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http://www.teachingworks.org/work-of-teaching/high-leverage-practices

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Who are your students?

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Assessment

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The Mindset Assessment is a quick diagnostic tool drawn from research-validated measures for people age 12 and over to use to assess their mindsets. It has been used in many studies to show how mindsets can change, and can be used by you and your students to identify areas in which you can work toward a growth mindset.

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Website

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MindsetWorks | Growth Mindset | Growth Mindset Programs

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Brainology is an online interactive program in which middle school students learn about how the brain works, how to strengthen their own brains, and how to better approach their own learning. In the process they develop a growth mindset whereby they think of their intelligence as something they can develop through study and learning rather than as something fixed, as explained by our co-founder Dr. Carol Dweck.

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Webpage

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You can't just switch on teamwork. It takes time for a new team to "gel" and work to its full potential. What's more, team members go through stages as they move from strangers to co-workers.

Bruce Tuckman's Forming, Storming, Norming, and Performing model describes these stages. When you understand Tuckman's model, you'll know how to help your new team to become effective - faster. Let's look at how.

Click here to view a transcript of this video.

Where Does Forming, Storming, Norming, and Performing Come From?

Psychologist Bruce Tuckman came up with the memorable phrase "forming, storming, norming, and performing" in his 1965 paper, "Developmental Sequence in Small Groups." [1] It describes the path that teams follow on their way to high performance. Later, he added a fifth stage, "adjourning" (also known as "mourning") to mark the end of a team's journey.

What Happens at Tuckman's Forming Stage?

In the beginning, when a new team forms, individuals will be unsure of the team's purpose, how they fit in, and whether they'll work well with one another. They may be anxious, curious, or excited to get going. However they feel, they'll be looking to the team leader for direction.

This may take some time, as people get to know their new colleagues and one another's ways of working.

What Did Tuckman Mean by Storming?

In the storming stage, people start to push against the established boundaries. Conflict or friction can also arise between team members as their true characters - and their preferred ways of working - surface and clash with other people's.

At this stage team members may challenge your authority or management style, or even the team's mission. Left unchecked, this can lead to face-to-face confrontations or simmering online tensions.

If roles and responsibilities aren't yet clear, individuals might begin to feel overwhelmed by their workload or frustrated at a lack of progress.

How Do I Recognize the Norming Stage?

Gradually, the team moves into the norming stage. People start to resolve their differences, appreciate one another's strengths, and respect your authority as a leader.

Now that they know one another better, your team members will feel more comfortable asking for help and offering constructive feedback. They'll share a stronger commitment to the team's goals, and they should make good progress toward it.

What Does the Performing Stage Look Like?

Now your team is in flow and performing to its full potential. With hard work and structured processes, the team is likely to achieve its goals efficiently.

Judith Stein, from MIT's HR department, says of this stage, "Roles on the team may have become more fluid, with members taking on various roles and responsibilities as needed. Differences among members are appreciated and used to enhance the team's performance." [2]

What About Tuckman's Adjourning (or Mourning) Stage?

Many teams reach this stage naturally. For example, projects come to an end, or permanent teams are disbanded and people redeployed.

People who like routine, or who have developed close working relationships with colleagues, may find this time difficult.

Using the Forming, Storming, Norming, and Performing Tool

Follow the steps below to ensure that you're doing the right thing at the right time:

1. Identify the stage that your team is at from the descriptions above.

2. Consider what you need to do to move on to the next stage.

3. Schedule regular reviews of where your team is at, and adjust your behavior and leadership approach accordingly.

Tuckman's model isn't a one-way street - teams may go back and forth between stages. When you hit the performing stage, keep observing your team's progress in case it slips back. For example, a new team member can disrupt the group dynamic, or a new business direction might mean you have to reevaluate your team roles and goals.

Leading Through the Forming, Storming, Norming, and Performing Stages

Forming to Storming

To establish clear objectives for the group at this first stage, create a team charter. And help team members to set personal goals so that they can see how their work will fit with the bigger picture.

Storming to Norming

Storming can make or break a team, so it's essential that you establish processes to track the progress and success of tasks.

Norming to Performing

Use your regular one-on-ones to encourage individuals to step back, review their goals, and take responsibility for them.

Performing to Adjourning

When the team has settled into the performing stage, you can focus on other goals and new areas to benefit the business. Free up more time for yourself - and boost team engagement - by delegating tasks and projects.

