Mindset: The Psychology of Learning and Based onAchievement
Mindset: The Psychology of Learning and Based onAchievement the work of Dr. Carol Dweck Presented by Carole Vargas Mindse ts Part 1. Fixed & Growth Part 2. Paradox of praise Part 3. What you can do Are people born
smart? Political Leader Winston Churchill REPEATED a grade during elementary school He was placed in the LOWEST division of the LOWEST class Do you think his parents were worried about his
potential? Composer Beethovens teacher called him a HOPELESS composer If someone said that about your child, would you suggest your child try a different activity? Writer Leo Tolstoy Dropped out of college
He was described as both UNABLE and unwilling to LEARN" Business Leader Warren Buffett (second richest man in the world) failed to get into Harvard Business School What
if he took that to mean he should not be in business? Role models .Einstein's teacher said that he was academically subnormal .Michael Jordan's coach said that he wasnt more talented than other people .Walt Disney was told that he lacked creative imagination .. J.K. Rowling was told her story would never sell People are made, not born THE GROWTH MINDSET
Two Mindsets Mindset Related to your belief about ability Creates a whole mental world for you to live in Fixed mindset ability cannot change
Growth (grow) mindset ability can change Set of 6 studies of children Praised for Praised for ability goals effort (growth) 90% of the
group created learning goals enjoyment continued 66% of the group created performance goals decreased persistence continued
decreased performance improved declined lied about scores one individual 40%
(fixed) How mindsets affect students 1. Goals 2. Responses 3. Effort 4. Strategies 1. Goals How do mindsets affect the things we aim for?
Fixed Mindsets PERFORMANCE Goals POTENTIAL can be MEASURED. VALIDATION Low from others. marks = not smart. Success
and failure cause ANXIETY. GROWTH MINDSET LEARNING Goal The goal is MASTERY and COMPETENCE. Scores and grades = how I am doing now INCREASE
PERFORMANCE INCREASE ENJOYMENT DECREASE NEGATIVE EMOTION. 2. Responses: How do mindsets affect how we react to events?
When faced with failure or FIXED Mindset challenge Do Response: not pay attention to learning Lose self-esteem Denigrate their intelligence Under-represent past successes and over-represent failures (pessimism) Believe it proves something stable about themselves
When faced with failure or GROWTH Mindset challenge Response: Focus Pay Try on learning, rather than how they feel. attention and do better on future tests. new ways of doing things.
Self-motivating: harder I try. Higher learn the harder it gets the self-esteem believe in their ability to 3. EFFORT How do mindsets affect our view of trying hard or hardly trying?
Do smart people have to try hard to succeed? People were asked about intelligence and how much they thought it was due to effort and how much they thought it was about ability Intelligence= ? % effort ?
% ability Fixed = 35% effort vs. 65% ability Growth = 65% effort vs. 35% ability Effort and Mindsets FIXED GROWT with a growth Those with a fixed mindset ThoseH mindset see effort as a necessary part of success.
view effort as a reflection of low intelligence. Hard work means I dont get it and Im unintelligent They try harder when faced with a setback.
Effort = success. They use effort to overcome difficulty. Effort = lack of ability Learning helps our neurons GROW. The brain is a muscle that
gets stronger with exercise! 4. Strategies: How do mindsets affect success? Strategies: Fixed Mindset Students with a fixed mindset keep using the wrong strategy when faced with a problem.
Then they disengage from the problem. o Finally, they give up. Strategies: Growth Mindset Tend to generate other and new ways to do things. If one route doesnt work they will try others.
Think outside of the box to solve problems because they believe that they can. What kind of mindset does Calvin have? Why might our gifted children be especially vulnerable to fixedmindset thinking? When do you feel smart? Fixed mindset:
Growth mindset: When its I dont really make hard, any and mistakes. I try hard, and I
can do something I couldnt before. Its when I finish first and its perfect. When I work on something a long time and When something is easy for me and others finally figure it out. cant do it. Whats the big deal? Fixed-mindset thinking results in:
a false sense of superiority, undermined by a deep sense of self-doubt. a fear of failure; refusal to take risks. a feeling that failure permanently defines you as a loser. a need to prove yourself again and again.
a desire to blame others or outside circumstances when things dont go your way. FCUSD Learning Contract & As a GATE student: Goal Setting I understand that being in the GATE program does not mean everything should come easily to me.
