www.newyorker.com/online/blogs/sportingscene/2013/08/psychology-ten-thousand-hour-rule-complexity.html Mindset Test http://mindsetonline.com/testyourmindset/step1.php

  21. Thank you! • Survey to follow via email • Please take the time to complete!

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