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Effort Does Lead To Success (2)

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Mindsets is the popular version of Self Theories and here the presentation is brought up-to-date using the term FIXED MINDSET instead of Entitiy Theorist and GROWTH MINDSET instead of Incremental …

Mindsets is the popular version of Self Theories and here the presentation is brought up-to-date using the term FIXED MINDSET instead of Entitiy Theorist and GROWTH MINDSET instead of Incremental Theorist


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  • 1. Does “Effort Lead to Success” ? A look at the research done by Carol Dweck “ Self Theories: Their Role in Motivation, Personality, and Development” Carol S. Dweck (2000) – Taylor and Francis Publishers (using the language of Mindset – the New Psychology of Success)
  • 2. Your view of INTELLIGENCE affects the way you LEARN
    • If you believe INTELLIGENCE to be a fixed trait that you have, then you have a
  • 3. Your view of INTELLIGENCE affects the way you LEARN
    • If you believe INTELLIGENCE to be a fixed trait that you have, then you have a
      • FIXED MINDSET (Entity Theorist)
  • 4. Your view of INTELLIGENCE affects the way you LEARN
    • If you believe INTELLIGENCE to be a fixed trait that you have, then you have a
      • FIXED MINDSET
      • ► pursue performance goals
  • 5. Your view of INTELLIGENCE affects the way you LEARN
    • If you believe INTELLIGENCE to be a fixed trait that you have, then you have a
      • FIXED MINDSET
      • ► pursue performance goals
      • ► makes you vulnerable
      • ► go for easy tasks
      • ► low effort
      • ► give up easily
  • 6. Your view of INTELLIGENCE affects the way you LEARN
    • Holding a FIXED MINDSET
      • Failure/Difficulty IMPLIES Low Intelligence
      • Failure/Difficulty provides proof that others can measure your intelligence directly
      • You go for easily completed tasks that enable you to show your “intelligence”
      • You avoid challenging tasks which tests your “intelligence”
  • 7. Your view of INTELLIGENCE affects the way you LEARN
    • If you believe INTELLIGENCE to be a malleable aspect which you can improve, then you have a
  • 8. Your view of INTELLIGENCE affects the way you LEARN
    • If you believe INTELLIGENCE to be a malleable aspect which you can improve, then you have a
    • ► GROWTH MINDSET (Incremental Theorist)
  • 9. Your view of INTELLIGENCE affects the way you LEARN
    • If you believe INTELLIGENCE to be a malleable aspect which you can improve, then you have a
    • ► GROWTH MINDSET
    • ► Pursue Learning Goals
    • ► You are empowered to learn and overcome difficulties
    • ► More willing to take risks
    • ► More effort
    • ► You learn
  • 10. Your view of INTELLIGENCE affects the way you LEARN
    • Holding an GROWTH MINDSET
      • Failure/Difficulty IMPLIES change your EFFORT or STRATEGY
      • Failure/Difficulty provides a challenge to be taken on
      • Intelligence can be improved
      • See success and difficulties in terms of personal EFFORT or learning STRATEGIES
  • 11. “Helpless Reaction”
    • Seen in “bright” girls on transferring to Secondary
    • Seen in FIXED MINDSET when meeting more challenging tasks
    • Seen in Talented and Gifted Students when out of small pond situation
  • 12. Research showed this to be true for other aspects too
    • Relationships
      • FIXED MINDSET : “meant or not meant to be”, destiny, gives up relationship easily
  • 13. Research showed this to be true for other aspects too
    • Relationships
      • FIXED MINDSET : “meant or not meant to be”, destiny, gives up relationship easily
      • GROWTH MINDSET : develop relationship over time through hard work, successful conflict resolution, grows a relationship
  • 14. Criticism and Praise
    • Establishes child’s FIXED MINDSET or GROWTH MINDSET
    • Discourage labels such as “smart”, “dumb” that convey intelligence as fixed entity
    • Praise child’s effort, strategies, progress – NOT their intelligence
  • 15. Criticism and Praise
    • When child PRAISED for their INTELLIGENCE after a job well done:
  • 16. Criticism and Praise
    • When child PRAISED for their INTELLIGENCE after a job well done:
      • VULNERABILITY
  • 17. Criticism and Praise
    • When child PRAISED for their INTELLIGENCE after a job well done:
      • VULNERABILITY
        • might show straight away (choosing assured success with easier work rather than challenging learning task)
  • 18. Criticism and Praise
    • When child PRAISED for their INTELLIGENCE after a job well done:
      • VULNERABILITY
        • might show straight away (choosing assured success with easier work rather than challenging learning task)
        • or later, after a failure experience (doubt his/her intelligence) – helpless reaction
  • 19. Criticism and Praise
    • When child CRITICISED for their INTELLIGENCE or other FIXED TRAIT :
  • 20. Criticism and Praise