I understand that hard work, persistent effort, and even failure are a part of learning. My goal is not to show how smart I am but to learn as much as possible. I understand that to learn and grow I must: ask questions welcome challenges and persist in meeting them make mistakes be an active and respectful listener take risks in thinking and academics (trying harder assignments,
learning something new) be curious and seek new knowledge Part 2: Praise The way we interact with young people can foster either a growth or a fixed mindset. Praise for effort v. praise for ability. ability based praise: telling someone that they are very clever after completing a task. specific and process oriented: telling someone well done for putting effort in to the
task, I can really see how that has helped you. Praising talent or intelligence leads to FIXED mindset Can change a young persons mindset from growth to fixed. Encourages young people to create performance goals and display a helpless response when faced with
challenges. Encourages scores. young people to lie about Undermines to take risks. motivation and willingness Praise effort
Encourages people to adopt a growth mindset. Encourages people to create learning goals Increases motivation and success. Good feedback is important
Constructive Praise criticism is necessary is not a villain praise for effort and the process What can I do? 10 Parenting Tips for Fostering the Growth 1. Practice what you preach.
2. Emphasize the joy of learning for learnings sake. 3. Set appropriately high expectations and provide support 4. Be mindful of the goals you set for your children and the messages they send. 3. Set appropriately high expectations and provide support. Lowering standards does not raise selfesteem.
Expectations should focus on habits, effort, and growth, not grades. Provide students with needed supports (extra help, additional resources). Dont assume that you could do it easily if you just tried harder. 4. Be mindful of the goals you set for your children and the messages they
send. Work with your child to set goals that are reasonable and desirable for both of you. All goals should emphasize growth the development of a skill or the expanding of knowledge. Having innate talent is not a goal your child can work toward. 5. Praise effort, practice, and process not outcome. 6. Use failures as an opportunity for reflection and growth. 7. Provide honest, constructive criticism
that emphasizes growth. 8. Make concrete plans for growth. 9. Point out the perseverance/ effort of favorite athletes and stars. 5. Praise effort, practice, and process not outcome. When your child succeeds, talk about the work that went into the success. Praise persistence and perseverance. Focus on the positive habits your child
practiced and the choices she made which led up to the success. 6. Use failures as an opportunity for reflection and growth. Dont use labels, and dont let your child use them. Dont shelter your child from the realities of failure by placing blame on others.
Ask: What can you learn from this experience? What could you try differently the next time? (Click on image for video link. ) 7. Provide honest, constructive criticism that emphasizes growth. Dont harp on your childs shortcomings or past mistakes.
Work with your child to identify strategies for improvement. Involve your child in the problem-solving process, rather than meting out punishments. 8. Make concrete plans for growth. If your child identifies an area of weakness
or is struggling, help your child establish a concrete plan for improvement. Avoid vague solutions: Ineffective: Ill study more. Better: Ill review my class notes nightly and make flash cards for the difficult concepts. Follow up with your child, and help him
evaluate the process and refine the solution if necessary. 9. Point out the perseverance/ effort of favorite athletes and stars. Discuss what habits (focus, goal-setting, daily practice, commitment) enabled the athlete to be so successful. Avoid referring to a star athletes natural talent or effortless ability.
Talk about famous people who failed in their early efforts. (Click on image for video link.) 10. Take reasonable risks, and encourage your child to do so.
The growth mindset is about being a lifelong learner. Accepting risk and a certain amount of failure is part of that process. Is there something you always wanted to try but were afraid youd fail? Make a plan to do it. Allow your child to do the same. Summary Role models give people evidence of the growth mindset in action.
A growth mindset helps people to be motivated and to succeed. A growth mindset can be learned. We can foster a growth mindset in others by the type of feedback we give and by teaching them about the brains huge potential.
This presentation used the following sources for slides: The Centre of Confidence and Well-Being, UK www.centreforconfidence.co.uk/ Adrian Hayes, Virginia Beach City School District Which mindset do you have?
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