Students perform better in school when they and their teachers believe that intelligence is not fixed, but can be developed. Teaching students that intelligence can be “grown” is especially powerful for students who belong to typically stereotyped groups. Growth mind-sets focus on effort and motivate students to overcome challenging work.
When the Going Gets Tough, Do the Tough Get Going?Morgan Appel
This presentation discusses mindsets and their implications for gifted and talented learners. It defines fixed and growth mindsets, noting that a growth mindset views abilities as developable through effort. The document explores how mindsets relate to giftedness, flow states, stress, perfectionism, and socioemotional factors. It evaluates critiques of the mindset approach and discusses supporting gifted learners by fostering a growth mindset, resilience, metacognitive skills, and reducing anxiety. The overall goal is to inspire joyful, confident learning through understanding mindsets and gifted characteristics.
Phase 3 module 7 ao neill final mac versiononeill74
This document describes a teacher's enquiry project that aims to motivate students through the use of pupil progress data. Specifically, the teacher implemented a "Rank Order System" to display student progress data publicly around the school. The goal was to inspire students to take ownership of their progress by seeing how they compare to peers. The teacher hopes this will motivate students to improve their effort and approach to learning. The document provides background on the project and reviews literature supporting the idea that intelligence and ability can grow with effort, as opposed to a fixed mindset. It also acknowledges that teacher-student discussions around progress data often lack two-way dialogue.
This document discusses Carol Dweck's research on fixed and growth mindsets. It begins by defining mindset as a mental attitude that determines how one interprets and responds to situations. Those with a fixed mindset believe their intelligence is predetermined, while those with a growth mindset believe intelligence can be developed through effort. The document then provides examples of how mindsets influence responses to challenges. It suggests educators can promote a growth mindset through praise focused on effort rather than ability and emphasizing that failure provides learning opportunities.
The document discusses several key concepts related to understanding learners and learning processes. It defines individual differences as variations among people in aspects like intelligence and personality. It also discusses the role of rewards in motivating learning behaviors. Reinforcement is defined as something that increases the likelihood a behavior will occur again and can take tangible or intangible forms. Discovery learning engages students in developing their own understanding through experimentation. The zone of proximal development refers to tasks students can complete with guidance that help them develop further. Scaffolding provides support within the ZPD to help students learn independently over time.
EFFECT OF EXTRINSIC MOTIVATION ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVE...ijejournal
This study investigated the effect that extrinsically-motivated instructional method in collaboration with non extrinsically-motivated instructional method would have on secondary school students’ academic achievement in social studies.. The post-test only experimental design was adopted. Two randomly selected junior secondary school II (JSS II) classes made up of 45 students each were divided into two groups (experimental group and control group) and investigated.Each of the two groups made up of 45 students was taught social studies for 9 weeks using extrinsically-motivated instructional method for the
experimental group and non extrinsically-motivated instructional method for the control group. At the end of the 9th week, post-test was administered on the students to determine difference in academic achievement if any between the two groups. Using means and t-test in analyzing the data, the result showed
that, students taught social studies using extrinsically-motivated instructional method significantly performed better than students taught social studies using non extrinsically-motivated instructional method. The study recommended among others that, teachers should always strive hard to apply available
forms of extrinsic motivation in the instructional process to spur students to higher performance.
Teacher expectations can influence student achievement according to research. When teachers have high expectations for students and communicate their confidence, students tend to perform better. Conversely, when teachers have low expectations, students may not be given opportunities to succeed. The document discusses several studies on teacher expectations and how expectations can shape a student's self-concept and development. It also notes that while some research has found correlations, the relationship between expectations and achievement is complex with many influences.
A growth mindset is key in helping language learners understand how their effort can equal results. Language learning is hard work, filled with challenges and sometimes setbacks. Knowing that we become smarter as we learn new things is a practical way to encourage and motivate students to keep working hard as they learn a new language.
When the Going Gets Tough, Do the Tough Get Going?Morgan Appel
This presentation discusses mindsets and their implications for gifted and talented learners. It defines fixed and growth mindsets, noting that a growth mindset views abilities as developable through effort. The document explores how mindsets relate to giftedness, flow states, stress, perfectionism, and socioemotional factors. It evaluates critiques of the mindset approach and discusses supporting gifted learners by fostering a growth mindset, resilience, metacognitive skills, and reducing anxiety. The overall goal is to inspire joyful, confident learning through understanding mindsets and gifted characteristics.
Phase 3 module 7 ao neill final mac versiononeill74
This document describes a teacher's enquiry project that aims to motivate students through the use of pupil progress data. Specifically, the teacher implemented a "Rank Order System" to display student progress data publicly around the school. The goal was to inspire students to take ownership of their progress by seeing how they compare to peers. The teacher hopes this will motivate students to improve their effort and approach to learning. The document provides background on the project and reviews literature supporting the idea that intelligence and ability can grow with effort, as opposed to a fixed mindset. It also acknowledges that teacher-student discussions around progress data often lack two-way dialogue.
