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Mindsets carol dweck-tcm4-569410

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This document discusses Carol Dweck's research on fixed and growth mindsets. It explains that those with a fixed mindset believe intelligence is innate, while those with a growth mindset see it as something that can be developed through effort. Those with a growth mindset are more likely to embrace challenges and learn from mistakes. The document outlines three "mindset rules" and shows how praise focusing on effort rather than innate ability can foster a growth mindset in students. It also describes workshops teaching a growth mindset that led to increased motivation and better academic performance.

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Mindsets Scottish Learning Festival 23 September 2009
Learner or Non-learner? “I don’t divide the world into the weak and the strong, or the successes and the failures… I divide the world into the learners and non-learners.” -- Benjamin Barber
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
How do we make sure our students remain learners?
Mindsets Matter Fixed Mindset: Intelligence is a fixed trait Growth Mindset: Intelligence is a malleable quality; a potential that can be developed …Talent is a starting point
Mindsets Matter • Which mindset is correct? • Does a person hold the same mindset in different life arenas? • Can mindsets be changed?
How Do Mindsets Work? The Mindset Rules
Mindset Rule #1 Fixed Mindset: LOOK CLEVER AT ALL COSTS Growth Mindset: LEARN, LEARN, LEARN
Looking Clever vs. Learning Fixed Mindset Student: “The main thing I want when I do my school work is to show how good I am at it.” Growth Mindset Student: “It’s much more important for me to learn things in my classes than it is to get the best grades.” Blackwell,Blackwell, TrzesniewskiTrzesniewski, &, & DweckDweck, 2007, 2007
Math Achievement 72 72.5 73 73.5 74 74.5 75 75.5 76 76.5 77 Fall Year 1 Spring Year 1 Fall Year 2 Spring Year2 Fixed Growth growth fixed
Pre-Medical Students
Organic Chemistry Grades
Learners and Non-Learners in Action How do mindsets control our attention? MangelsMangels, Butterfield, Lamb, Good &, Butterfield, Lamb, Good & DweckDweck, 2006, 2006
Mindsets carol dweck-tcm4-569410
Question “Who was the Union general at the battle of Gettysburg?” * Person types answer 1.5 s 2 s * Correct answer 1.5 s Ability-Relevant Feedback Learning-Relevant Feedback 1 s Paying Attention to Learning or
REFLECTION Think about a time you were in a fixed mindset and chose to be a non-learner. What could you do differently in the future?
Mindset Rule #2 Fixed Mindset: IT SHOULD COME NATURALLY “To tell the truth, when I work hard at my school work it makes me feel like I’m not very smart.” Growth Mindset: WORK HARD, EFFORT IS KEY “The harder you work at something, the better you’ll be at it.”
Do Geniuses Work-- Or Does it Just Come Naturally?
Mindset Rule #3 IN THE FACE OF SETBACKS… Fixed Mindset: HIDE MISTAKES CONCEAL DEFICIENCIES Growth Mindset: CAPITALIZE ON MISTAKES CONFRONT DEFICIENCIES
Deficiency Equals…
After Setback Fixed Mindset: “I’d spend less time on this subject from now on.” “I would try not to take this subject ever again.” “I would try to cheat on the next test.” Growth Mindset: “I would work harder in this class from now on.” “I would spend more time studying for the tests.” Blackwell, Trzesniewski and Dweck, 2007
Fixed Mindset provides no recipe for recovering from failures: • Giving up, retreating to comfort zone • Blaming others • Trying to feel superior
Where Do Mindsets Come From? Our language tells students what we believe and what we value
Mindsets carol dweck-tcm4-569410
NonNon--Verbal IQ TestVerbal IQ Test
Messages About What We Value • Intelligence Praise: “Wow, that’s a really good score. You must be smart at this.” • Effort (Process) Praise: “Wow, that’s a really good score. You must have tried really hard.” Mueller & Dweck, 1998
Intelligence vs. Effort Praise • Mindset: Fixed vs. Growth • Goals: Looking smart vs. Learning After Difficult Trial: • Confidence: Low vs. High
Number of problems solved on Trial 1 (before failure) and Trial 3 (after failure). 4.5 5 5.5 6 6.5 Trial 1 Trial 3 Effort Praise Control Praise Intelligence Praise NumberofProblemsSolved
Lying Students who misrepresented their scores 0 0.1 0.2 0.3 0.4 Intelligence Control Effort Type of Praise Given
What to Praise • Effort, struggle, persistence despite setbacks • Strategies, choices • Choosing difficult tasks • Learning, improving
Low Effort Success: Yesterday • Look, you got an A without really working. You’re really good at math! • You did that so quickly and easily. That’s impressive!
