Mindsets are your beliefs and they affect your life and your success in business and your life.
Do you let failure or success define your life, or do you view them as opportunities? Do you view your qualities carved in stone and that you will have to prove yourself over and over and over or that the view you adopt for yourself profoundly affects the way you lead your life.
Do you view your life as a test or as a journey.
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
Growth mindset- “challenges are exciting rather than threatening”
www.rajeevelt.com
Carol Dweck states that “Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time” (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 1999, 2007).
Growth Mindset- What is growth mindset? What is difference between fixed mindset and growth mindset? How to develop growth mindset? Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
Mindsets are your beliefs and they affect your life and your success in business and your life.
Do you let failure or success define your life, or do you view them as opportunities? Do you view your qualities carved in stone and that you will have to prove yourself over and over and over or that the view you adopt for yourself profoundly affects the way you lead your life.
Do you view your life as a test or as a journey.
Your Life Satisfaction Score (beta) is an indicator of how you thrive in your life: it reflects how well you shape your lifestyle, habits and behaviors to maximize your overall life satisfaction along the five following dimensions:
►1. Health & fitness, reflecting your physical well-being and healthy habits;
►2. Positive emotions & gratitude, indicating how well you embrace positive emotions;
►3. Skills & expertise, measuring the ability to grow your expertise and achieve something unique;
►4. Social skills & discovery, assessing the strength of your network and your inclination to discover the world;
►5. Leadership & meaning, gauging your compassion, generosity and how much 'you are living the life of your dream'.
Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
Growth mindset- “challenges are exciting rather than threatening”
www.rajeevelt.com
Carol Dweck states that “Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time” (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 1999, 2007).
Growth Mindset- What is growth mindset? What is difference between fixed mindset and growth mindset? How to develop growth mindset? Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
The power of believing that you can improve by Carol Dweck a visual summarySameer Mathur
Backed up by proven Scientific studies, Carol Dweck explains that Intelligence is Malleable.
Years of research provide concrete data that when we struggle with problems, we actually grow. When you grapple with problems, you make new neural connections which makes you smarter.
Character strengths and virtues are essential elements of Positive psychology. Seligman has given 6 virtues and 24 character strengths which are further explained in the presentation.
I was assigned to be a moderator for one week in the Psych.Foundations of Education course that I am taking this semester. I prepared this presentation as an overview of Social Cognitive Views of Learning, the topic that was discussed during that week.
I had to present months ago to the team about a topic I was interested in and thought would be great to share in hope that it would be useful at work. I've finally put it on SlideShare. Hopefully this presentation lights a spark in you as it did with me as I was reading up on it.
Emotional intelligence importance benefits and application in classroom man...Rajeev Ranjan
Emotional Intelligence-classroom management - learning outcome -What are the five components of emotional intelligence?
What are the four types of emotional intelligence?
How do you know if you are emotionally intelligent?
Emotional Intelligence (E.I.) ‘the ability to perceive accurately, appraise and express emotions; the ability to access and or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth’ (Mayer & Salovey, 2001)
www.rajeevelt.com
The power of believing that you can improve by Carol Dweck a visual summarySameer Mathur
Backed up by proven Scientific studies, Carol Dweck explains that Intelligence is Malleable.
Years of research provide concrete data that when we struggle with problems, we actually grow. When you grapple with problems, you make new neural connections which makes you smarter.
Character strengths and virtues are essential elements of Positive psychology. Seligman has given 6 virtues and 24 character strengths which are further explained in the presentation.
I was assigned to be a moderator for one week in the Psych.Foundations of Education course that I am taking this semester. I prepared this presentation as an overview of Social Cognitive Views of Learning, the topic that was discussed during that week.
I had to present months ago to the team about a topic I was interested in and thought would be great to share in hope that it would be useful at work. I've finally put it on SlideShare. Hopefully this presentation lights a spark in you as it did with me as I was reading up on it.
Emotional intelligence importance benefits and application in classroom man...Rajeev Ranjan
Emotional Intelligence-classroom management - learning outcome -What are the five components of emotional intelligence?
What are the four types of emotional intelligence?