This document discusses Carol Dweck's research on fixed and growth mindsets. It begins by defining mindset as a mental attitude that determines how one interprets and responds to situations. Those with a fixed mindset believe their intelligence is predetermined, while those with a growth mindset believe intelligence can be developed through effort. The document then provides examples of how mindsets influence responses to challenges. It suggests educators can promote a growth mindset through praise focused on effort rather than ability and emphasizing that failure provides learning opportunities.
The document discusses several key concepts related to understanding learners and learning processes. It defines individual differences as variations among people in aspects like intelligence and personality. It also discusses the role of rewards in motivating learning behaviors. Reinforcement is defined as something that increases the likelihood a behavior will occur again and can take tangible or intangible forms. Discovery learning engages students in developing their own understanding through experimentation. The zone of proximal development refers to tasks students can complete with guidance that help them develop further. Scaffolding provides support within the ZPD to help students learn independently over time.
EFFECT OF EXTRINSIC MOTIVATION ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVE...ijejournal
This study investigated the effect that extrinsically-motivated instructional method in collaboration with non extrinsically-motivated instructional method would have on secondary school students’ academic achievement in social studies.. The post-test only experimental design was adopted. Two randomly selected junior secondary school II (JSS II) classes made up of 45 students each were divided into two groups (experimental group and control group) and investigated.Each of the two groups made up of 45 students was taught social studies for 9 weeks using extrinsically-motivated instructional method for the
experimental group and non extrinsically-motivated instructional method for the control group. At the end of the 9th week, post-test was administered on the students to determine difference in academic achievement if any between the two groups. Using means and t-test in analyzing the data, the result showed
that, students taught social studies using extrinsically-motivated instructional method significantly performed better than students taught social studies using non extrinsically-motivated instructional method. The study recommended among others that, teachers should always strive hard to apply available
forms of extrinsic motivation in the instructional process to spur students to higher performance.
Teacher expectations can influence student achievement according to research. When teachers have high expectations for students and communicate their confidence, students tend to perform better. Conversely, when teachers have low expectations, students may not be given opportunities to succeed. The document discusses several studies on teacher expectations and how expectations can shape a student's self-concept and development. It also notes that while some research has found correlations, the relationship between expectations and achievement is complex with many influences.
A growth mindset is key in helping language learners understand how their effort can equal results. Language learning is hard work, filled with challenges and sometimes setbacks. Knowing that we become smarter as we learn new things is a practical way to encourage and motivate students to keep working hard as they learn a new language.
The document discusses principles of educational neuroscience based on how the brain learns. It covers 12 key principles: 1) Learning is physiological as the brain develops connections through experiences and thoughts. 2) The brain is social as mirror neurons help us understand others and relationships are important for learning. 3) The innate search for meaning involves making sense of experiences. The brain looks for patterns, categories, similarities and differences to derive meaning.
This document discusses research on non-cognitive skills like grit, growth mindset, and social belonging that contribute to student success. It outlines frameworks to measure these skills, examples of school-based practices and interventions to build them like goal-setting exercises and mindset messaging, and results from field tests showing correlations with increased college persistence. The presenters are researchers and K-12 practitioners collaborating on a national study of non-cognitive factors.
1. Motivation is defined as goal-directed activity that is instigated and sustained. Teachers aim for intrinsic motivation in students by presenting challenges, promoting autonomy, evoking curiosity, and involving creativity.
2. Theories of motivation include behaviorism, cognitivism, humanism, and sociocultural views. Behaviorism uses rewards, while cognitivism notes motivation from inconsistency. Humanism focuses on self-actualization and unconditional positive regard. Sociocultural views see motivation from community participation.
3. Maslow's hierarchy includes deficiency needs like physiological needs and growth needs like self-actualization. Relatedness, competence, autonomy, and self-determination also influence motivation as internal needs.
Does Formative Assessments Support Student Achievement?slharless
The document discusses the benefits of formative assessments in education. It outlines that formative assessments help educators improve their teaching by providing feedback, and help students identify their strengths and weaknesses. Three credible sources are cited that discuss additional benefits, like increased achievement, motivation, and focused feedback. The document concludes by arguing that formative assessments promote student achievement by allowing teachers and students to evaluate learning.
Carol Dweck's research on mindsets describes a fixed mindset, where people believe their qualities are innate and unchanging, versus a growth mindset, where people believe their qualities can be developed through effort. According to the document, in a fixed mindset students worry about looking smart and avoid challenges, while in a growth mindset students understand abilities can grow with effort and see challenges as opportunities to learn. The document also provides examples of how people with a growth mindset embrace mistakes as learning opportunities and focus on self-improvement rather than proving abilities.
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
"Embrace the importance of now, and refuse to allow the lull of comfort, fear, familiarity, and ego to prevent you from taking action on your ambitions...The cost of inaction is vast. Don't go to your grave with your best work inside of you. Choose to die empty."
Most of us live with the stubborn idea that we'll always have tomorrow to do our most important and valuable work. We fill our days with frantic activity, bouncing from task to task, scrambling to make deadlines and chase the next promotion. But by the end of each day we're often left asking ourselves "did the work I do today really matter?" We feel the ticking of the clock, but we're stuck in first gear, unsure of the path forward and without a road map to guide us.
