This document discusses fixed versus growth mindsets and assessments that support learning. It provides information on growth and fixed mindsets, including that a growth mindset views intelligence as malleable and can be developed through effort, while a fixed mindset views intelligence as fixed. It also discusses using goal-directed practice and targeted feedback to support learning. The document encourages incorporating instructional scaffolding such as rubrics into assignments to foster growth mindsets and using assessments that address goal-directed practice and targeted feedback.
CIRTL Spring 2016 The College Classroom Meeting 3: Learning Outcomes
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
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
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
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
Problem – expertise. Disciplinary experience and bias not clear to students.