How do you know if you are emotionally intelligent?
Emotional Intelligence (E.I.) ‘the ability to perceive accurately, appraise and express emotions; the ability to access and or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth’ (Mayer & Salovey, 2001)
www.rajeevelt.com
Who would guess that when Michael Jones' car broke down on the side of the road that it would be the beginning of a life-changing relationship?
Walking to the nearest house, Michael stumbles across a plantation style mansion on an estate named "Twelve Pillars." Charlie, the estate's caretaker, helps Michael get back on the road again and also strikes up a relationship with him - and along the way teaches Michael the secrets of success - the Twelve Pillars of Success - that have made the owner of the house, Mr. Davis, a wealthy and successful man.
This new novel by Jim Rohn and Chris Widener will inspire you to take your life to the next level and beyond. It will challenge and encourage you to become the best that you can be!
Twelve Pillars blends together the fundamental principles and teachings of Jim Rohn and The Jim Rohn One-Year Success Plan, and with the help of Chris Widener, those principles have been weaved into a unique tapestry of a fictional account of three characters – Michael, Charlie and Mr. Davis.
Here are a few of the lessons you will discover in the Twelve Pillars of Success:
Live a Life of Three-Dimensional Health
The Gift of Relationships
Achieving Your Goals and the Proper Use of Time
Surrounding Yourself with the Best People
Becoming a Life-Long Learner
Income Seldom Exceeds Personal Development
Communication Brings the Common Ground of Understanding
The World Can Always Use One More Great Leader
Leaving a Legacy
Smarter Decisions for Stronger Performance: How to use data to partner for su...Laura Overton
Your L&D strategy might be going well, but are your stakeholders buying into planned developments?
Laura Overton delivered this webinar hosted by DPG on 24 July 2015. Laura explained how L&D and HR leaders can use the Towards Maturity Benchmark to gather the evidence needed to show business leaders what's working and highlight opportunities to develop, using the Towards Maturity Model as a framework for constant strategy innovation.
Tribute to Swami Vivekananda on his Birthday.Besides being a spiritual leader, his teachings on education and focus on role of youth in shaping our country's future still hold true, even a hundred years later. Such was his foresight and vision, true hallmarks of a great thinker.
5 Tips for Creating a Customer-Centric Learning StrategyLaura Overton
A self-directed and personalised learning experience is high on the agenda of most learning professionals. Despite new technologies, new content and new models of learning, we still struggle to engage and connect. So do L&D leaders put learners at the centre of their ‘learner-centric’ strategies? Or do we just think that we do?
15 minute lecturette delivered at the NAIS PoCC 2014. Carol Dweck's research on fixed versus growth mindset is increasingly revolutionizing classrooms and schools. Yet growth mindset is not the norm in cultural competency work. Fixed mindsets hinder conversations, willingness to engage with discomfort, and ability to learn from mistakes. Learn about the setbacks caused by fixed mindsets and forward movement affected by growth mindset.
Driving Performance in a Knowledge Economy - The Secret Sauce for People Prof...Laura Overton
In the new world of business, continual learning is essential for organisational and individual success. HR and L&D have a critical role to play. But are we ready? This session presented by Laura Overton at Learn@Work 2015 in Sydney, explored insights gained from top performing HR and L&D teams around the world to challenge and redefine the future role of people professionals and how we can step up to the opportunities ahead. View these slides to see how fresh evidence from the world's largest benchmark programme can help:
- Challenge long-held assumptions about learning and work
- Establish a new reputation for building business value
- Break down the silos between business, HR and learning
- Rule technology rather than have technology rule you
- Equip your people professionals as agents of change
Go to http://towardsmaturity.org/2015benchark for the latest figures and download Towards Maturity's Industry Benchmark Report for 2015 (available Nov 5th).
This session presented by Towards Maturity and Filtered took a look at the latest findings around what people paying for their own learning and development look for in terms of technology, accessibility and reward.
The red coler with file are very importantAttached Files Fixedv.docxhelen23456789
The red coler with file are very important
Attached Files:
FixedvsGrowth.pdf
(
384.466 KB
)
Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?
Points: 20 (which is a lot in this class)
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.