Here's the hard truth: sooner or later all of our tomorrows will run out, so how we choose to spend today is significant. Each day that we postpone difficult tasks and succumb to the clutter that chokes creativity, discipline, and innovation results in a net deficit to the world, our organizations, and ourselves.
Die Empty is a tool for people who aren't willing to put off their most important work for another day. Todd Henry explains the forces that keep us in stagnation, and introduces a process for instilling consistent practices into your life that will keep you on a true and steady course.
It's not about slaving over a project or living on a whim--it's about embracing the idea that time is finite and making the unique contribution to the world that only you can make. Henry shows how to cultivate the mind-set and the methods you need to sustain your enthusiasm, push through mental barriers, and unleash your best work each day. His guiding principles and checkpoints include:
• Define Your Battles: Counter aimlessness by defining your goals wisely and build your life around achieving them.
• Be Fiercely Curious: Prevent boredom from dulling your senses by approaching your work with a curious mind-set.
• Step Out of Your Comfort Zone: Make a valuable contribution to the world by getting uncomfortable and embracing lifelong growth and skill development.
• ...and many more.
Sure to bring a newfound clarity and a sense of urgency to how you approach your work every day, Die Empty will help you reach for and achieve your goals.
The document discusses cultivating a growth mindset in students. It emphasizes that the brain is malleable and can develop new connections through learning. It recommends focusing on learning over grades, putting in hard work, and using mistakes and feedback to improve. Praising effort rather than intelligence helps students adopt a growth mindset. Setting learning goals and regularly reflecting on progress also supports a growth mindset. Teachers should establish an environment of unconditional love, model growth mindset behaviors, allow student autonomy, and value student thoughts to build self-esteem.
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.
This document outlines a growth mindset plan for promoting a growth mindset in the classroom. It includes sharing videos and articles with students to help them understand that intelligence can be developed, not just innate. The plan aims to help students recognize and talk back to their "fixed mindset voice" by saying things like "I can't yet" instead of "I can't." Students will also be guided to take action by keeping a growth mindset journal to reflect on incorporating growth mindset ideas into their lives and learning.
1. Use both intrinsic and extrinsic motivators to engage students. Intrinsic motivators like interesting topics and relevance can inspire internal drive, while extrinsic motivators like grades provide external incentives.
2. Help students set achievable goals to stay motivated and avoid frustration. Encourage continued improvement over unrealistic expectations.
3. Build relationships with students to show you value them. Recognizing individual struggles and ambitions can help motivate less engaged students.
Assessment and Learning - Importance of Feedbackbmagnusson
The document discusses the importance of feedback in education. It notes that good teachers and coaches use ongoing assessments and adjustments to maximize student performance, just as athletic coaches conduct drills and scrimmages to develop skills and prepare for games. Formative and diagnostic assessments provide valuable feedback to fuel teaching and learning by offering descriptive feedback, unlike summative assessments. The document also discusses different tools and strategies that teachers can use to provide effective feedback to students, such as highlighting personal bests, using portfolios for self-reflection, and incorporating good coaching practices into teaching.
This document discusses motivation from several perspectives:
1) It outlines five areas of motivation: choices, persistence, getting started, feelings, and intensity of involvement.
2) It discusses intrinsic and extrinsic motivation, noting that intrinsic motivation comes from within and extrinsic comes from external factors like rewards.
3) It examines locus of causality, whether the perceived cause of behavior is internal or external, using examples.
Examining constructivism through an online instructional design model when d...carthyf
1) The document discusses constructivism as a learning theory where learners actively construct their own understanding through experiences rather than knowledge being passively transmitted.
2) It links constructivism to Knowles' theory of andragogy which focuses on adult learners being self-directed with a wealth of prior experiences to draw from.
3) The document evaluates how one stage ("Reflect") of an online instructional design model ("IPSARRET") used by the company could incorporate constructivist learning principles for postgraduate adult learners.
Carol Dweck's research found that people can have either a fixed or growth mindset. A fixed mindset believes abilities are innate and cannot change, while a growth mindset sees them as something that can be developed through effort. Examples are given showing how many successful people faced early failures or setbacks but continued improving with a growth mindset. Changing to view challenges, effort, and criticism in a productive light can help cultivate a growth mindset.
Mindset Training 1 - what are growth and fixed mindsetsDavid Farrell
This document discusses fixed and growth mindsets. It introduces two students, Faith with a fixed mindset and Gordon with a growth mindset. Faith believes her abilities are static and avoids challenges, while Gordon believes abilities can be developed through effort and embraces challenges. The document explains growth mindset leads to higher long term achievement through continuous improvement, while fixed mindset can cause underperformance by avoiding hard work.
1) The document discusses five cognitive theories of motivation: self-efficacy, attribution, expectancy-value theory, goal-oriented theory, and self-determination theory.
2) These theories are interconnected and describe a cyclical process of motivation that learners experience.
3) The theories suggest that educators should acknowledge students' expectations and perceptions in order to scaffold learning and move students through the motivational cycle.
