Summer Graduate Teaching ScholarsMay 2, 2013Theory 2: Mindsets, Expertise
Vocabulary Check: Mindsets [1]The helpless [children]believe that intelligence isa fixed trait: you haveonly a certain amo...
SGTS Theory Stream - collegeclassroom.ucsd.edu3Graphic by Nigel Holmes [2]
SGTS Theory Stream - collegeclassroom.ucsd.edu4Graphic by Nigel Holmes [2]
SGTS Theory Stream - collegeclassroom.ucsd.edu5Graphic by Nigel Holmes [2]
SGTS Theory Stream - collegeclassroom.ucsd.edu6Graphic by Nigel Holmes [2]
SGTS Theory Stream - collegeclassroom.ucsd.edu7Graphic by Nigel Holmes [2]
SGTS Theory Stream - collegeclassroom.ucsd.edu8Graphic by Nigel Holmes [2]
SGTS Theory Stream - collegeclassroom.ucsd.edu9Graphic by Nigel Holmes [2]Agency “Human agency is the capacity for human b...
We’ve all been there…10You’ve written posts on the course blog about timeswhen you encountered fixed mindsets.When have yo...
Fixed vs. growth mindset influences…SGTS Theory Stream - collegeclassroom.ucsd.edu11 …how we react to feedback: …our mot...
Expertise Development12SGTS Theory Stream - collegeclassroom.ucsd.eduWayneGretzy(Image:WikimediaCommonsCC)10,000 hours 4 h...
Clicker questionWith 10,000 hours of deliberate practice, a 5-ft tallman can be a basketball star in the NBA.A) trueB) fal...
Clicker questionWith 10,000 hours of deliberate practice, a 5-ft tallman can be a basketball star in the NBA.A) totally tr...
Certainly some important traits are partly inherited, suchas physical size and particular measures of intelligence,but tho...
Tip Sheet: Perfect Practice [3]Approach each critical task with an explicitgoal of getting much better at it.As you do the...
Approach each critical task with an explicitgoal of getting much better at it.As you do the task, focus on what’s happenin...
What do experts in your discipline do?SGTS Theory Stream - collegeclassroom.ucsd.edu18 this
Development of Mastery [4]19consciousunconsciousincompetent competentcollegeclassroom.ucsd.edu #tccucsdLevel of ExpertiseB...
Development of Mastery [4]20incompetent competentcollegeclassroom.ucsd.edu #tccucsdLevel of Expertise
Development of Mastery [4]21consciousunconsciousadikko.deviantart.comcollegeclassroom.ucsd.edu #tccucsdBehavior
Development of Mastery [4]22consciousunconsciousincompetent competentcollegeclassroom.ucsd.edu #tccucsdLevel of ExpertiseB...
Development of Mastery [4]23consciousunconsciousincompetent competent1collegeclassroom.ucsd.edu #tccucsdLevel of Expertise...
Development of Mastery [4]24consciousunconsciousincompetent competent12collegeclassroom.ucsd.edu #tccucsdLevel of Expertis...
Development of Mastery [4]25consciousunconsciousincompetent competent12 3collegeclassroom.ucsd.edu #tccucsdLevel of Expert...
Development of Mastery [4]26consciousunconsciousincompetent competent12 34collegeclassroom.ucsd.edu #tccucsdLevel of Exper...
Development of Mastery [4]27consciousunconsciousincompetent competent12 34collegeclassroom.ucsd.edu #tccucsdLevel of Exper...
Why Students Don’t UnderstandYour LecturesExpert brains differ from novice brains because novices: lack rich, networked c...
An Example:The House You Grew Up Incollegeclassroom.ucsd.edu #tccucsd29Constructivism says of course it’s hard for the pro...
Approach each critical task with an explicitgoal of getting much better at it.As you do the task, focus on what’s happenin...
Deliberate Practice Findings: for you Reach for objectives JUST beyond where you are: Work on incrementally harder probl...
Deliberate Practice Findings: for you Reach for objectives JUST beyond where you are: Work on incrementally harder probl...
Mindset for you and your studentsSGTS Theory Stream - collegeclassroom.ucsd.edu33Youmust fostera growth mindsetin your stu...
Department-wide email from ,faculty member in Department ofSGTS Theory Stream - collegeclassroom.ucsd.edu34"Our discussion...
Mindset for you and your studentsSGTS Theory Stream - collegeclassroom.ucsd.edu35You must have a growthmindset about your ...
Theory 3 -Learning outcomes and assessmentSGTS Theory Stream - collegeclassroom.ucsd.edu36Watch your email andcollegeclass...
ReferencesSGTS Theory Stream - collegeclassroom.ucsd.edu371. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scienti...
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Theory 2 mindset expertise

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SGTS Theory Stream, Week 2
May 2, 2013
Mindsets and the Development of Expertise

