Learning and the adolescent mind
Lisa Brown
Charles A. Dana Center
The University of Texas at Austin
Agile educators
Agile learners
Agile tools to support high achievement
Today s discussion
–  What can secondary educators learn from
psychology, social-psychology and the
learning sciences?
–  How can we apply that information to our
work?
–  What resources exist to support educators
in applying these ideas?
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Imagine a math classroom in which all students…
•  Don t have to choose between being cool and being
smart
•  Create a learning community in which students and
teachers work together to increase everyone s
knowledge
•  Feel comfortable enough to take risks and participate
in class
•  Engage in meaningful discussions about mathematical
content with the teacher and their fellow students
•  Understand that learning math takes effort and
persistence
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Current Research
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Strands of Mathematical Proficiency
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Procedural fluency
Conceptual understanding
Strategic Competence
Adaptive reasoning
Productive disposition
Adding it Up: Helping Children
Learn Mathematics, p. 117
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The Challenge
Many students have difficulty in school not
because they are incapable of performing
successfully, but because they are incapable of
believing that they can perform successfully.
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National Survey
In the National Math Panel survey, 62% of
teachers rated working with unmotivated
students as the single most challenging
aspect of teaching Algebra I successfully.
(National Math Panel, 2008)
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Framework—Learning and the Adolescent Mind
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Theories of intelligence"
Self-efficacy"
Motivation"
www.learningandtheadolescentmind.org
Persistence"
Self-regulation"
Community of learners"
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Learning and the Adolescent Mind
In pairs or small groups, study one of the big ideas
from the website.
•  Discuss key points
•  Prepare a 30-second “elevator speech”
explaining the idea and why it is important
•  Select a spokesperson to represent your group
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Categories of factors
•  Attitudes and beliefs
•  Self-regulation and metacognition
•  Classroom culture
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Carol Dweck: Theories of intelligence
What has her research
shown?
What can educators do
with this information?
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Implicit theories of intelligence
Entity Theorists
Intelligence is fixed
Trait largely determined by nature
Incremental Theorists
Intelligence is malleable
Quality that can be increased through
nurture
Desire similar outcome:
achieving good scores, doing well Different motivation for pursuing this outcome
Performance goals
Learning goals
–  seeking to validate ability
–  seeking to develop ability
From, Dweck, C. S. (1999). Self-Theories: Their role in motivation, personality,
and development. Philadelphia, PA: The Psychology Press.
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Consequences related to fixed and malleable
views of intelligence (Dweck, 1999)
Most students who view
intelligence as being fixed:
Most students who view
intelligence as being
malleable:
•  Avoid challenges and seek
easy successes—pass up
valuable learning
opportunities
•  Pursue and enjoy challenges
•  Desire to look smart at all
costs
•  Worry about failure and
question their ability
•  Care less about looking
smart
•  Engage in self-monitoring
and self-instruction
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Establishing classroom culture
Promoting a growth mindset
•  Demystify intelligence
•  Avoid trait-focused feedback
•  Praise effort: highlight process, strategies and
progress
•  Model positive views: convey that confusion can
be a good thing
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Resources for teaching students about the brain
Academic Youth Development
Intensified Algebra
www.agilemind.com
Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
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Barry Zimmerman: Self-regulation/Metacognition
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Uri Treisman: Learning communities
•  Connectedness and sense
of belonging
•  Communication
•  Collaboration and teamwork
•  Shared commitment
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Framework—Learning and the Adolescent Mind
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Theories of intelligence"
Self-efficacy"
Motivation"
www.learningandtheadolescentmind.org
Persistence"
Self-regulation"
Community of learners"
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Coming Soon—related resources for educators
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Professional development resources
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Collaborative study guides
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Academic Youth Development
Improving Achievement by Reshaping Students Academic Iden88es Transforming the Algebra Classroom Culture 21
Supporting the Algebra transition
Middle school
mathematics
Academic Youth
Development
Algebra I
Intensified
Algebra I
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Model of the AYD program
Success
in
Algebra
Summer
Bridge
Academic
Year
Kickoff
Success
in High
School
Full-Year
Integration
with
Algebra I
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Let’s take a look…
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Internet-delivered instructional supports
Visualizations of key concepts
Comprehensive advice for instruction
Assessment tools
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Research findings for AYD
Students feel better supported by their peers
and teachers
Students are more persistent in completing
their work, even if the homework is boring or the
math is frustrating
When the math is difficult, students are more
likely to study everything, not just the easy
parts
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Research findings for AYD
Students have a greater understanding that
with hard work, they can increase their ability to
achieve
Students are more purposeful in their
problem solving strategies
Students experience more success in
Algebra the first time
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Agile Mind Comprehensive Algebra Supports
Summer
start AYD
•  Begins with an intensive summer experience for subset of students
•  Transition into Algebra
•  For students at or near grade level
•  Student allies assist in spreading strategies
Algebra I
•  Full Year program
•  Comprehensive Algebra course
Intensified
Algebra
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Full Year Intervention
70-90 minutes per day
Comprehensive – includes textbook
For students one or more grade levels behind
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Integrated, cohesive program design
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Contact Information
Lisa Brown, University of Texas Dana Center
lisabrown@austin.utexas.edu
utdanacenter.org/academicyouth
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