The document describes six effective learning strategies supported by cognitive psychology research: spaced practice, retrieval practice, concrete examples, elaboration, interleaving, and dual coding. For each strategy, the document explains how to implement it, points to consider, and includes references for further information. The strategies involve spacing out study over time, testing memory without notes, using real-world examples, making connections between ideas, switching between topics during study sessions, and combining words and visuals.
NSG3036 W2 ProjectResearch Template NameCite both articles r.docxvannagoforth
NSG3036 W2 Project
Research Template Name
Cite both articles reviewed in APA style:
***In the template, any direct quotes from the articles needs to only include the page number.
Week 2 Template
Quantitative Article
Qualitative Article
Summarize the two assigned articles. In a paragraph, describe in your own words what the study was about and what the researchers found.
Identify and describe the problem for each article
Identified the purpose statement for each article
Identified hypothesis and/or research questions depending on the methodology used in the articles.
After analyzing, discuss
each article’s significance to nursing practice.
Identify two details to support the study being quantitative or qualitative
Name:
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester?
Bring a copy of this with you to class next time we meet. We might / will use our responses to generate discussion and a list of things we can do to help us move toward and maintain a growth mindset.
Task 3: Review the draft of a paragraph or two you wrote before the class discussion next week. Revise these paragraphs if necessary and incorporate your thoughts on the mindset article in your Draft. Be sure to address the specific questions raised in Task 2.
Transforming Students’ Motivation to Learn Carol S. DweckWinter 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 t ...
NSG3036 W2 ProjectResearch Template NameCite both articles r.docxgibbonshay
NSG3036 W2 Project
Research Template Name
Cite both articles reviewed in APA style:
***In the template, any direct quotes from the articles needs to only include the page number.
Week 2 Template
Quantitative Article
Qualitative Article
Summarize the two assigned articles. In a paragraph, describe in your own words what the study was about and what the researchers found.
Identify and describe the problem for each article
Identified the purpose statement for each article
Identified hypothesis and/or research questions depending on the methodology used in the articles.
After analyzing, discuss
each article’s significance to nursing practice.
Identify two details to support the study being quantitative or qualitative
Name:
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester?
Bring a copy of this with you to class next time we meet. We might / will use our responses to generate discussion and a list of things we can do to help us move toward and maintain a growth mindset.
Task 3: Review the draft of a paragraph or two you wrote before the class discussion next week. Revise these paragraphs if necessary and incorporate your thoughts on the mindset article in your Draft. Be sure to address the specific questions raised in Task 2.
Transforming Students’ Motivation to Learn Carol S. DweckWinter 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 t.
The document discusses principles of educational neuroscience based on how the brain learns. It covers 12 key principles: 1) Learning is physiological as the brain develops connections through experiences and thoughts. 2) The brain is social as mirror neurons help us understand others and relationships are important for learning. 3) The innate search for meaning involves making sense of experiences. The brain looks for patterns, categories, similarities and differences to derive meaning.
This document discusses research on non-cognitive skills like grit, growth mindset, and social belonging that contribute to student success. It outlines frameworks to measure these skills, examples of school-based practices and interventions to build them like goal-setting exercises and mindset messaging, and results from field tests showing correlations with increased college persistence. The presenters are researchers and K-12 practitioners collaborating on a national study of non-cognitive factors.
1. Motivation is defined as goal-directed activity that is instigated and sustained. Teachers aim for intrinsic motivation in students by presenting challenges, promoting autonomy, evoking curiosity, and involving creativity.
2. Theories of motivation include behaviorism, cognitivism, humanism, and sociocultural views. Behaviorism uses rewards, while cognitivism notes motivation from inconsistency. Humanism focuses on self-actualization and unconditional positive regard. Sociocultural views see motivation from community participation.
3. Maslow's hierarchy includes deficiency needs like physiological needs and growth needs like self-actualization. Relatedness, competence, autonomy, and self-determination also influence motivation as internal needs.
Does Formative Assessments Support Student Achievement?slharless
The document discusses the benefits of formative assessments in education. It outlines that formative assessments help educators improve their teaching by providing feedback, and help students identify their strengths and weaknesses. Three credible sources are cited that discuss additional benefits, like increased achievement, motivation, and focused feedback. The document concludes by arguing that formative assessments promote student achievement by allowing teachers and students to evaluate learning.
Carol Dweck's research on mindsets describes a fixed mindset, where people believe their qualities are innate and unchanging, versus a growth mindset, where people believe their qualities can be developed through effort. According to the document, in a fixed mindset students worry about looking smart and avoid challenges, while in a growth mindset students understand abilities can grow with effort and see challenges as opportunities to learn. The document also provides examples of how people with a growth mindset embrace mistakes as learning opportunities and focus on self-improvement rather than proving abilities.
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
"Embrace the importance of now, and refuse to allow the lull of comfort, fear, familiarity, and ego to prevent you from taking action on your ambitions...The cost of inaction is vast. Don't go to your grave with your best work inside of you. Choose to die empty."