Low Effort Success:Tomorrow • You got an A without working. You must not be learning much. • You did that so quickly and easily. I’m sorry I wasted your time. Let’s do something you can learn from.
REFLECTION What is one thing you could do differently in your interactions with your students or staff to foster a growth mindset?
Changing Mindsets
A Mindset Workshop • Growth Mindset Group: 8 sessions of study skills + the growth mindset. • Control Group: 8 sessions of great study skills.
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Math Grades (Blackwell, Trzesniewski, & Dweck) 2.2 2.3 2.4 2.5 2.6 2.7 2.8 Before After Control BraInology
Percent Showing Increased Motivation 9 27 0 5 10 15 20 25 30 Control Growth
5 Computer Modules Teachers’ Guide www.brainology.us
Brain Orb as Guide
Visit to Brain Lab
Mad Scientist
Brain Experiments
The Learning Brain
Have you changed your mind about anything? • My favorite thing from Brainology is the neurons part where when u learn something there are connections and they keep growing. I always picture them when I’m in school (khadija) • Yes … I imagine neurons making connections in my brain and I feel like I am learning something. (biggie)
Conclusion A growth mindset allows students to: • Embrace learning and growth • Understand the role of effort in creating talent • Maintain confidence and effectiveness in the face challenges and setbacks …and it can be taught.
One Final Note A Growth Mindset for Educators Too • As educators, we must constantly learn and improve. • Educators, too, need permission to learn and make mistakes • If we don’t fulfill our potential how can we make our the students fulfill theirs?
Thank you!
Mindsets carol dweck-tcm4-569410

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Mindsets carol dweck-tcm4-569410

  • 2. Learner or Non-learner? “I don’t divide the world into the weak and the strong, or the successes and the failures… I divide the world into the learners and non-learners.” -- Benjamin Barber
  • 6. How do we make sure our students remain learners?
  • 7. Mindsets Matter Fixed Mindset: Intelligence is a fixed trait Growth Mindset: Intelligence is a malleable quality; a potential that can be developed …Talent is a starting point
  • 8. Mindsets Matter • Which mindset is correct? • Does a person hold the same mindset in different life arenas? • Can mindsets be changed?
  • 10. Mindset Rule #1 Fixed Mindset: LOOK CLEVER AT ALL COSTS Growth Mindset: LEARN, LEARN, LEARN
  • 11. Looking Clever vs. Learning Fixed Mindset Student: “The main thing I want when I do my school work is to show how good I am at it.” Growth Mindset Student: “It’s much more important for me to learn things in my classes than it is to get the best grades.” Blackwell,Blackwell, TrzesniewskiTrzesniewski, &, & DweckDweck, 2007, 2007
  • 12. Math Achievement 72 72.5 73 73.5 74 74.5 75 75.5 76 76.5 77 Fall Year 1 Spring Year 1 Fall Year 2 Spring Year2 Fixed Growth growth fixed
  • 15. Learners and Non-Learners in Action How do mindsets control our attention? MangelsMangels, Butterfield, Lamb, Good &, Butterfield, Lamb, Good & DweckDweck, 2006, 2006
  • 17. Question “Who was the Union general at the battle of Gettysburg?” * Person types answer 1.5 s 2 s * Correct answer 1.5 s Ability-Relevant Feedback Learning-Relevant Feedback 1 s Paying Attention to Learning or
  • 18. REFLECTION Think about a time you were in a fixed mindset and chose to be a non-learner. What could you do differently in the future?
