Week 5: Fixed vs growth mindsetand assessments that supportlearning       The College Classroom         February 6, 2013
2       • way too long – had to skip all stuff about rubrics       • cut A/B qs from beginning – flow chart does         s...
Vocabulary Check: Mindsets [1] 3                                       Growth, Malleable,       Fixed, Entity,            ...
Growth                                                        Fixed       Fixed or Growth? 4       Children shun effort in...
Growth                                                     Fixed       Fixed or Growth? 5       They avoid challenges beca...
6collegeclassroom.ucsd.edu   #tccucsd   Graphic by Nigel Holmes [2
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13                              Agency “Human agency is the capacity for                              human beings to make...
We‟ve all been there… 14       You‟ve written posts on the course blog about       times when you encountered fixed mindse...
Fixed vs. growth mindset 15       influences…        our [students‟] motivation to attempt a task:            True or fal...
Feedback and Practice that       Enhance Learning (How Learning 16       Works)       Writing – public policy course      ...
Feedback and Practice that       Enhance Learning (How Learning 17       Works)       Solution: Goal-directed practice cou...
Feedback and Practice that       Enhance Learning (How Learning 18       Works)       Solution: Goal-directed practice cou...
Find 2 others with the                                        same colored sheet as       Scenarios                       ...
Feedback at Appropriate Level   Feedback not at Appropriate Level________________   sport/hobby__________________     educ...
education          sport/hobby__________________   ________________                                        Productive Prac...
education          sport/hobby__________________   ________________                                        Practice Goal-d...
education          sport/hobby__________________   ________________                                        Timely Feedback...
Appropriate Level of Challenge 24       Glued to Games [4]: Psychological       exploration (and comparison with       edu...
Instructional Scaffolding 25        Needs to be given BEFORE and BUILT INTO         assignment               Outlines wh...
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Clicker question 27       Does this rubric foster a       A) fixed mindset       B) growth mindset       C) neither       ...
Teaching Statement Rubric                                                   Needs                                       Ex...
Assessment Strategies… 29        addressing the need for goal-directed practive        addressing the need for targeted ...
Take Away 30        Plan your course (learning outcomes,         assessments and activities)                             ...
Take Away 31        Plan your course (learning outcomes,         assessments and activities)        Motivation and Exper...
Next Week: CooperativeLearning     Watch for email/post about    writing a Teaching Statement
References 33       1.    Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific             American, 18, 6, 36...
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College Classroom - Week 5: Fixed/Growth Mindsets and Assessment that supports learning

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College Classroom Week 5
February 6, 2013

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  • Problem – expertise. Disciplinary experience and bias not clear to students.
  • College Classroom - Week 5: Fixed/Growth Mindsets and Assessment that supports learning