Most of us live with the stubborn idea that we'll always have tomorrow to do our most important and valuable work. We fill our days with frantic activity, bouncing from task to task, scrambling to make deadlines and chase the next promotion. But by the end of each day we're often left asking ourselves "did the work I do today really matter?" We feel the ticking of the clock, but we're stuck in first gear, unsure of the path forward and without a road map to guide us.
Here's the hard truth: sooner or later all of our tomorrows will run out, so how we choose to spend today is significant. Each day that we postpone difficult tasks and succumb to the clutter that chokes creativity, discipline, and innovation results in a net deficit to the world, our organizations, and ourselves.
Die Empty is a tool for people who aren't willing to put off their most important work for another day. Todd Henry explains the forces that keep us in stagnation, and introduces a process for instilling consistent practices into your life that will keep you on a true and steady course.
It's not about slaving over a project or living on a whim--it's about embracing the idea that time is finite and making the unique contribution to the world that only you can make. Henry shows how to cultivate the mind-set and the methods you need to sustain your enthusiasm, push through mental barriers, and unleash your best work each day. His guiding principles and checkpoints include:
• Define Your Battles: Counter aimlessness by defining your goals wisely and build your life around achieving them.
• Be Fiercely Curious: Prevent boredom from dulling your senses by approaching your work with a curious mind-set.
• Step Out of Your Comfort Zone: Make a valuable contribution to the world by getting uncomfortable and embracing lifelong growth and skill development.
• ...and many more.
Sure to bring a newfound clarity and a sense of urgency to how you approach your work every day, Die Empty will help you reach for and achieve your goals.
The document discusses cultivating a growth mindset in students. It emphasizes that the brain is malleable and can develop new connections through learning. It recommends focusing on learning over grades, putting in hard work, and using mistakes and feedback to improve. Praising effort rather than intelligence helps students adopt a growth mindset. Setting learning goals and regularly reflecting on progress also supports a growth mindset. Teachers should establish an environment of unconditional love, model growth mindset behaviors, allow student autonomy, and value student thoughts to build self-esteem.
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.
This document outlines a growth mindset plan for promoting a growth mindset in the classroom. It includes sharing videos and articles with students to help them understand that intelligence can be developed, not just innate. The plan aims to help students recognize and talk back to their "fixed mindset voice" by saying things like "I can't yet" instead of "I can't." Students will also be guided to take action by keeping a growth mindset journal to reflect on incorporating growth mindset ideas into their lives and learning.
1. Use both intrinsic and extrinsic motivators to engage students. Intrinsic motivators like interesting topics and relevance can inspire internal drive, while extrinsic motivators like grades provide external incentives.
2. Help students set achievable goals to stay motivated and avoid frustration. Encourage continued improvement over unrealistic expectations.
3. Build relationships with students to show you value them. Recognizing individual struggles and ambitions can help motivate less engaged students.
Assessment and Learning - Importance of Feedbackbmagnusson
The document discusses the importance of feedback in education. It notes that good teachers and coaches use ongoing assessments and adjustments to maximize student performance, just as athletic coaches conduct drills and scrimmages to develop skills and prepare for games. Formative and diagnostic assessments provide valuable feedback to fuel teaching and learning by offering descriptive feedback, unlike summative assessments. The document also discusses different tools and strategies that teachers can use to provide effective feedback to students, such as highlighting personal bests, using portfolios for self-reflection, and incorporating good coaching practices into teaching.
This document discusses motivation from several perspectives:
1) It outlines five areas of motivation: choices, persistence, getting started, feelings, and intensity of involvement.
2) It discusses intrinsic and extrinsic motivation, noting that intrinsic motivation comes from within and extrinsic comes from external factors like rewards.
3) It examines locus of causality, whether the perceived cause of behavior is internal or external, using examples.
Examining constructivism through an online instructional design model when d...carthyf
1) The document discusses constructivism as a learning theory where learners actively construct their own understanding through experiences rather than knowledge being passively transmitted.
2) It links constructivism to Knowles' theory of andragogy which focuses on adult learners being self-directed with a wealth of prior experiences to draw from.
3) The document evaluates how one stage ("Reflect") of an online instructional design model ("IPSARRET") used by the company could incorporate constructivist learning principles for postgraduate adult learners.
Carol Dweck's research found that people can have either a fixed or growth mindset. A fixed mindset believes abilities are innate and cannot change, while a growth mindset sees them as something that can be developed through effort. Examples are given showing how many successful people faced early failures or setbacks but continued improving with a growth mindset. Changing to view challenges, effort, and criticism in a productive light can help cultivate a growth mindset.
Mindset Training 1 - what are growth and fixed mindsetsDavid Farrell
This document discusses fixed and growth mindsets. It introduces two students, Faith with a fixed mindset and Gordon with a growth mindset. Faith believes her abilities are static and avoids challenges, while Gordon believes abilities can be developed through effort and embraces challenges. The document explains growth mindset leads to higher long term achievement through continuous improvement, while fixed mindset can cause underperformance by avoiding hard work.
1) The document discusses five cognitive theories of motivation: self-efficacy, attribution, expectancy-value theory, goal-oriented theory, and self-determination theory.