You should also make time for the group's personal development. Discuss with your team what opportunities and resources are available to them, such as the Mind Tools toolkits.

Adjourning (or Mourning)

If any team members feel uncertain about what's ahead, boost their confidence and career prospects by praising them at company meetings. And offer to provide LinkedIn recommendations and references if they're moving on.

Key Points

Psychologist Bruce Tuckman described how teams move through stages known as forming, storming, norming, and performing, and adjourning (or mourning).

You can use Tuckman's model to help your team to perform better. First, identify the stage your team is at, then use our tips to move them through the stages.

Remember, teams can slip back a stage, too. Use Tuckman's model to continually review where you team is at - and make any necessary changes to get back on course.

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Forming, Storming, Norming, and Performing: Tuckman's Model for Nurturing a Team to High Performance

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You can't just switch on teamwork. It takes time for a new team to "gel" and work to its full potential. What's more, team members go through stages as they move from strangers to co-workers. Bruce Tuckman's Forming, Storming, Norming, and Performing model describes these stages.

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THE PEOPLE VS THE SCHOOL SYSTEM How do YOU think we can create a better future of learning. Go here and share your thoughts on the topic! http://www.bit.ly/2ciqj4z Check out the audio only version here: https://soundcloud.com/prince-ea/we-just-sued-the-school-system Music by: http://djsneverendingstory.com/ Filmed and Edited by http://shareability.com/ Directed By Joel Bergvall and Joe Lombardi (https://vimeo.com/aztechfilm) Awesome Animation and Graphics By Hodja Berlev (https://www.facebook.com/Neonbyte-382305275259022/) Casting and Assistant Production By: Spencer Sharp (https://www.facebook.com/dispencery/?hc_ref=SEARCH) BOOK REFERENCES.

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Building Growth Mindset

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What if I were to tell you that you could increase the odds that your kids will achieve great success in life--maybe greater success than you've had--simply by making a small change in how you praise them and talk about achievement?

It turns out, you can. What's more, this change flies in the face of almost everything we've been told by so-called experts about raising successful kids--at least for the past 15 years or more.

It's all about how we praise our kids for their accomplishments. An emerging and exciting body of research on the subject suggests several key things we might not have realized otherwise:

1. Praising kids merely for their innate abilities, such as their intelligence, actually makes it less likely that they'll grow up to enjoy learning and to excel.

2. Praising kids instead for the strategies and processes they develop to solve problems--even when they don't fully succeed--makes them more likely to try harder and ultimately achieve.

3. And--perhaps the kicker--the effects of these praise strategies can be quantified even when we're talking about children as young as 1 to 3 years of age. (So once again, my 15-month-old daughter will get the benefit of something I've learned while writing for Inc.!)

As you might imagine, this would mean that the so-called experts who told us to praise our kids endlessly (part of the "everyone gets a participation trophy" movement) were dead wrong. (I've written a lot this subject at Inc. and put together a free e-book: How to Raise Successful Kids.)

How does it all work? We'll talk below about two studies involving school-age children, both led by Carol Dweck, a professor of psychology at Stanford University. First, however, let's examine the difference between a growth mindset and a fixed mindset, which underlies the whole thing.

Fixed vs. growth mindset

This is really what this research is all about--teaching kids to develop growth mindsets rather than fixed mindsets.

When it comes to beliefs about human achievement, a fixed mindset is the belief that intelligence, for example, is almost entirely innate. Either you're born with great smarts and the ability to achieve, or you're not.

A growth mindset, on the other hand, is the belief that achievement (again, for our purposes in the intellectual realm) is much more variable, and that intelligence and problem-solving abilities can be developed over time.

You might summarize the whole thing by thinking of Albert Einstein, Dweck suggests. A person with a fixed mindset might say, "Einstein was brilliant." A person with a growth mindset might observe that Einstein solved some incredibly difficult problems.

As for teaching growth mindsets, writer Angie Aker summarized Dweck's work and put it like this on Upworthy: "Praise your child explicitly for how capable they are of learning rather than telling them how smart they are."

The seventh-graders

Back to Dweck's research. A few years ago, she and her team took 373 middle school students, and identified those who exhibited fixed mindsets and those who exhibited growth mindsets.

Then, the followed them for two years--from the start of seventh grade to the end of eighth grade. The dichotomy was stark.

"By the end of the first term, their grades jumped apart and continued to diverge over the next two years. The only thing that differed was their mindsets," Dweck said in a video. As you might expect, the ones who exhibited growth mindsets achieved more than their classmates who had fixed mindsets.