A synopsis of Carol Dweck's research and book: Self Theories: Their Role in Motivation, Personality, and Development; this has particular reference to the ABC's motto "Effort Leads to Success"
SCHOOL MATTERS BrainologyTransforming Students’ .docxMARRY7
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they
understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This i ...
Mindsets is the popular version of Self Theories and here the presentation is brought up-to-date using the term FIXED MINDSET instead of Entitiy Theorist and GROWTH MINDSET instead of Incremental Theorist
Most people believe personality traits are fixed characteristics that are present at birth and persist throughout an individual’s lifetime. Recent research, however, indicates these “fixed” traits are simply the symptoms of a person’s belief system. These beliefs can be so strong, in fact, that they positively or negatively influence every aspect of an individual’s life: sports, business, relationships, parenting, teaching, and coaching.
According to Carol S. Dweck, one of the world’s leading researchers in the field of motivation, there are two main belief systems, or mindsets, that people can possess. These mindsets strongly influence the way individuals respond to success and failure, and in Mindset, Dweck uses research, examples of well-known business and sports leaders, and specific scenarios to demonstrate how changing one’s mindset can profoundly affect the outcome of almost every situation. Dweck also explains how understanding the basics of mindsets can help in accepting and understanding relationships and the people who comprise them
October 2007 Volume 65 Number 2 Early Intervention .docxvannagoforth
October 2007 | Volume 65 | Number 2
Early Intervention at Every Age Pages 34-39
The Perils and Promises of Praise
Carol S. Dweck
We often hear these days that we've produced a generation of young people who can't get
through the day without an award. They expect success because they're special, not because
they've worked hard.
Is this true? Have we inadvertently done something to hold back our students?
I think educators commonly hold two beliefs that do just that. Many believe that (1) praising
students' intelligence builds their confidence and motivation to learn, and (2) students' inherent
intelligence is the major cause of their achievement in school. Our research has shown that the
first belief is false and that the second can be harmful—even for the most competent students.
Praise is intricately connected to how students view their intelligence. Some students believe that
their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that.
Students with this fixed mind-set become excessively concerned with how smart they are,
seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999,
2006). The desire to learn takes a backseat.
Other students believe that their intellectual ability is something they can develop through effort
and education. They don't necessarily believe that anyone can become an Einstein or a Mozart,
but they do understand that even Einstein and Mozart had to put in years of effort to become who
they were. When students believe that they can develop their intelligence, they focus on doing
just that. Not worrying about how smart they will appear, they take on challenges and stick to
them (Dweck, 1999, 2006).
More and more research in psychology and neuroscience supports the growth mind-set. We are
discovering that the brain has more plasticity over time than we ever imagined (Doidge, 2007);
that fundamental aspects of intelligence can be enhanced through learning (Sternberg, 2005); and
that dedication and persistence in the face of obstacles are key ingredients in outstanding
achievement (Ericsson, Charness, Feltovich, & Hoffman, 2006).
The fixed and growth mind-sets create two different psychological worlds. In the fixed mind-set,
students care first and foremost about how they'll be judged: smart or not smart. Repeatedly,
students with this mind-set reject opportunities to learn if they might make mistakes (Hong,
Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). When they do make mistakes or
reveal deficiencies, rather than correct them, they try to hide them (Nussbaum & Dweck, 2007).
They are also afraid of effort because effort makes them feel dumb. They believe that if you have
the ability, you shouldn't need effort (Blackwell, Trzesniewski, & Dweck, 2007), that ability
should bring success all by itself. This is one of the worst beliefs that students can hold. It can
cause many bright st ...
DEVELOPING GRIT, RESILIENCE & EMPATHY: 3 Essential Virtues for the Digital Generation
by Emmanuel Mann Rentoy
2022 International Champion for Character of Character.Org
Presented in Colombo, Sri Lanka on November 26, 2022
Brainology Transforming Students’ Motivation to Learn .docxjackiewalcutt
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
Photoillustration: Michael
Northrup
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in
collaboration with my graduate students, we have shown that what students believe about their brains —
whether they see their intelligence as something that's fixed or something that can grow and change — has
profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs,
or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated
by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they
be changed? As we answer these questions, you will understand why so many students do not achieve to their
potential, why so many bright students stop working when school becomes challenging, and why stereotypes
have such profound effects on students' achievement. You will also learn how praise can have a negative effect
on students' mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call
this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed
intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that
their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they
believe that such setbacks reflect badly on their level of fixed intelligence).