2) These theories are interconnected and describe a cyclical process of motivation that learners experience.
3) The theories suggest that educators should acknowledge students' expectations and perceptions in order to scaffold learning and move students through the motivational cycle.
The document describes six effective learning strategies supported by cognitive psychology research: spaced practice, retrieval practice, concrete examples, elaboration, interleaving, and dual coding. For each strategy, the document explains how to implement it, points to consider, and includes references for further information. The strategies involve spacing out study over time, testing memory without notes, using real-world examples, making connections between ideas, switching between topics during study sessions, and combining words and visuals.
NSG3036 W2 ProjectResearch Template NameCite both articles r.docxvannagoforth
NSG3036 W2 Project
Research Template Name
Cite both articles reviewed in APA style:
***In the template, any direct quotes from the articles needs to only include the page number.
Week 2 Template
Quantitative Article
Qualitative Article
Summarize the two assigned articles. In a paragraph, describe in your own words what the study was about and what the researchers found.
Identify and describe the problem for each article
Identified the purpose statement for each article
Identified hypothesis and/or research questions depending on the methodology used in the articles.
After analyzing, discuss
each article’s significance to nursing practice.
Identify two details to support the study being quantitative or qualitative
Name:
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester?
Bring a copy of this with you to class next time we meet. We might / will use our responses to generate discussion and a list of things we can do to help us move toward and maintain a growth mindset.
Task 3: Review the draft of a paragraph or two you wrote before the class discussion next week. Revise these paragraphs if necessary and incorporate your thoughts on the mindset article in your Draft. Be sure to address the specific questions raised in Task 2.
Transforming Students’ Motivation to Learn Carol S. DweckWinter 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 t ...
NSG3036 W2 ProjectResearch Template NameCite both articles r.docxgibbonshay
NSG3036 W2 Project
Research Template Name
Cite both articles reviewed in APA style:
***In the template, any direct quotes from the articles needs to only include the page number.
Week 2 Template
Quantitative Article
Qualitative Article
Summarize the two assigned articles. In a paragraph, describe in your own words what the study was about and what the researchers found.
Identify and describe the problem for each article
Identified the purpose statement for each article
Identified hypothesis and/or research questions depending on the methodology used in the articles.
After analyzing, discuss
each article’s significance to nursing practice.
Identify two details to support the study being quantitative or qualitative
Name:
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester?
Bring a copy of this with you to class next time we meet. We might / will use our responses to generate discussion and a list of things we can do to help us move toward and maintain a growth mindset.
Task 3: Review the draft of a paragraph or two you wrote before the class discussion next week. Revise these paragraphs if necessary and incorporate your thoughts on the mindset article in your Draft. Be sure to address the specific questions raised in Task 2.
Transforming Students’ Motivation to Learn Carol S. DweckWinter 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 t.
Neuroeducation is an interdisciplinary field that combines neuroscience, psychology, and education to improve teaching methods and curricula. It is based on the concept of neuroplasticity, which is the idea that the brain can change and develop new connections throughout life. Neuroeducation aims to create interventions that positively impact the brain's structures to increase things like intelligence, memory, and attention. Key figures in the field like James Zull and Carol Dweck have conducted research on how concepts like experiential learning and growth mindsets can enhance learning by changing the brain's structures.
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.
This presentation was given at ACPI-TESOL Costa Rica in July 2016. I discuss the definitions of grit and growth mindset, and how it can be applied to SLA. I believe that grit and growth mindset help students persevere and succeed in their language learning.
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 ...
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 ...
Brainology Transforming Students’ Motivation to LearnBy Carol S.docxAASTHA76
Brainology: Transforming Students’ Motivation to Learn
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).
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 is when the academic work often gets much harder, the grading gets stricter, ...
Brainology Transforming Students’ Motivation to Learn .docxjackiewalcutt
This document summarizes Carol Dweck's research on student mindsets and motivation. She found that students who believe intelligence is fixed (fixed mindset) worry about their abilities and are afraid of challenges, while those who see intelligence as something that can grow (growth mindset) embrace challenges and persist in the face of setbacks. Praising students for effort rather than intelligence promotes a growth mindset and better academic performance over time. Dweck developed a computer program called Brainology to teach middle school students about the growth mindset and its benefits.
Promoting a growth mind set classroom ppt v2 (1)brucec10
This document provides strategies for promoting a growth mindset in the classroom. It discusses Carol Dweck's research showing that effort, not innate ability, is most important for success. Teachers should set high expectations for all students and encourage challenges, mistakes, effort, and perseverance. Formative feedback is important so students understand how to improve. Both students and teachers should be encouraged to adopt a growth mindset, accepting challenges and seeing intelligence as malleable rather than fixed. Teachers must be mindful of their own fixed mindsets and work to develop a growth-oriented approach.
Promoting a growth mindset in the classroom requires:
1. Having high expectations for all students and believing they can reach their full potential with effort. Teachers must provide appropriate challenges and encourage students to take risks.
2. Introducing students to the concept of a malleable brain and intelligence that can grow with effort over time. Students should be praised for their effort rather than their innate ability.
