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Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
Mindsets carol dweck-tcm4-569410
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Mindsets carol dweck-tcm4-569410

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  • 1. Mindsets Scottish Learning Festival 23 September 2009
  • 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
  • 3. How do we make sure our students remain learners?
  • 4. 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
  • 5. Mindsets Matter • Which mindset is correct? • Does a person hold the same mindset in different life arenas? • Can mindsets be changed?
  • 6. How Do Mindsets Work? The Mindset Rules
  • 7. Mindset Rule #1 Fixed Mindset: LOOK CLEVER AT ALL COSTS Growth Mindset: LEARN, LEARN, LEARN
  • 8. 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
  • 9. 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
  • 10. Pre-Medical Students
  • 11. Organic Chemistry Grades
  • 12. Learners and Non-Learners in Action How do mindsets control our attention? MangelsMangels, Butterfield, Lamb, Good &, Butterfield, Lamb, Good & DweckDweck, 2006, 2006
  • 13. 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
  • 14. 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?
  • 15. 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.”
  • 16. Do Geniuses Work-- Or Does it Just Come Naturally?
  • 17. Mindset Rule #3 IN THE FACE OF SETBACKS… Fixed Mindset: HIDE MISTAKES CONCEAL DEFICIENCIES Growth Mindset: CAPITALIZE ON MISTAKES CONFRONT DEFICIENCIES
  • 18. Deficiency Equals…
  • 19. 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
  • 20. Fixed Mindset provides no recipe for recovering from failures: • Giving up, retreating to comfort zone • Blaming others • Trying to feel superior
  • 21. Where Do Mindsets Come From? Our language tells students what we believe and what we value
  • 22. NonNon--Verbal IQ TestVerbal IQ Test
  • 23. 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
  • 24. Intelligence vs. Effort Praise • Mindset: Fixed vs. Growth • Goals: Looking smart vs. Learning After Difficult Trial: • Confidence: Low vs. High
  • 25. 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
  • 26. Lying Students who misrepresented their scores 0 0.1 0.2 0.3 0.4 Intelligence Control Effort Type of Praise Given
  • 27. What to Praise • Effort, struggle, persistence despite setbacks • Strategies, choices • Choosing difficult tasks • Learning, improving
  • 28. 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!
  • 29. 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.
  • 30. REFLECTION What is one thing you could do differently in your interactions with your students or staff to foster a growth mindset?
  • 31. Changing Mindsets
  • 32. A Mindset Workshop • Growth Mindset Group: 8 sessions of study skills + the growth mindset. • Control Group: 8 sessions of great study skills.
  • 33. Math Grades (Blackwell, Trzesniewski, & Dweck) 2.2 2.3 2.4 2.5 2.6 2.7 2.8 Before After Control BraInology
  • 34. Percent Showing Increased Motivation 9 27 0 5 10 15 20 25 30 Control Growth
  • 35. 5 Computer Modules Teachers’ Guide www.brainology.us
  • 36. Brain Orb as Guide
  • 37. Visit to Brain Lab
  • 38. Mad Scientist
  • 39. Brain Experiments
  • 40. The Learning Brain
  • 41. 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)
  • 42. 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.
  • 43. 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?
  • 44. Thank you!

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