Dweck said she has identified several key differences between the two types of students.

Students with a fixed mindset had one goal in mind: "Look smart at all times and at all costs." That meant they worked to avoid any task that might show they weren't as smart as they thought they were.

Students with a growth mindset, on the other hand, didn't care if their mistakes were revealed to their peers; they saw this as inevitable and nothing to be ashamed of, because their goal was to "learn at all times and at all costs."
2. Attitudes toward effort and failure
Students with a fixed mindset viewed effort and failure as bad things, because the mere fact that someone worked hard or came up short demonstrated (to them) that the person didn't have innate ability. Growth-mindset students, on the other hand, believed that effort was what was required to unlock ability.

Dweck says the notion that effort is a bad thing "is one of the worst beliefs that anyone can have."
3. Boredom and difficulty
Students who demonstrated a fixed mindset were far more likely to complain of being bored in school, Dweck found. They seemed to get into a cycle in which they used boredom as a cover to suggest why they wouldn't try things that they found difficult; in the process they actually became bored.

Growth-mindset students, on the other hand, looked at schoolwork as a series of challenges and puzzles to figure out. They were also less likely to complain that a teacher, or a course, or another external factor, was responsible if they had difficulty.

The 11-year-olds

All of this is great, but if you're a parent, you likely want to explore not just why a growth mindset is advantageous, but also how to encourage your kids to develop that kind of attitude. Fortunately, Dweck has a study for that, too.

She and her team divided a group of 11-year-olds into three groups, and gave each of them a fairly easy but age-appropriate intelligence test. At the end, they praised each of the kids in one of three ways:

They praised one group for their innate intelligence

They praised one group for the processes they came up with to solve the test

They praised a third group, as a control, for a passing score, without mentioning either their intelligence or the process they had used.

Results? The first part won't surprise you. Praising their intelligence put kids into a fixed mindset. Praising their effort and process, on the other hand, pushed them into a growth mindset.

But Dweck said things actually went further: "The most astonishing thing to us was that praising intelligence turned kids off to learning."

The babies and a few examples

So, how early is too early to start praising strategies and processes over innate ability? Very early, according to Dweck. In fact, her research shows that the way mothers praise babies as young as 1 to 3 years in age can predict the child's "mindset and desire for challenge five years later."

(Dweck says that after conducting her research, she's been known to interrupt moms she's seen in airports telling their babies that they're geniuses.)

So what should you do instead? Here are a couple of ideas. Instead of praising a child for solving a puzzle or accomplishing an easy goal, Dweck suggests saying something like, "I'm sorry I wasted your time. Let's do something hard--something you can learn from."

Or, instead of asking your kids at dinner how school was today, go around the table and ask everyone to share a story of how they struggled with something. (You have to share, too!)

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Want to Raise Successful Kids? Science Says Praise Them Like This (but Most Parents Do the Opposite)

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What if I were to tell you that you could increase the odds that your kids will achieve great success in life--maybe greater success than you've had--simply by making a small change in how you praise them and talk about achievement? It turns out, you can.

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http://lifehacker.com/the-seven-golden-rules-for-collaborating-with-great-peo-1680691691

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Growth Mindset, Carol Dweck
TedTalk

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The power of believing that you can improve

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Carol Dweck researches “growth mindset” — the idea that we can grow our brain’s capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.

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Teach Like a Pirate by Dan Burgess

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Website: p21

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Prezi: Sir Ken
Paradigm Shift in Ed

https://prezi.com/xsxdlboppmbc/cst-module-one-paradigm-shift-in-education/?auth_key=4e0e433b768deb16787f25bd537ca12e1085eb93

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Website: Brain Rules

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Brain Rules: Brain development for parents, teachers and business leaders | Brain Rules |

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Brain Rules by John J. Medina is a multimedia project explaining how the brain works. It includes a book, a feature-length documentary film, and a series of interactive tutorials.

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Text

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"What is the purpose of education? This question agitates scholars, teachers, statesmen, every group, in fact, of thoughtful men and women," Eleanor Roosevelt wrote in the 1930 article, "Good Citizenship: The Purpose of Education," in Pictorial Review.

If you were to ask even a relatively small group of teachers, administrators, students, parents, community members, business leaders, and policymakers to address the question of purpose, how difficult do you think it would be to reach a consensus?