3. Actively encouraging mistakes as part of the learning process and creating a safe environment where students are not afraid to make mistakes or admit confusion.
Carol Dweck's research introduced the concepts of growth and fixed mindsets. A growth mindset believes abilities can be developed through effort, while a fixed mindset sees abilities as innate talents. The document discusses establishing a growth mindset culture in education. It provides tips for teachers like praising effort over intelligence, embracing mistakes as learning opportunities, and setting incremental goals to demonstrate growth. Both students and educators benefit from viewing challenges as a way to improve and valuing learning processes over immediate results.
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 ...
This document discusses creating a growth mindset classroom environment. It emphasizes that educators should have high expectations for all students and help students believe they can succeed through perseverance. A growth mindset classroom uses formative assessments, open-ended tasks, encourages risk-taking, and provides constructive feedback to support improvement. Explicitly teaching students about neuroplasticity and how their brains can change can boost perception, memory, intelligence and IQ over time with consistent practice. Developing hope and resilience in students is also important for promoting a growth mindset.
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
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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 ...
Don’t tell your kids that they are. More than three decades
of research show that a focus on effort—not intelligence or
ability—is key to success in school and in life
Why do we teach...Work in Schools? What is the theory that informs our practice?
This simple presentation presents some of reDesign's ideas about the purpose of education, the nature of intelligence, and the mystery of the learning process.
Brain-based learning teaches methods that are based on scientific research on how the brain learns. Teachers should understand brain development and how skills like working memory, planning, and attention develop over time. Strategies like giving directions one step at a time, including exercises that ask students to think about next steps, and practices like relaxation breathing can help promote student achievement by supporting the development of executive functions.
The document discusses the importance of effective teaching and how it impacts student achievement. It notes that students who had 3 years of very effective teachers scored much higher on achievement tests than students who had 3 years of very ineffective teachers. The document emphasizes that the knowledge and skills of teachers is the most important influence on student learning.
Gardner Versus Traditional Teaching Methods Rhetorical...Heidi Owens
- Professor Gardner argues that students should learn to understand important subjects and decipher unique situations rather than just memorize facts for standardized tests.
- He uses logical reasoning (logos) and references to his expertise and experience (ethos) to make his argument.
- Gardner establishes his credibility by referencing his work at Harvard and previous publications.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Carol S. Dweck
Mind-Sets
and
Equitable
Education
M
uch talk about equity in education is about bricks et al., 2007; Good et al., 2003; Aronson, Fried, &
and mortar—about having equal facilities and Good, 2002). Adopting a growth mind-set helps
equal resources. Those factors, although extremely those students remain engaged and achieve well,
important, are relatively easy to quantify. What even in the face of stereotypes.
may be harder to capture are the beliefs that
administrators, teachers, and students hold—beliefs that can have a Students’ Mind-Sets
striking impact on students’ achievement. To see the effect of mind-sets, my collaborators,
In my research, I have identified two sets of beliefs that people Lisa Blackwell and Kali Trzesniewski, and I fol-
can have about students’ intelligence (and that students can have lowed several hundred students in New York City
about their own intelligence). They may have a fixed mind-set, in during their difficult transition to seventh grade.
which they believe that intelligence is a static trait: some students We measured their mind-sets at the beginning of
are smart and some are not, and that’s that. Or they may have a the school year and monitored their grades over
growth mind-set, in which they believe that intelligence can be de- the next two years to see how they had coped
veloped by various means—for example, through effort and instruc- with the challenge. Despite their differing mind-
tion. A growth mind-set doesn’t imply that everyone is the same sets, students entered seventh grade with simi-
or that anyone could be Einstein, but it does imply that everyone’s lar mathematics achievement, but their grades
intellectual ability can grow—and that even Einstein wasn’t Einstein jumped apart in their first term and continued
before he put in years of passionate, relentless effort. to diverge over the next two years. The students
Recent research has shown that students’ mind-sets have a with the growth mind-set (those who believed
direct influence on their grades and that teaching students to have that intelligence could be developed) significantly
a growth mind-set raises their grades and achievement test scores outperformed their classmates who held a fixed
significantly (Blackwell, Trzesniewski, & Dweck, 2007; Good, Aron- mind-set. Why did this happen?
son, & Inzlicht, 2003). In addition, studies demonstrate that having a Because they believed that their intellect could
growth mind-set is especially important for students who are labor- be developed, students with a growth mind-set
ing under a negative stereotype about their abilities, such as Black or focused on learning, believed in effort, and were
Latino students or girls in mathematics or science classes (Blackwell resilient in the face of setbacks. Students with
26 Principal Leadership JA NU ARY 2 01 0 Copyright National Association of Secondary School Principals, the preeminent organization for middle level and high
school leadership. For information on NASSP products and service, visit www.principals.org.
2. Students perform better in school when they and their
teachers believe that intelligence is not fixed, but can be
developed.
Teaching students that intelligence can be “grown”
is especially powerful for students who belong to
typically stereotyped groups.
