“NON-COGNITIVE FACTORS” & LPS 2.0
GUIDING QUESTIONS FOR TODAY
• What do we mean by “non-cognitive factors” (mindset,
character) and why does it matter for LPS 2.0?
• What can we learn from available data about LPS students’
mindsets?
• What are some of our emerging best and promising
practices for developing character and mindset strengths?
• What actions should we pursue so that all students
graduate from LPS with mindsets optimally geared for
learning, success, and happiness?
1
What is Mindset?
2
Role Model Shout-Out Activity
• Think of a person whose mindset you admire. It
may be somebody you know personally or
someone you know of because of their work in
the world.
• Reflect on what you admire about this person’s
mindset.
• In pairs, share your reflections.
• Select a word or phrase that describes or
represents what you admire about this person’s
mindset.
• Please complete the “Role Model Form.”
3
CCSR Non-Cognitive Factors Model
http://ccsr.uchicago.edu/sites/default/files/publications/Noncognitive%20Report.pdf
A key task for educators becomes the intentional development of these skills, traits, strategies, and attitudes in
conjunction with the development of content knowledge and academic skills. In essence, teachers would play a vital
role in helping students move from being passive recipients of academic content to active learners who can manage
their workload, assess their progress and status, persist in difficult tasks, and develop a reliable set of strategies to
master increasingly complex academic content as they proceed through school.
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24 Character Virtues
Martin Seligman and Christopher Peterson (2004), Positive Psychology
WISDOM AND KNOWLEDGE





Creativity
Curiosity
Judgment (critical thinking)
Love of Learning
Perspective (wisdom)
COURAGE

Bravery (valor)


industriousness)
Honesty (authenticity, integrity)
Zest (vitality, enthusiasm, vigor, energy)
 Perseverance (persistence,
HUMANITY



Love
Kindness (generosity, nurturance, care,
compassion, altruistic love, “niceness”)
Social Intelligence (emotional
intelligence, personal intelligence)
JUSTICE