You might have better luck asking, "What is the meaning of life?"

In the United States, historically, the purpose of education has evolved according to the needs of society. Education's primary purpose has ranged from instructing youth in religious doctrine, to preparing them to live in a democracy, to assimilating immigrants into mainstream society, to preparing workers for the industrialized 20th century workplace.

And now, as educators prepare young people for their futures in a world that is rapidly changing, what is the goal? To create adults who can compete in a global economy? To create lifelong learners? To create emotionally healthy adults who can engage in meaningful relationships?

"There are many different points of view on this topic," says Jonathan Cohen, cofounder and president of the National School Climate Center. "I think that my view, and most people's view, is that the purpose of education is to support children in developing the skills, the knowledge, and the dispositions that will allow them to be responsible, contributing members of their community-their democratically-informed community. Meaning, to be a good friend, to be a good mate, to be able to work, and to contribute to the well-being of the community."

Not only should children learn civic knowledge-how the electoral college works, the history of political parties, and so on-but they also need to master civic skills, which include respecting others, working collaboratively, acting in a way that is fair and just, and being an active participant in the life of the community, Cohen says.

Are we on track to fulfill this vision? "We are not on track," says Cohen, who believes that the No Child Left Behind Act's narrow focus neglects social and emotional learning, although they are interrelated with intellectual learning. Cohen's National School Climate Center is an organization that helps schools integrate crucial social and emotional learning with academic instruction.

In his Harvard Educational Review article "Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being," Cohen looks at the disparity between where we are and where we say we want to go.

"There is a paradox in our preK-12 schools and within teacher education. Parents and teachers want schooling to support children's ability to become lifelong learners who are able to love, work, and act as responsible members of the community. Yet, we have not substantially integrated these values into our schools or into the training we give teachers," Cohen says.

Cohen hopes to see greater support for state departments of education to establish school climate measurement systems. He says states and districts also need guidelines, tools, and resources that would help them engage educators, students, parents or guardians, and community members in creating safer, more supportive, engaging, and challenging schools.

James Harvey, a senior fellow at the Center on Reinventing Public Education , holds a similar opinion about education's purpose. "K-12 education should prepare students for life-for college, for work, for living within a family and within a community, and for participating effectively in the democratic process," he says.

Although future employment is probably necessary for most young people, K-12 education is more than just job training. "Schools have always been about developing students for life and work-and life is much more than earning a living; it is also living a life," Harvey says.

Cohen and Harvey are but two voices in a much larger ongoing global debate.

To engage the global community in a debate around the question, "What's the purpose of education?" Doug Belshaw and Andy Stewart founded Purpos/ed, a nonpartisan, location-independent organization. Launched in 2011, fosters dialogue through activities such as the 500-word campaign, which encouraged people to take a stab at defining the purpose of education and then leading conversations on their own individual blogs.

Earlier this year, Adam Burk facilitated a rousing discussion on TED.com (which is now closed to new comments) asking, "In your opinion, what should be the purpose of education?" When Burke closed the discussion, there were as many different opinions as there were respondents.

"There are 365 comments and 365 distinct articulations of what the purpose of education should be," Burk said. "The process to develop a consensus on this is beyond the scope and purpose of this conversation. However, I do hope that it is understood that this question and its answer are the shapers of education systems and, in turn, cultures."

Despite any dilemma that varying opinions and perspectives pose, healthy debate tends to inspire innovative ideas. However, as we face the challenge of educating young people for life in the 21st century, we also know that some things will remain constant.

Dr. Gene R. Carter, chief executive officer and director of ASCD, explains in the Good article "What's the Purpose of School in the 21st Century?" that good teaching never goes out of style.

"We know that there is one education reform movement that works, and unsurprisingly, it's the same formula that has worked since we had those old textbooks, chalkboards, and red apples in the classroom. Research, policy, practice, and common sense confirm that a whole child approach to education will develop and prepare students for the challenges and opportunities of today and tomorrow," Carter says.

Harvey agrees that there's no need to scrap what has served us well in the past: "The most significant skill [young people] can develop in the 21st century is the same skill that served them well in prior centuries: a mind equipped to think, the most important work skill of them all."

There still may be hope for our future.

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"What is the purpose of education? This question agitates scholars, teachers, statesmen, every group, in fact, of thoughtful men and women," Eleanor Roosevelt wrote in the 1930 article, "Good Citizenship: The Purpose of Education," in Pictorial Review.