Peter Newbury Center for Teaching Development UC San Diego 13 November 2014 collegeclassroom.ucsd.edu

1. on target by hans_s on flickr CC-BY-ND
mindset and assessment collegeclassroom.ucsd.edu
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2. The College Classroom Week 4: Fixed and Growth Mindset & Assessment that Supports Learning
November 4 – 6, 2014
Unless otherwise noted, content is licensed under a Creative Commons Attribution- Non Commercial 3.0 License.

3. Vocabulary Check: Mindsets [1]
Entity, Helpless, Performance-oriented, Fixed
Mastery-oriented, Incremental, Malleable, Growth
mindset and assessment collegeclassroom.ucsd.edu
The helpless [children] believe that intelligence is a fixed trait: you have only a certain amount, and that’s that.
The mastery-oriented children think intelligence is malleable and can be developed through education and hard work.
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4. Diagnosing Fixed/ Growth Mindset
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Each card has contrasting fixed and growth behaviors. With the others at your table:
1. sort the cards to show the fixed mindset behaviors
2. one by one, flip all the cards over to see the contrasting growth mindset behaviors
fixed
growth

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Graphic by Nigel Holmes [2]

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Graphic by Nigel Holmes [2]

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Graphic by Nigel Holmes [2]

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Graphic by Nigel Holmes [2]

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Graphic by Nigel Holmes [2]

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Graphic by Nigel Holmes [2]

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Graphic by Nigel Holmes [2]
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)

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growth mindset?
deliberate practice
more expert-like

13. Growth mindset and deliberate practice
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In your opinion, which of these is true?
A)[necessary] you need a growth mindset to engage in deliberate practice
B)[sufficient] if you have a growth mindset, then you’ll engage in deliberate practice
C)[necessary and sufficient] you engage in deliberate practice if, and only if, you have a growth mindset
D)[neither] no relationship between mindset and deliberate practice

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If a growth mindset is necessary for us to engage in deliberate practice to become more expert-like in our disciplines…
…what about your students? What is their mindset towards your class? Most likely a mix of fixed, growth, and no mindset yet.
How do you help your students become more expert-like?

15. Feedback and Practice that Enhance Learning (How Learning Works)
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When Practice Does Not Make Perfect… Students’ writing in public policy course
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The instructors don’t recognize their own expertize, fail to give useful practice and feedback.
expert blindness
curse of knowledge
They Just Do Not Listen! Students’ presentations in medical anthropology course

16. Feedback and Practice that Enhance Learning (How Learning Works)
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Goal-directed practice coupled with targeted feedback are critical to learning. [3]
mindset and assessment collegeclassroom.ucsd.edu
Music by Piulet on flickr CC
Excellent Shot by Varsity Life on flickr CC

17. Feedback and Practice that Enhance Learning (How Learning Works)
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Goal-directed practice coupled with targeted feedback are critical to learning. [3]
Goals 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]
Targeted 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.
[p. 141]
mindset and assessment collegeclassroom.ucsd.edu

18. Feedback and Practice that Enhance Learning (How Learning Works)
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Goal-directed practice coupled with targeted feedback are critical to learning. [3]
practice is goal-directed
productive practice
timely feedback
feedback at appropriate level
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19. Aside: exploring these characteristics
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analogy Students come to the classroom with preconceptions about how the world works…Teachers must draw out and work with the preexisting understandings that their students bring with them. (How People Learn [1])
contrasting cases Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge (How People Learn [1])

20. Scenarios
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feedback at
appropriate level
feedback not at appropriate level
productive practice
unproductive practice
practice is goal-directed
practice not goal-directed
timely feedback
untimely feedback
In a moment but not yet, find 2 or 3 others with the same colored sheet as you. Together, think of examples/scenarios of both contrasting cases, in sports/hobbies and in teaching and learning.

21. Feedback at Appropriate Level
Feedback not at Appropriate Level
sport/hobby
teaching and learning
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22. Productive Practice
Unproductive Practice
sport/hobby
teaching and learning
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23. Practice Goal-directed
Practice not Goal-directed
sport/hobby
teaching and learning
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24. Timely Feedback
Untimely Feedback
sport/hobby
teaching and learning
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What kind of assessment gives timely feedback at an appropriate level to support goal-directed and productive practice?

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Wait, what do you call this? A) a rubric
B)a grading scheme
C)a marking scheme D) I have another name for it

27. Fixed or Growth?
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Does this grading scheme foster a
A)fixed mindset (performance-oriented)
B)growth mindset (mastery-oriented)
C)neither
D)both
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Robert Talbert tinyurl.com/RobertTalbertRubric
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Presenter speaks clearly and distinctly, demonstrates mastery of the problem and methods used for solving it, and fields questions effectively

31. Rubric = Instructional Scaffolding
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supports growth mindsets
goal-directed
Goals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts.
targeted feedback
Targeted 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.
path to improvement: rubric needs to be given before, and built into, assignments (not just a grading scheme at the end.)
mindset and assessment collegeclassroom.ucsd.edu

32. Carl Wieman Science Education Initiative cwsei.ubc.ca
Take Away
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Plan your course (learning outcomes, activities and assessments)
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What should students learn?
What are students learning?
What instructional approaches help students learn?

33. Take Away
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Plan your course (learning outcomes, activities and assessments)
Motivation and expertise
growth mindset is necessary for deliberate practice and the development of expertise
Monitor how YOU behave in the classroom
rewarding errors, etc.
take care to support and be sensitive to minority experiences
watch for microinequalities (like more-frequently asking male students to respond)
mindset and assessment collegeclassroom.ucsd.edu

34. Mindset for your students
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You must foster a growth mindset in your students.

35. Mindset for your students
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You must have a growth mindset about your students’ ability to learn.
You must foster a growth mindset in your students.
and you

36. Watch the blog for next week’s readings and tasks
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Next time Week 5: Alternatives to Lecture

37. References
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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.