1
Other students believe that intelligence is something that can be cultivated through effort and education. They
don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they
do believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein
until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is
a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes,
and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a
difficult school transition — the transition to seventh grade. This is when the academic work often gets much
harder, the grading gets stricter, and the school environment gets less personalized with students moving .
Topic Example Dialectical Journal Directions .docxjuliennehar
Topic: Example: Dialectical Journal
Directions: Choose 5-10 Passages/Quotes from reading and input 1 response to each passage. Responses
can include: Analysis (describe the various parts), Ask a question, Interpreting (explain the meaning), Infer
(educated guess based on prior understanding), Reflecting, Personal Connection (relates to self, world
events, book/movie/etc), Summarizing, Predicting. Number your quotes and responses.
Passage or Quotation from the Text:
Example quote from text:
“The age when food finders became food makers”
Student Response:
Example response:
● Analysis: Describing the human transition
from hunter gatherers to farmers (humans
now produce/make food)
6/20/2019 NAIS - Brainology
https://www.nais.org/magazine/independent-school/winter-2008/brainology/ 1/9
HOME > MAGAZINE > INDEPENDENT SCHOOL > BRAINOLOGY
Search
Brainology
Winter 2008
By Carol S. Dweck
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research
in collaboration with my graduate students, we have shown that what students believe about their
brains — whether they see their intelligence as something that's fixed or something that can grow
and change — has profound effects on their motivation, learning, and school achievement (Dweck,
2006). These different beliefs, or mindsets, create different psychological worlds: one in which
students are afraid of challenges and devastated by setbacks, and one in which students relish
challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most
important, can they be changed? As we answer these questions, you will understand why so many
students do not achieve to their potential, why so many bright students stop working when school
becomes challenging, and why stereotypes have such profound effects on students' achievement.
You will also learn how praise can have a negative effect on students' mindsets, harming their
motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how
much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
To understand the different worlds these mindsets create, we followed several hundred students
across a difficult school transition — the transition to seventh grade. This is when the academic
LOGIN >
http://w ...
1 The Secret to Raising Smart Kids Hint Dont tel.docxShiraPrater50
1
The Secret to Raising Smart Kids
Hint: Don't tell your kids that they are. More than three decades of
research shows that a focus on effort—not on intelligence or ability—
is key to success in school and in life
By Carol S. Dweck, Scientific American Mind - November 28, 2007
A brilliant student, Jonathan sailed
through grade school. He completed his
assignments easily and routinely earned
As. Jonathan puzzled over why some of
his classmates struggled, and his
parents told him he had a special gift. In
the seventh grade, however, Jonathan
suddenly lost interest in school, refusing
to do homework or study for tests. As a
consequence, his grades plummeted.
His parents tried to boost their son’s
confidence by assuring him that he was
very smart. But their attempts failed to
motivate Jonathan (who is a composite
drawn from several children).
Schoolwork, their son maintained, was
boring and pointless.
Our society worships talent, and many
people assume that possessing superior
intelligence or ability—along with
confidence in that ability—is a recipe for
success. In fact, however, more than 30
years of scientific investigation suggests
that an overemphasis on intellect or
talent leaves people vulnerable to failure,
fearful of challenges and unwilling to
remedy their shortcomings.
The result plays out in children like
Jonathan, who coast through the early
grades under the dangerous notion that
no-effort academic achievement defines
them as smart or gifted. Such children
hold an implicit belief that intelligence is
innate and fixed, making striving to learn
seem far less important than being (or
looking) smart. This belief also makes
them see challenges, mistakes and
even the need to exert effort as threats
to their ego rather than as opportunities
to improve. And it causes them to lose
confidence and motivation when the
work is no longer easy for them.