    1. 1. Week 5: Fixed vs growth mindsetand assessments that supportlearning The College Classroom February 6, 2013
    2. 2. 2 • way too long – had to skip all stuff about rubrics • cut A/B qs from beginning – flow chart does same • clip examples of growth – come out later in hobby/ed • speedier thru 2x2 matrices but worked well – colored paper for each of 4 matrices, made it v easy for students to get together. need to color code matching slides so you know who to look for to give answers.collegeclassroom.ucsd.edu #tccucsd
    3. 3. Vocabulary Check: Mindsets [1] 3 Growth, Malleable, Fixed, Entity, Incremental, Performance-oriented Mastery- oriented The helpless [children] The mastery-oriented believe that children think intelligence is a fixed intelligence is trait: you have only a malleable and can be certain amount, and developed through that‟s that. I call this a education and hard „fixed mind-set.‟ work.collegeclassroom.ucsd.edu #tccucsd
    4. 4. Growth Fixed Fixed or Growth? 4 Children shun effort in the belief that having to work hard means they are dumb. A B If you believe that you can expand your intellectual skills, you want to do just that. A B Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to A B change. They want to learn above all else. A Bcollegeclassroom.ucsd.edu #tccucsd
    5. 5. Growth Fixed Fixed or Growth? 5 They avoid challenges because challenges make mistakes more likely and A B looking smart less so. Challenges are energizing rather than intimidating; they offer opportunities to A B learn. Because slipups stem from a lack of effort, not ability, they can be remedied by more A B effort Students were destined for greater academic success and were quite likely tocollegeclassroom.ucsd.edu #tccucsd A B
    6. 6. 6collegeclassroom.ucsd.edu #tccucsd Graphic by Nigel Holmes [2
    7. 7. 7collegeclassroom.ucsd.edu #tccucsd
    8. 8. 8collegeclassroom.ucsd.edu #tccucsd
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    11. 11. 11collegeclassroom.ucsd.edu #tccucsd
    12. 12. 12collegeclassroom.ucsd.edu #tccucsd
    13. 13. 13 Agency “Human agency is the capacity for human beings to make choices. It is normally contrasted to natural forces, which are causes involving only unthinking deterministic processes.” Wikipedia en.wikipedia.org/wiki/Agency_(philosophy)collegeclassroom.ucsd.edu #tccucsd
    14. 14. We‟ve all been there… 14 You‟ve written posts on the course blog about times when you encountered fixed mindsets. When have you encountered a growth mindset, in yourself or someone you know? 2-minute Think, Pair, Sharecollegeclassroom.ucsd.edu #tccucsd
    15. 15. Fixed vs. growth mindset 15 influences…  our [students‟] motivation to attempt a task: True or false? A growth mindset is necessary for deliberate practice.  how we react to feedback: fixed mindset growth mindset praise ? ? criticism ? ?collegeclassroom.ucsd.edu #tccucsd
    16. 16. Feedback and Practice that Enhance Learning (How Learning 16 Works) Writing – public policy course Presentations on research – medical anthropology Instructors‟ expertise and bias not clear to students (or themselves)collegeclassroom.ucsd.edu #tccucsd
    17. 17. Feedback and Practice that Enhance Learning (How Learning 17 Works) Solution: Goal-directed practice coupled with targeted feedback are critical to learning. [3] Images: Excellent Shot by Varsity Life on flickr CC Music by Piulet on flickr CCcollegeclassroom.ucsd.edu #tccucsd
    18. 18. Feedback and Practice that Enhance Learning (How Learning 18 Works) Solution: Goal-directed practice coupled with targeted feedback are critical to learning. [3] [G]oals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts. [p. 127] [T]argeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance.collegeclassroom.ucsd.edu #tccucsd
    19. 19. Find 2 others with the same colored sheet as Scenarios you. Fill out the table 19 together. feedback at feedback not at appropriate level appropriate level productive practice unproductive practice practice not goal- practice is goal-directed directed timely feedback untimely feedbackcollegeclassroom.ucsd.edu #tccucsd
    20. 20. Feedback at Appropriate Level Feedback not at Appropriate Level________________ sport/hobby__________________ education
    21. 21. education sport/hobby__________________ ________________ Productive Practice Unproductive Practice
    22. 22. education sport/hobby__________________ ________________ Practice Goal-directed Practice not Goal-directed
    23. 23. education sport/hobby__________________ ________________ Timely Feedback Untimely Feedback
    24. 24. Appropriate Level of Challenge 24 Glued to Games [4]: Psychological exploration (and comparison with educational practices) of characteristics of games that drive people to spend time and succeed. James Paul Gee [5] “What video games have to teach us about learning and literacy” angrybirds.comcollegeclassroom.ucsd.edu #tccucsd
    25. 25. Instructional Scaffolding 25  Needs to be given BEFORE and BUILT INTO assignment  Outlines what it takes to improve  Supports Zone of Proximal Development [6] (“reasonable yet challenging goal” [2])  Rubrics  Use to support growth mindsets  Path to improvementcollegeclassroom.ucsd.edu #tccucsd
    26. 26. 26collegeclassroom.ucsd.edu #tccucsd
    27. 27. Clicker question 27 Does this rubric foster a A) fixed mindset B) growth mindset C) neither D) bothcollegeclassroom.ucsd.edu #tccucsd
    28. 28. Teaching Statement Rubric Needs Excellent Weak Work Goals for student learning Enactment of goals (teaching method) Assessment of goals (measuring student learning) Creating an inclusive learning environment Structure, rhetoric and language 28collegeclassroom.ucsd.edu #tccucsd
    29. 29. Assessment Strategies… 29  addressing the need for goal-directed practive  addressing the need for targeted feedback Work on the hand-out, thinking about what you‟ve experienced or what you aspire to do in your field.collegeclassroom.ucsd.edu #tccucsd
    30. 30. Take Away 30  Plan your course (learning outcomes, assessments and activities) Carl Wieman Science Education Initiative cwsei.ubc.cacollegeclassroom.ucsd.edu #tccucsd
    31. 31. Take Away 31  Plan your course (learning outcomes, assessments and activities)  Motivation and Expertise  Growth mindset is necessary for deliberate practice, development of expertise  Behave in the classroom  Rewarding errors, etc.  Take care to support and be sensitive to minority experiences  be aware of your own mindset towards your students‟ ability to learn your disciplinecollegeclassroom.ucsd.edu #tccucsd
    32. 32. Next Week: CooperativeLearning Watch for email/post about writing a Teaching Statement
    33. 33. References 33 1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18, 6, 36-43. 2. Nigel Holmes http://nigelholmes.com/home.htm 3. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass. 4. Glued to Games: How Video Games Draw Us In and Hold Us Spellbound http://www.gluedtogames.com/ 5. Gee, J.P. (2005). Learning by Design: good video games as learning machines. E-Learning 2, 1, 5-16. 6. Wertsch, J.V. (1984). The zone of proximal development: Some conceptual issues. New Directions for Child and Adolescent Development, 1984, 23, 7–18.collegeclassroom.ucsd.edu #tccucsd
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