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A talk about fixed mindset and growth mindset.

Published in: Education, Technology


  1. 1. 1. capacity for learning, reasoning,understanding, and similar forms ofmental activity; aptitude in graspingtruths, relationships, facts, meanings, etc.2. manifestation of a high mentalcapacity: He writes with intelligence andwit.3. the faculty of understanding.
  2. 2. A very general mental capability that,among other things, involves the abilityto reason, plan, solve problems, thinkabstractly, comprehend complex ideas,learn quickly and learn from experience.It is not merely book learning, a narrowacademic skill, or test-taking smarts.Rather, it reflects a broader and deepercapability for comprehending oursurroundings—"catching on," "makingsense" of things, or "figuring out" what todo.
  3. 3. Read each statement and decide whether you mostly agree with ordisagree with it.. 1. Your intelligence is something fixed that you can’t change very much. 2. You can learn new things, but you can’t really change how intelligent you are. 3. No matter how much intelligence you have, you can always change it quite a bit. 4. You can always substantially change how intelligent you are.
  4. 4. MindsetsCarol DweckFixed & Growth MindsetsEffort & TalentWhat is success?What is failure?Implications for you
  5. 5. Professor of Psychologyat Stanford University inAmerica.Research intomotivation, personalityand development.Particular interest inintelligence.How we view ourselveswith regard tointelligence.
  6. 6. ‘The view you adopt for yourself profoundlyaffects the way you lead your life.’‘It can determine whether youbecome the person you want to be and whether you accomplish the things you value.’
  7. 7. Mindset: The Psychology ofLearning and Achievement ‚mindset‛ {noun}A set of beliefs or a way of thinking thatdetermines one’s behaviour, outlook and mental attitude.
  8. 8. Winston ChurchillREPEATED a grade duringelementary school He was placed in theLOWEST division ofthe LOWEST class
  9. 9. Beethoven’s teacher called him a HOPELESS composer He wrote 5 of hisgreatest SYMPHONIES while DEAF
  10. 10. Leo Tolstoy dropped out of college He was described as both ‚UNABLE andunwilling to LEARN"
  11. 11. ….Einsteins teacher said that he was ‘academically subnormal’ ….Michael Jordans coach said that he wasn’t more talented than other people… …..Walt Disney was told that he lacked ‘creative imagination’
  12. 12. W
  13. 13. Related to your belief about abilityCreates a whole mental world for you to live inFixed mindset – mistaken belief that ability /intelligence does not changeGrowth mindset – recognises ability / intelligencedoes change (grow / decline) W
  14. 14. How teachers and parentshave been getting itwrong for decades!! W
  15. 15. Dangers of being labelled dumb (and believing it!!)• Low self esteem• Avoid challenges (to avoid failure)• Low expectations and aspirations• Can want to be disruptive & to distract W
  16. 16. Dangers of being labelled smart (and believing it!!)• Creates pressure• Avoid being ‘found out’• Avoid risk• Avoid effort (effort = not smart!) W
  17. 17. Advantages of seeing intelligence as organic.• Gives hope (backed by research)• Raises aspirations• Encourages risk• Prioritises effort above all else W
  18. 18. Praised for effort Praised for abilitygoals 90% of the group 66% of the group created learning created goals performance goalsenjoyment continued decreasedpersistence continued decreasedperformance improved declinedlied about scores one individual 40%
  19. 19. Those with a FIXED MINDSET tend to createPERFORMANCE goals.They believe that a person’s POTENTIAL can beMEASURED. They aim to receive validation from others.Receiving low marks mean that they are not smart.Both success and failure cause ANXIETY.
  20. 20. Those with a growth mindset tend to create LEARNINGgoals.The goal is MASTERY and COMPETENCE.Scores and marks reflect how people are doing NOW anddo not measure a person’s potential.Creating goals for learning has shown to INCREASEPERFORMANCE and enjoyment and decrease negativeemotion.
  21. 21. Reflecting onachievement activity W
  22. 22. RealLifeStories
  23. 23. •Had a fever •Ate too close to the match•Had backache •Too chunky •Too thin•Fell victim to •Too cold expectations •Too hot•Victim to the •Undertrained tabloids •Overtrained•Lost to a friend •1984 French Open – NBC cameraman who was in love and he wasn’t!
  24. 24. RealLifeStories
  25. 25. Landing on your butt Shizuka Arakawa20,000 times is where great performance comes from
  26. 26. When faced with failure or challenge, people with aFIXED mindset:do not pay attention to learning informationget depressed, become de-energised and lose self-esteemdenigrate their intelligence: ‘I am stupid’, they’ll thinkunder-represent past successes and over-representfailures (pessimism)explain the cause of events as something stable aboutthem.
  27. 27. Pay attention to learning information, and so do betteron future tests.Focus on what they are learning, rather than focusing onhow they feel.Try out new ways of doing things.Use self-motivating statements such as ‘ the harder itgets the harder I try’.When faced with tests which are impossible to pass theywill factor in other reasons and not blame their intellecti.e. this test was beyond my ability for now.
  28. 28. HighEffort:The Big Risk
  29. 29. In the fixed mind It robs you of allset of your excuses.‘talent’, ‘genius’, ‘ability’, effort is not Without effort, yousupposed to be can always say, ‘Ineeded. could have beenNeeding to try, to …………… (fill input in effort, casts a the blank). But onceshadow on your you try you can’tability. say that any more.
  30. 30. LowEffort:The Big Risk
  31. 31. ‘It’s all about what Growth mindset:you want to look Inconceivable toback and say.’ want something so badly, to think youYou can say: ‘I have a chance tocould have been achieve it and then……. ‘ Or you can do nothing about it.say, ‘I gave it my allfor the things Ivalue.’
  32. 32. Those with a fixed mindset Those with a growth mindsetview effort as a reflection of see effort as a necessary partlow intelligence. of success.Hard work means ‘I don’t get They try harder when facedit’, ‘I’m unintelligent with a setback.Effort = lack of ability Effort = success. They use effort to overcome difficulty.
  33. 33. People were asked about intelligence and howmuch they thought it was down to effort and howmuch they thought it was about ability Intelligence=______% effort _______% abilityFixed = 35% effort vs. 65% abilityGrowth = 65% effort vs. 35% ability
  34. 34. People adopting a growth mindsettend to generate other, and new, waysto do things.If one route doesn’t work they will tryothers.They will think ‘outside of the box’ tosolve problems because they believethat they ‘can’.
  35. 35. Carol Dweck has found that students with a fixedmindset keep using the wrong strategy when facedwith a problem.Then they disengage from the problem.Finally, they give up. W
  36. 36. People are very sensitive to the messages theyreceive about themselves.The way we interact with young people can fostereither a growth or a fixed mindset.Praise for effort v. praise for ability. W
  37. 37. W
  38. 38. Can change a young person’s mindset from growth tofixed.Encourages young people to create performance goalsand display a helpless response when faced withchallenges.Encourages young people to lie about scores.Undermines motivation and willingness to take risks. W
  39. 39. Encourages people to adopt a growthmindset.Encourages people to create learning goalsand display a mastery response when facedwith setback.Increases motivation and success.
  40. 40. W
  41. 41. Constructive criticism is necessary if we want peopleto develop and learn.Praise is not a villain – praising for the effort and theprocess will help the person become more motivatedand ultimately more resilient. W