Praising children’s innate abilities, as
Jonathan’s parents did, reinforces this
mind-set, which can also prevent young
athletes or people in the workforce and
even marriages from living up to their
potential. On the other hand, our studies
show that teaching people to have a
“growth mind-set,” which encourages a
focus on effort rather than on intelligence
or talent, helps make them into high
achievers in school and in life.
The Opportunity of Defeat I first
began to investigate the underpinnings
of human motivation—and how people
persevere after setbacks—as a
psychology graduate student at Yale
University in the 1960s. Animal
experiments by psychologists Martin
Seligman, Steven Maier and Richard
Solomon of the University of
Pennsylvania had shown that after
repeated failures, most animals
conclude that a situation is hopeless
and beyond their control. After such an
2
experience, the researchers found, an
animal often remains passive even when
it can affect change—a state they called
learned helplessness ...
Brainology Transforming Students’ Motivation to Learn Ca.docxAASTHA76
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with
learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration
with my graduate students, we have shown that what students believe about their brains — whether they see their
intelligence as something that's fixed or something that can grow and change — has profound effects on their
motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different
psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be
changed? As we answer these questions, you will understand why so many students do not achieve to their potential,
why so many bright students stop working when school becomes challenging, and why stereotypes have such
profound effects on students' achievement. You will also learn how praise can have a negative effect on students'
mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this
a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they
possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may
not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks
reflect badly on their level of fixed intelligence).
Other students believe that intelligence is something that can be cultivated through effort and education. They don't
necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do
believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put
in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that
can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the
face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult
school transition — the transition to seventh grade. This is when the academic work often gets much harder, the
grading gets stricter, and the school environment gets less personalized with students moving from class to class. As
the students entered seventh grade, w ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
1. Carol Dweck’s research on students’ self-
theories and how they affect motivation,
resilience and aspirations.
2. Their Role in Motivation, Personality &
Development (Psychology Press, 1999)
3. Carol Dweck has done research over the last
30 years with children and young adults in
the USA
She is particularly interested in how students
view themselves as learners
Their self-theory is likely to have a major
effect on their self-belief, their motivation to
learn and their resilience
7. Carol Dweck - Self-Theories: Their Role in Motivation, Personality and
Development, Psychology Press, 1999
I believe that I thrive on challenge
intelligence is not fixed I throw m yself into
M y intelligence can be difficult tasks
im proved through I am self-confident
learning
Increm ental
I can ignore the (G row th )
low aspirations of I have learning goals
m y peers I like feedback on
m y perform ance so I
I react to failure can im prove
by trying harder
I engage in self-
m onitoring
About 40% of US students hold an incremental theory of ability
Slide 7
8. Carol Dweck - Self-Theories: Their Role in Motivation, Personality and Development,
Psychology Press, 1999
I b eliev e th at I d on ’t like ch allen g e
intelligence is fix ed I d on ’t w ant to risk
I w as bo rn b right/no t look in g stup id
v ery b rig ht I am v u ln erable
E n tity
I tend to con fo rm
(F ixed )
to the lo w I lik e easy
aspiration s o f m y p erfo rm an ce go als
p eers and b eing told I’v e
I react to failure d on e w ell
b y sw itch in g o ff
and avo iding th e
issues
About 40% of US students hold an entity theory of ability
Easy praise is not the answer - it makes the situation worse
Slide 8
10. OFSTED – outstanding grade descriptor
The pupils acquire knowledge, develop understanding and learn
and practise skills exceptionally well.
Pupils demonstrate excellent concentration and are rarely off
task, even during extended periods without direction from an
adult.
They have developed resilience when tackling challenging
activities in a range of subjects.
Their keenness and commitment to succeed in all aspects of
school life and abilities to grasp opportunities to extend and
improve their learning are exceptional.
Progress is at least good in each key stage, key subjects and
for different groups and is exemplary in some.
11. The hallmark of successful individuals is that
they love learning, they value effort and
they persist in the face of obstacles.
In her book “Self-theories”, Carol Dweck
presents research that explains why some
students (incremental learners) display this
growth mindset and others (entity learners)
do not.
