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Week 5: Fixed vs growth mindset
and assessments that support
learning
       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
         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
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
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 B

collegeclassroom.ucsd.edu   #tccucsd
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 to
collegeclassroom.ucsd.edu   #tccucsd
                                                      A B
6
collegeclassroom.ucsd.edu   #tccucsd   Graphic by Nigel Holmes [2
7




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8




collegeclassroom.ucsd.edu   #tccucsd
9




collegeclassroom.ucsd.edu   #tccucsd
10




collegeclassroom.ucsd.edu   #tccucsd
11




collegeclassroom.ucsd.edu   #tccucsd
12




collegeclassroom.ucsd.edu   #tccucsd
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
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, Share


collegeclassroom.ucsd.edu   #tccucsd
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
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
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 CC
collegeclassroom.ucsd.edu   #tccucsd
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
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 feedback


collegeclassroom.ucsd.edu   #tccucsd
Feedback at Appropriate Level   Feedback not at Appropriate Level
________________
   sport/hobby
__________________
     education
education          sport/hobby
__________________   ________________
                                        Productive Practice
                                        Unproductive Practice
education          sport/hobby
__________________   ________________
                                        Practice Goal-directed
                                        Practice not Goal-directed
education          sport/hobby
__________________   ________________
                                        Timely Feedback
                                        Untimely Feedback
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.com

collegeclassroom.ucsd.edu   #tccucsd
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 improvement



collegeclassroom.ucsd.edu   #tccucsd
26
collegeclassroom.ucsd.edu   #tccucsd
Clicker question
 27


       Does this rubric foster a
       A) fixed mindset
       B) growth mindset
       C) neither
       D) both




collegeclassroom.ucsd.edu   #tccucsd
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
 28
collegeclassroom.ucsd.edu   #tccucsd
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
Take Away
 30


        Plan your course (learning outcomes,
         assessments and activities)




                                       Carl Wieman Science Education Initiative
                                                                cwsei.ubc.ca
collegeclassroom.ucsd.edu   #tccucsd
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 discipline
collegeclassroom.ucsd.edu   #tccucsd
Next Week: Cooperative
Learning
     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, 36-43.
       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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College Classroom - Week 5: Fixed/Growth Mindsets and Assessment that supports learning

  • 1. Week 5: Fixed vs growth mindset and assessments that support learning The College Classroom February 6, 2013
  • 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. 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. 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 B collegeclassroom.ucsd.edu #tccucsd
  • 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 to collegeclassroom.ucsd.edu #tccucsd A B
  • 6. 6 collegeclassroom.ucsd.edu #tccucsd Graphic by Nigel Holmes [2
  • 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. 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, Share collegeclassroom.ucsd.edu #tccucsd
  • 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. 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. 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 CC collegeclassroom.ucsd.edu #tccucsd
  • 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. 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 feedback collegeclassroom.ucsd.edu #tccucsd
  • 20. Feedback at Appropriate Level Feedback not at Appropriate Level ________________ sport/hobby __________________ education
  • 21. education sport/hobby __________________ ________________ Productive Practice Unproductive Practice
  • 22. education sport/hobby __________________ ________________ Practice Goal-directed Practice not Goal-directed
  • 23. education sport/hobby __________________ ________________ Timely Feedback Untimely Feedback
  • 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.com collegeclassroom.ucsd.edu #tccucsd
  • 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 improvement collegeclassroom.ucsd.edu #tccucsd
  • 27. Clicker question 27 Does this rubric foster a A) fixed mindset B) growth mindset C) neither D) both collegeclassroom.ucsd.edu #tccucsd
  • 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 28 collegeclassroom.ucsd.edu #tccucsd
  • 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. Take Away 30  Plan your course (learning outcomes, assessments and activities) Carl Wieman Science Education Initiative cwsei.ubc.ca collegeclassroom.ucsd.edu #tccucsd
  • 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 discipline collegeclassroom.ucsd.edu #tccucsd
  • 32. Next Week: Cooperative Learning Watch for email/post about writing a Teaching Statement
  • 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

Editor's Notes

  1. Problem – expertise. Disciplinary experience and bias not clear to students.