Peter Newbury
collegeclassroom.ucsd.edu

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Theory 2 mindset expertise

  1. 1. Summer Graduate Teaching ScholarsMay 2, 2013Theory 2: Mindsets, Expertise
  2. 2. Vocabulary Check: Mindsets [1]The helpless [children]believe that intelligence isa fixed trait: you haveonly a certain amount,and that’s that. I call thisa ‘fixed mind-set.’The mastery-orientedchildren think intelligenceis malleable and can bedeveloped througheducation and hard work.2SGTS Theory Stream - collegeclassroom.ucsd.eduFixed, Entity,Performance-orientedGrowth, Malleable,Incremental,Mastery- oriented
  3. 3. SGTS Theory Stream - collegeclassroom.ucsd.edu3Graphic by Nigel Holmes [2]
  4. 4. SGTS Theory Stream - collegeclassroom.ucsd.edu4Graphic by Nigel Holmes [2]
  5. 5. SGTS Theory Stream - collegeclassroom.ucsd.edu5Graphic by Nigel Holmes [2]
  6. 6. SGTS Theory Stream - collegeclassroom.ucsd.edu6Graphic by Nigel Holmes [2]
  7. 7. SGTS Theory Stream - collegeclassroom.ucsd.edu7Graphic by Nigel Holmes [2]
  8. 8. SGTS Theory Stream - collegeclassroom.ucsd.edu8Graphic by Nigel Holmes [2]
  9. 9. SGTS Theory Stream - collegeclassroom.ucsd.edu9Graphic by Nigel Holmes [2]Agency “Human agency is the capacity for human beings to makechoices. It is normally contrasted to natural forces, which arecauses involving only unthinking deterministic processes.”Wikipedia en.wikipedia.org/wiki/Agency_(philosophy)
  10. 10. We’ve all been there…10You’ve written posts on the course blog about timeswhen you encountered fixed mindsets.When have you encountered a growth mindset, inyourself or someone you know?2-minute Think, Pair, ShareSGTS Theory Stream - collegeclassroom.ucsd.edu
  11. 11. Fixed vs. growth mindset influences…SGTS Theory Stream - collegeclassroom.ucsd.edu11 …how we react to feedback: …our motivation to engagefixed mindset growth mindsetpraisecriticism? ?? ?
  12. 12. Expertise Development12SGTS Theory Stream - collegeclassroom.ucsd.eduWayneGretzy(Image:WikimediaCommonsCC)10,000 hours 4 hours/day deliberate practiceGaryKasparov(Image:WikimediaCommonsCC)Vladimir Horowitz(Image: Wikimedia Commons CC)“If I dont practice for aday, I know it. If I dontpractice for two days, mywife knows it. If I dontpractice for three days, theworld knows it.”
  13. 13. Clicker questionWith 10,000 hours of deliberate practice, a 5-ft tallman can be a basketball star in the NBA.A) trueB) false13SGTS Theory Stream - collegeclassroom.ucsd.edu
  14. 14. Clicker questionWith 10,000 hours of deliberate practice, a 5-ft tallman can be a basketball star in the NBA.A) totally true – I’m so sure about this, I could stand upin class and convince everyoneB) maybe true – I think it’s true but I’m not exactly surewhyC) maybe false – I think it’s false but I’m not exactlysure whyD) absolutely false – I’m so sure about this, I couldstand up in class and convince everyone14SGTS Theory Stream - collegeclassroom.ucsd.edu
  15. 15. Certainly some important traits are partly inherited, suchas physical size and particular measures of intelligence,but those influence what a person doesn’t do more thanwhat he does; a five-footer will never be an NFL lineman,and a seven-footer will never be an Olympic gymnast.Geoffrey Colvin [1]15SGTS Theory Stream - collegeclassroom.ucsd.eduAlso, see collegeclassroom.ucsd.edu/2013/01/geoff-colvin-on-expertise/
  16. 16. Tip Sheet: Perfect Practice [3]Approach each critical task with an explicitgoal of getting much better at it.As you do the task, focus on what’s happening andwhy you’re doing it the way your are.After the task, get feedback on your performance frommultiple sources. Make changes in your behavior as necessary.Continually build mental models of your situation –your industry, your company, your career. Enlarge themodels to encompass more factors.Do these steps regularly, not sporadically. Occasionalpractice does not work1612345SGTS Theory Stream - collegeclassroom.ucsd.edu
  17. 17. Approach each critical task with an explicitgoal of getting much better at it.As you do the task, focus on what’s happening andwhy you’re doing it the way your are.After the task, get feedback on your performance frommultiple sources. Make changes in your behavior as necessary.Continually build mental models of your situation –your industry, your company, your career. Enlarge themodels to encompass more factors.Do these steps regularly, not sporadically. Occasionalpractice does not work171’s2’s3’s4’s5’sSGTS Theory Stream - collegeclassroom.ucsd.eduIn your field, in which you’re becoming an expert, describe thecomponent of deliberate practice matching your group’s number.
  18. 18. What do experts in your discipline do?SGTS Theory Stream - collegeclassroom.ucsd.edu18 this
  19. 19. Development of Mastery [4]19consciousunconsciousincompetent competentcollegeclassroom.ucsd.edu #tccucsdLevel of ExpertiseBehavior
  20. 20. Development of Mastery [4]20incompetent competentcollegeclassroom.ucsd.edu #tccucsdLevel of Expertise
  21. 21. Development of Mastery [4]21consciousunconsciousadikko.deviantart.comcollegeclassroom.ucsd.edu #tccucsdBehavior