She also shows how, in the right environment,
students can learn to become incremental
learners.
12. Four Beliefs and Four
Truths about Ability,
Success, Praise and
Confidence
(Carol Dweck – Self-Theories, 1999)
13. You might think that students who were
highly skilled would be the ones to relish a
challenge and persevere in the face of
setbacks. Instead, many of these students
are the most worried about failure, and
the most likely to question their ability and
to wilt when they hit obstacles
(Leggett, 1985)
14. You might also think that when students
succeed, they are emboldened and
energized to seek out more challenging
tasks. The truth is that success in itself
does little to boost students’ desire for
challenge or their ability to cope with
setbacks. In fact we can see that it can have
quite the opposite effect.
(Diener & Dweck, 1978, 1980)
15. This is a most cherished belief in our
society. One can hardly walk down the
street without hearing parents telling their
children how smart they are. The hope is
that such praise will instil confidence and
thereby promote a host of desirable
qualities. Far from promoting the hoped for
qualities, this type of praise can lead
students to fear failure, avoid risks, doubt
themselves when they fail and cope poorly
with setbacks.
(Mueller & Dweck, 1998)
16. In a way, it seems only logical to assume that
students who have confidence in their
intelligence – who clearly believe they are
smart – would have nothing to fear from
challenge and would be somehow inoculated
against the ravages of failure. But many of the
most confident individuals do not want their
intelligence too stringently tested, and their
high confidence is all too quickly shaken when
they are confronted with difficulty.
(Henderson & Dweck, 1990; Dweck & Lin, 1998)
17. •Work in pairs or threes.
•Take three cards from the
envelope: two horses and one card
with two jockeys.
•Position the three cards so that
each jockey is sitting on horseback.
•Do not fold the cards.
18. Discuss in pairs or threes for two or three
minutes –
Explain why you think you have this self-theory
19. Teachers are incremental learners – good
role models
Essential that we show them we believe
their intelligence is not fixed
We need to make them believe they can
improve
We need to ensure they know how to
improve
Collaborative classroom environment where
pupils take responsibility for their own
learning
Pupils understand the Growth Mindset and
how it can help them
21. We need to praise:
Effort
Strategies that lead towards success
Good learning processes (AfL strategies)
Resilience
We should not praise:
Intelligence, “cleverness” or talent
22. Self-esteem for Entity Learners can be boosted
in the short term by easy success – but does
not last and is just as easily diminished by
failures
Self-esteem for Incremental Learners is much
more resilient and less likely to be affected by
failure
It is a positive way of experiencing yourself
when you are fully engaged and using all your
abilities in pursuit of something you value
True self-esteem is not something we give
people by telling them about their high
intelligence
23. Y5 & Y6 students were given a series of
conceptual problems to solve
All children could solve the first eight
problems, with hints or training if needed
They could not solve the next four
problems as these were too difficult for
their age
What happened to their thoughts, feelings
and actions when confronted with this
failure?
24. Quickly began to denigrate their abilities
and blame their intelligence for failures
(“I’m no good at this”)
Moments before they had been successful
and their performance was just as good as
Incremental Learners
Following failure, many now thought they
could not solve the problems they had just
got right!
They also thought they had got more
problems wrong than right! (in fact they had
got twice as many right)
Their fragile self-belief quickly disappeared
25. Did not blame their intelligence for failure, in
fact most did not even see themselves as
failing!
Tended to issue instructions to themselves on
how to improve performance (eg “I should try
to slow down and figure this out”)
Remained confident that they would succeed
Retained the positive mood that they had
shown while solving the easier problems
Retained their self-belief in the face of
difficulty
(Dweck – Self-Theories 1999)
28. In Dweck’s research, students with the
most striking history of success were often
the most, rather than the least, vulnerable
when confronted with difficulties or failure.
These are the bright girls.
Bright girls were more vulnerable than
lower achieving girls (with boys it was the
opposite) and more concerned with looking
smart.
29. There was no evidence that setting raised
achievement
But there was evidence that setting
diminished achievement for some students
There was much evidence that the students
who were disadvantaged by this system
were predominantly working class, female
or very able.