  • 19. Mindset Rule #2 Fixed Mindset: IT SHOULD COME NATURALLY “To tell the truth, when I work hard at my school work it makes me feel like I’m not very smart.” Growth Mindset: WORK HARD, EFFORT IS KEY “The harder you work at something, the better you’ll be at it.”
  • 20. Do Geniuses Work-- Or Does it Just Come Naturally?
  • 21. Mindset Rule #3 IN THE FACE OF SETBACKS… Fixed Mindset: HIDE MISTAKES CONCEAL DEFICIENCIES Growth Mindset: CAPITALIZE ON MISTAKES CONFRONT DEFICIENCIES
  • 23. After Setback Fixed Mindset: “I’d spend less time on this subject from now on.” “I would try not to take this subject ever again.” “I would try to cheat on the next test.” Growth Mindset: “I would work harder in this class from now on.” “I would spend more time studying for the tests.” Blackwell, Trzesniewski and Dweck, 2007
  • 24. Fixed Mindset provides no recipe for recovering from failures: • Giving up, retreating to comfort zone • Blaming others • Trying to feel superior
  • 25. Where Do Mindsets Come From? Our language tells students what we believe and what we value
  • 28. Messages About What We Value • Intelligence Praise: “Wow, that’s a really good score. You must be smart at this.” • Effort (Process) Praise: “Wow, that’s a really good score. You must have tried really hard.” Mueller & Dweck, 1998
  • 29. Intelligence vs. Effort Praise • Mindset: Fixed vs. Growth • Goals: Looking smart vs. Learning After Difficult Trial: • Confidence: Low vs. High
  • 30. Number of problems solved on Trial 1 (before failure) and Trial 3 (after failure). 4.5 5 5.5 6 6.5 Trial 1 Trial 3 Effort Praise Control Praise Intelligence Praise NumberofProblemsSolved
  • 31. Lying Students who misrepresented their scores 0 0.1 0.2 0.3 0.4 Intelligence Control Effort Type of Praise Given
  • 32. What to Praise • Effort, struggle, persistence despite setbacks • Strategies, choices • Choosing difficult tasks • Learning, improving
  • 33. Low Effort Success: Yesterday • Look, you got an A without really working. You’re really good at math! • You did that so quickly and easily. That’s impressive!
  • 34. Low Effort Success:Tomorrow • You got an A without working. You must not be learning much. • You did that so quickly and easily. I’m sorry I wasted your time. Let’s do something you can learn from.
  • 35. REFLECTION What is one thing you could do differently in your interactions with your students or staff to foster a growth mindset?
  • 37. A Mindset Workshop • Growth Mindset Group: 8 sessions of study skills + the growth mindset. • Control Group: 8 sessions of great study skills.
  • 41. Math Grades (Blackwell, Trzesniewski, & Dweck) 2.2 2.3 2.4 2.5 2.6 2.7 2.8 Before After Control BraInology
  • 43. 5 Computer Modules Teachers’ Guide www.brainology.us
  • 44. Brain Orb as Guide
  • 49. Have you changed your mind about anything? • My favorite thing from Brainology is the neurons part where when u learn something there are connections and they keep growing. I always picture them when I’m in school (khadija) • Yes … I imagine neurons making connections in my brain and I feel like I am learning something. (biggie)
  • 50. Conclusion A growth mindset allows students to: • Embrace learning and growth • Understand the role of effort in creating talent • Maintain confidence and effectiveness in the face challenges and setbacks …and it can be taught.
  • 51. One Final Note A Growth Mindset for Educators Too • As educators, we must constantly learn and improve. • Educators, too, need permission to learn and make mistakes • If we don’t fulfill our potential how can we make our the students fulfill theirs?