    • When child CRITICISED for their INTELLIGENCE or other FIXED TRAIT :
      • VULNERABILITY
  • 21. Criticism and Praise
    • When child CRITICISED for their INTELLIGENCE or other FIXED TRAIT :
      • VULNERABILITY
        • when encounters later setbacks (measure him/herself from their performance and, in the presence of poor performance, would measure themselves negatively) – helpless reaction
  • 22. Criticism and Praise
    • When child CRITICISED for their EFFORT or STRATEGIES :
  • 23. Criticism and Praise
    • When child CRITICISED for their EFFORT or STRATEGIES :
      • MASTERY ORIENTATED RESPONSE later
  • 24. Criticism and Praise
    • When child CRITICISED for their EFFORT or STRATEGIES :
      • MASTERY ORIENTATED RESPONSE later
        • makes child alter effort or strategy in solving later difficult problem
  • 25. Criticism and Praise
    • Summary :
    • Focus on
      • EFFORT
      • or
      • STRATEGY to obtain a Mastery Orientated Response
    • NOT on
      • PERSON
      • or
      • TRAIT which produces vulnerability
  • 26. Criticism and Praise
    • Beware of CONTINGENT SELF-WORTH :
  • 27. Criticism and Praise
    • Beware of CONTINGENT SELF-WORTH :
      • When child feels worthy only when they have succeeded
      • and feel deficient or worthless when they fail
  • 28. Self Esteem
    • Well-meant but misguided practices
  • 29. Self Esteem
    • Well-meant but misguided practices
      • SE seen as something children have or do not have
  • 30. Self Esteem
    • Well-meant but misguided practices
      • SE seen as something children have or do not have
      • SE instilled also at fault – it is not something that we give children by telling them that they have a host of good things inside them
  • 31. Self Esteem
    • Well-meant but misguided practices
      • SE seen as something children have or do not have
      • SE instilled also at fault – it is not something that we give children by telling them that they have a host of good things inside them
    • Leads adults to lie to children (exaggerate positives, sugar-coat negatives, hide information entirely)
  • 32. Self Esteem
    • Operating within FIXED MINDSET
      • boosts EGO instead of boosting EFFORT
  • 33. Self Esteem
    • Operating within FIXED MINDSET
      • boosts EGO instead of boosting EFFORT
      • works only in short term
  • 34. Self Esteem which is to be?
    • LOW EFFORT
    • EASY SUCCESS
    • OTHERS’ FAILURES
    • (finding self-defeating ways of opting out of the system)
    • FIXED MINDSET
    • WORKING HARD
    • FACING CHALLENGES
    • STRETCHING ABILITIES
    • (using knowledge and skills to help others)
    • GROWTH MINDSET
    ? ?
  • 35. How to facilitate the second kind of Self Esteem?
    • EMPHASIZING LEARNING
    • EMPHASIZING CHALLENGES
    • EMPHASIZING EFFORT
    • EMPHASIZING STRATEGIES
  • 36. How to facilitate the second kind of Self Esteem?
    • EMPHASIZING LEARNING
    • EMPHASIZING CHALLENGES
    • EMPHASIZING EFFORT
    • EMPHASIZING STRATEGIES
    • Tell the truth: when student does not have the skills or knowledge, or are behind others, NOT a sign of deep, shameful deficit.
    • It is a sign that they need to:
  • 37. How to facilitate the second kind of Self Esteem?
    • EMPHASIZING LEARNING
    • EMPHASIZING CHALLENGES
    • EMPHASIZING EFFORT
    • EMPHASIZING STRATEGIES
    • Tell the truth: when student does not have the skills or knowledge, or are behind others, NOT a sign of deep, shameful deficit.
    • It is a sign that they need to:
    • STUDY HARDER, FIND NEW LEARNING STRATEGIES
  • 38. What can we do?
    • Teach students to think of brain as a MUSCLE which strengthens with use
  • 39. What can we do?
    • Teach students to think of brain as a MUSCLE which strengthens with use
    • Teach students STRATEGIES for learning and problem solving
  • 40. What can we do?
    • Teach students to think of brain as a MUSCLE which strengthens with use
    • Teach students STRATEGIES for learning and problem solving
    • Discourage labels that convey intelligence as a fixed entity
  • 41. What can we do?
    • Teach students to think of brain as a MUSCLE which strengthens with use
    • Teach students STRATEGIES for learning and problem solving
    • Discourage labels that convey intelligence as a fixed entity
    • Praise student’s effort, strategies, progress, NOT their intelligence
  • 42. What can we do?
    • Teach students to think of brain as a MUSCLE which strengthens with use
    • Teach students STRATEGIES for learning and problem solving
    • Discourage labels that convey intelligence as a fixed entity
    • Praise student’s effort, strategies, progress, NOT their intelligence
    • Give students challenging work
  • 43. Does “Effort Lead to Success” ? A look at the research done by Carol Dweck “ Self Theories: Their Role in Motivation, Personality, and Development” Carol S. Dweck (2000) – Taylor and Francis Publishers (using the language of Mindset – the New Psychology of Success)