  22. 22. Development of Mastery [4]22consciousunconsciousincompetent competentcollegeclassroom.ucsd.edu #tccucsdLevel of ExpertiseBehavior
  23. 23. Development of Mastery [4]23consciousunconsciousincompetent competent1collegeclassroom.ucsd.edu #tccucsdLevel of ExpertiseBehavior
  24. 24. Development of Mastery [4]24consciousunconsciousincompetent competent12collegeclassroom.ucsd.edu #tccucsdLevel of ExpertiseBehavior
  25. 25. Development of Mastery [4]25consciousunconsciousincompetent competent12 3collegeclassroom.ucsd.edu #tccucsdLevel of ExpertiseBehavior
  26. 26. Development of Mastery [4]26consciousunconsciousincompetent competent12 34collegeclassroom.ucsd.edu #tccucsdLevel of ExpertiseBehavior
  27. 27. Development of Mastery [4]27consciousunconsciousincompetent competent12 34collegeclassroom.ucsd.edu #tccucsdLevel of ExpertiseBehavior
  28. 28. Why Students Don’t UnderstandYour LecturesExpert brains differ from novice brains because novices: lack rich, networked connections, cannot makeinferences, cannot reliably retrieve information have preconceptions that distract or confuse lack automization, resulting in cognitive overloadSee “Why should I use peer instruction in my class?” [5]28collegeclassroom.ucsd.edu #tccucsd
  29. 29. An Example:The House You Grew Up Incollegeclassroom.ucsd.edu #tccucsd29Constructivism says of course it’s hard for the professorto say it so you can understand it becausehe has different pre-existing knowledge
  30. 30. Approach each critical task with an explicitgoal of getting much better at it.As you do the task, focus on what’s happening andwhy you’re doing it the way your are.After the task, get feedback on your performance frommultiple sources. Make changes in your behavior as necessary.Continually build mental models of your situation –your industry, your company, your career. Enlarge themodels to encompass more factors.Do these steps regularly, not sporadically. Occasionalpractice does not work301’s2’s3’s4’s5’scollegeclassroom.ucsd.edu #tccucsdThe next time you teach a course, what will you do to get yourstudents to do these things?
  31. 31. Deliberate Practice Findings: for you Reach for objectives JUST beyond where you are: Work on incrementally harder problems. Try variations on ones from class, homework, quizzes. Practice consistently (every day) And practice a LOT Get FEEDBACK on your practice Or at least self-analyze “continuously observing results, makingappropriate adjustments” [1] What to practice? Maybe harder, but exam questions (if they are understandable)31collegeclassroom.ucsd.edu #tccucsd
  32. 32. Deliberate Practice Findings: for you Reach for objectives JUST beyond where you are: Work on incrementally harder problems. Try variations on ones from class, homework, quizzes. Practice consistently (every day) And practice a LOT Get FEEDBACK on your practice Or at least self-analyze “continuously observing results, makingappropriate adjustments” What to practice? Maybe harder, but exam questions (if they are understandable)SetGivehelp them to32collegeclassroom.ucsd.edu #tccucsdyourstudents
  33. 33. Mindset for you and your studentsSGTS Theory Stream - collegeclassroom.ucsd.edu33Youmust fostera growth mindsetin your students.
  34. 34. Department-wide email from ,faculty member in Department ofSGTS Theory Stream - collegeclassroom.ucsd.edu34"Our discussions on undergraduate education seem to focusmostly on where we want students to be and how to teach to getthem there. In my view, this ignores an important dimension, namelythe raw intellectual quality of a student and the fact that this varieshugely across our student body. This creates intrinsic limitations.“Our discussions seem to assume that we can, in principle,teach all students all things, if we have the right methods. In myview, every student has an inherent intellectual range, and the bestwe can do is push them to the top of this range. This range variesenormously from student to student. Some students will neverunderstand the difference between an existential and universalquantifier and there isnt anything to do about it.“If the goal of education is to enable each student torealize their potential, we need to appreciate the vast differences inthese potentials."
  35. 35. Mindset for you and your studentsSGTS Theory Stream - collegeclassroom.ucsd.edu35You must have a growthmindset about your students’ability to learn.Youmust fostera growth mindsetin your students.
  36. 36. Theory 3 -Learning outcomes and assessmentSGTS Theory Stream - collegeclassroom.ucsd.edu36Watch your email andcollegeclassroom.ucsd.edufor pre-session tasks.
  37. 37. ReferencesSGTS Theory Stream - collegeclassroom.ucsd.edu371. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American,18, 6, 36-43.2. Nigel Holmes http://nigelholmes.com/home.htm3. Colvin, G. (2006, October 19). What it takes to be great. Fortune, 88-96. Available atmoney.cnn.com/magazines/fortune/fortune_archive/2006/10/30/8391794/index.htm4. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX:Harcourt College Publishers.5. http://www.peternewbury.org/2011/06/why-should-i-use-peer-instruction-in-my-class/

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