Teamwork (citizenship, social
responsibility, loyalty)
 Fairness

Leadership
TEMPERANCE



Forgiveness
Humility
Prudence
 Self-Regulation (self-control)
TRANSCENDENCE


Appreciation of Beauty and Excellence
Gratitude
 Hope (optimism, future-mindedness)
 Humor (playfulness)
 Spirituality (faith, purpose)
Bolded bullet points have very strong correlations to academic achievement
http://www.viacharacter.org/www/Portals/0/VIA%20Classification.pdf
4
GRIT & SELF-CONTROL
(Perseverance and Self-Regulation)
SMASHING THE 3 P’s:
• Personalization
• Permanence
• Pervasiveness
Angela Duckworth
5
HOPE
STEREOTYPE THREAT
Hope predicts academic
achievement and the
predictive power of hope
remains significant even
when controlling for
intelligence (e.g., Snyder,
Cheavens, & Sympson,
1997), prior grades (e.g.,
Gallagher & Lopez, 2008;
Snyder et al., 1991;
Snyder et al., 2002), selfesteem (Snyder et al.,
2002), personality (Day,
Hanson, Maltby, Proctor,
& Wood, 2010), and
college entrance
examination scores such
as high school GPA and
ACT/SAT (Gallagher &
Lopez, 2008; Snyder et
al., 2002).
Performance in academic contexts can be harmed by
the awareness that one’s behavior might be viewed
through the lens of racial, gender, age, and other
stereotypes. (Steele & Aronson (1995), Katz, Roberts,
and Robinson (1965), Steele (2011). The
consequences of stereotype threat extend beyond
underachievement on academic tasks and can include
self-handicapping strategies, such as reduced practice
time for a task (Stone, 2002), and to reduced sense of
belonging to a stereotyped domain (Good, Dweck, &
Rattan, 2008).
Stigmatization can give rise to belonging uncertainty
that can undermine the motivation and achievement
of people whose group is negatively characterized in
academic settings. An intervention that mitigated
doubts about social belonging in college raised the
academic achievement (e.g., college grades) of Black
students but not of White students. The GPA
achievement gap between white and black students
was halved in 3 years (Walton and Cohen, 2011).
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MINDSET/CHARACTER STRENGTHS ( a working list)
GRIT
Finishing what one starts; completing something despite obstacles; trying
hard even after experiencing failure; a combination of persistence and
resilience.
ZEST
Approaching life with excitement and energy; feeling alive and activated;
feeling interested in and engaged with learning and school.
SELF-CONTROL
LOCUS OF
CONTROL
OPTIMISM/
HOPE
GRATITUDE
CURIOSITY
SOCIAL
INTELLIGENCE
FAIRNESS
Awareness and active regulation of what one thinks, feels, says and does;
being self-disciplined so that behavior matches values and goals.
The extent to which individuals believe that they can control events that
affect them.
Expecting the best in the future and working to achieve it; believing that
intelligence is not fixed and success is largely determined by effort
(Growth Mindset)
Being aware of and thankful for opportunities that one has and for good
things that happen
Taking an interest in experience and learning new things for its own
sake; finding things fascinating
Being aware of motives and feelings of other people and oneself,
including the ability to dialogue and reason within large and small
groups; feeling socially connected.
Mitigation of Stereotype Threat, a disruptive concern that one will be
evaluated on the basis of a negative stereotype
9
KIPP: Character
8
Mindset Study Session
1. Go to Mindset Artifacts list and review available
artifacts.
2. Select 1-3 artifacts to review in 15 minutes and GO
FORTH!
3. Review artifact(s) and take notes using this frame:
How/why does this artifact matter for LPS students
and schools? What are your 1) reactions, 2) ideas,
and 3) questions?
4. Share with a partner (5 minutes each person) your key
reactions, ideas and questions.
5. Be prepared for a quick whole group shout-out of
reactions, ideas and questions.
10
LPS-Stanford Mindset Survey 2013
• Survey provided by Stanford research lab PERTS (Project for
Education Research that Scales)
• Survey was tested by LPS Oakland students in February and
student input used to guide final revisions and guidelines
for administration
• 330 students from 3 LPS schools took a total of 1047
surveys in Spring 2013
• Students reviewed and analyzed their own data in MayJune 2013
• Survey assessed 5 Mindset Areas
–
–
–
–
–
Growth Mindset
Power in Your Hands (Locus of Control)
Fairness (Stereotype Threat)
Belonging & Interest
Overall Health and Happiness
11
Student Data Analysis Sessions
Students’ conclusions and suggestions and their suggested survey
revisions are provided today along with their survey results.
12
Student Survey After Analysis Sessions
Is mindset important for students?
46%
0%
41%
20%
40%
Definitely
60%
Probably
Maybe
12%
80%
Should we continue the mindset
survey project next year?
2%
100%
0%
Definitely
23%
20%
Probably
33%
40%
Maybe
60%
22%
80%
Probably Not
0%
20%
Definitely
Probably Not
Should we make changes to the
survey?
17%
48%
4%
100%
Definitely Not
38%
40%
Probably
60%
Maybe
13%
80%
1%
100%
Definitely Not
92% of students surveyed
think students should take a
mindset survey 1-2 times per
month, either as its own
activity or worked into daily
launches or exit tickets.
13
Mindset Survey Data Analysis Activity
• Review and Annotate the Data Wall
– Highlight to emphasize data you find important
– Tag key findings or strong reactions with !
– Tag questions with ?
– Tag ideas with IDEA
– Add a
to agree with an already-posted annotation
• Data provided include:
– Mindset and/or YouthTruth survey results
– Student conclusions and suggestions arising from Mindset
Survey data analysis and reflection
– Student recommendations for Mindset Survey revisions
14
Mindset Panel Presentation
• Michael Fauteux, LPS Hayward
– Using Exit Ticket and Language to Build Growth
Mindsets
• Olaniyi Solebo, LPS Richmond
– Teaching Adolescents Mindset: The Role NonCognitive Factors Can Play in Shaping School
Performance
• Gautam Thapar, LPS Richmond
– Integrating Character and Mindset into Instruction
15