Jo Boaler, 1997
30. “In set 1 for example, the students who
experienced the most difficulties in response to
setting were originally the highest attainers in
the group. At the end of Y8, immediately
before the students were setted, Carly & Lorna
attained the highest and second highest NFER
scores in the school. At the end of Y11 these
two students achieved the lowest GCSE grades
in set 1 (grade E)”
Setting, Social class & Survival of the Quickest,
Jo Boaler – British educational Research Journal,
1997
31. JB: Can you think of some good and bad things about
being in set 1?
L: I can think of the bad things
C: I agree.
JB: OK, what are the bad things?
L: You’re expected to know everything, even if
you’re not sure about things
C: You’re pushed too hard.
L: He expects you to work all the time at a high
level.
C: It makes me do less work, they expect too much
of me and I can’t give it so I just give up.
(Carly & Lorna, Amber Hill, Year 11, Set 1)
32. “I was surprised to find that two girls who
came out as clear entity learners from the
Carol Dweck Intelligence Theory
Questionnaire were the top two in the year
group in Midyis scores”
Louise Skinner, Longbenton College
33. A level Maths requires students to fail
intelligently (and learn from their failure)
Many high achieving girls (and boys as well)
cannot cope with this unless they are
incremental learners or unless their teacher
promotes a Growth Mindset
35. Be honest with students about where they
are and what they need to do to improve
High expectations for students in low
ability groupings
Collaborative learning
Leave space in top set for promotion
Make sure they have the chance to
progress to a higher set, so move between
sets twice a term
Avoid reinforcing the fixed mindset!
37. Entity learners:
“When I don’t make mistakes”
“When I finish my work first”
“When I get easy work
Incremental Learners:
“When I don’t know how to do it and its
pretty hard and I figure it out without
anyone telling me”
“When I’m doing school work because I
want to learn to get smart”
“When I’m reading a hard book”
39. Entity Learners:
“How smart you are”
“Inborn ability to learn complex ideas”
“The ability to survive with the least effort
while still doing really well”
Incremental Learners:
“Studying hard”
“The amount of knowledge you possess
and how you use it”
“How much effort you put into something”
40. Get Incremental Learners to give advice to
Entity Learners:
Q. “What advice would you give to a child in your
class who was having trouble with Math?
A. “Do you quit a lot? Do you think for a minute
and then stop? If you do, you should think for
a long time – two minutes maybe and if you
can’t get it you should read the problem
again. If you can’t get it then, you should raise
your hand and ask the teacher.” (second grade
child)
Mindset by C Dweck
41. Discuss the Incremental Learner & Entity Learner
Mindmap slides with children
Ask them when they feel smart & why
Discuss easy work and difficult work (which
helps you learn more?)
Discuss the importance of challenge and having
a go at difficult tasks
Why mistakes are good
Discuss sporting and other role-models
Discuss the Growth Mindset & Process Praise
with parents
Focus on Learning
42.
43. In Y7 the work may become harder in
some subjects (may be easier in others!)
Grading may become more stringent
Instruction may be less personalised
Students may initially be less clear about
what their teachers require of them
Classroom environment may seem less
safe
44. Many showed a marked decline in their class standing
Those who had done poorly in Y6 tended to continue to
do poorly
Many who had been high achievers in Y6 were now
among the lower achievers
Many who showed this decline had held high
confidence in their intelligence
Were significantly more apprehensive about their
school work and tended to be more anxious about
school in general
Did show some recovery in their standing in Y8 but
were still clearly below where they had been in Primary
School
Henderson & Dweck 1990
45. Many showed a clear improvement in their
class standing
Those who had done well in Y6 continued
to do well
Many of those who had been among the
lower achievers in Y6 were now doing
much better, often entering the ranks of
higher achievers
Many of those making the most impressive
gains were those with low confidence in
their intelligence
Henderson & Dweck 1990
46. % students making expected
progress
70
60
50 Growth
40
%
Borderline
30
20 Fixed
10
0
h
t
hs
ce
se
is
at
n
gl
d
ie
in
M
En
Sc
lm
Al