Growth mind-sets focus on
effort and motivate students
to overcome challenging
work.
a fixed mind-set, however, worried more about more they used it, the stronger it became. They also learned that
looking smart and not making mistakes, thought every time they stretched themselves to learn something new, their
that needing to make an effort to learn meant brain formed new connections and that over time they could be-
that their intelligence was deficient, and became come smarter.
discouraged or defensive in the face of setbacks Students were galvanized by the idea that the growth of their
because they believed that setbacks reflected limi- minds was under their own control. We will never forget one boy
tations in their intelligence. After receiving a poor who had always cut up with his friends. Upon hearing the growth
grade on a test, they said that they would consider mind-set message, he chased his friends away, looked up at us, and
cheating on the next test. In other words, their asked with great emotion, “You mean I don’t have to be dumb?”
logic was that if you don’t have ability, you have to We found that the students who had gotten training in study
find another way to succeed. It is no wonder that skills alone continued to show declining grades. They did not gain
having a growth mind-set, with its emphasis on the motivation to put their skills into practice. But the students in
hard work in the service of learning, led to higher the growth mind-set workshop showed a marked improvement in
grades than having a fixed mind-set, with all of the their grades. And teachers noticed the difference too. Although the
worries and defenses that deflect students from teachers did not know which students had attended which work-
applying themselves. shop, they singled out three times as many students from the growth
On the basis of those findings, we designed a mind-set group as from the control group for having shown clear
workshop to teach students a growth mind-set. changes in their motivation to learn—and they wrote extensively
We took a group of seventh graders who were about the changes they saw in homework, class attention, study
earning declining mathematics grades. Half of habits, and grades.
them attended eight sessions of a workshop that Other researchers, too, were finding that teaching a growth
taught them great study skills. This was the con- mind-set raised achievement test scores, as well as students’ invest-
trol group. The other half attended eight sessions ment in and enjoyment of school (Aronson et al., 2002; Good et al.,
of a workshop that taught both study skills and 2003). All of those findings made us eager to reach more students.
training in the growth mind-set. These students How could we bottle the growth mind-set and disseminate it more
learned that their brain was like a muscle: the widely? For this purpose, we developed a software program called
JA N UA RY 2 01 0 Principal Leadership 27
3. Messages That Promote a
Growth Mind-Set
We believe in your potential and are committed to
helping everyone get smarter.
We value (and praise) taking on challenges, exerting not only believe in fixed traits, but they also believe that they can
effort, and surmounting obstacles more than we value quickly and accurately judge those traits. This means that once they
(and praise) “natural” talent and easy success. have decided that someone is or is not capable, they are not very
Working hard to learn new things makes you smarter— open to new information to the contrary. And they may not mentor
it makes your brain grow new connections. people who they have decided are not capable.
School is not a place that judges you. It is a place where When teachers decide that certain students are not capable (or
people help your brain grow new connections. when principals decide that certain teachers are not capable), they
may not take steps to help them develop their potential. In a recent
study, we took people who had a fixed or growth mind-set and we
Brainology (www.brainology.us) to teach students asked them to respond to a seventh-grade student who had received
about their brains and the things they can do to a poor grade on the first mathematics test of the year. Those who
make them work better. Students perform all had a fixed mind-set comforted the student and told the student
kinds of experiments to see how stretching them- that not everyone could be good in mathematics.
selves to learn makes neurons in their brains form In sharp contrast, those who had a growth mind-set said that
the new connections that make them smarter. they knew that the student could do better, encouraged the student
We tested Brainology in 20 New York City to try harder, and gave the student specific suggestions for study and
schools and virtually every student (anonymously) learning strategies. For the educator with a fixed mind-set, learning
reported changing his or her ideas about learning is the students’ responsibility. If students don’t have what it takes,
and study habits. Most exciting, many reported so be it. But for the educator in a growth mind-set, learning is a col-
using the image of their neurons making new con- laboration in which the teacher has great responsibility.
nections to motivate themselves in school, saying It is essential for educators to communicate that they hold a
that they pictured their neurons forming new growth mind-set. Recently, we studied college sports teams. At the
connections when they paid attention in class and beginning of the year, we asked athletes to tell us how much they
that when tempted to not study, they rejected that thought their coaches believed success came from natural talent
idea on the grounds that new connections would and how much they thought their coaches believed success came
not be formed. from practice and hard work. The more that athletes thought their
coaches believed in hard work over natural talent, the better the
Educators’ Mind-Sets athletes did that year. Students know what educators value—they
Rheinberg (as cited in Dweck, 2007), a researcher pick up their messages and act on them.
in Germany, measured teachers’ mind-sets at In fact, adults are always sending messages that shape students’
the beginning of the school year. Some teachers mind-sets. For more than a decade, my collaborators and I have
believed that students had fixed intelligence and studied the effects of praising students’ intelligence as opposed to
that they, as educators, had no influence on their praising their effort (Mueller & Dweck, 1998). When adults praise
students’ basic intellectual capabilities. Other students’ intelligence after a student performs well, they send a
teachers believed that they could mold and en- fixed mind-set message: you’re intelligent and that’s what I value in
hance their students’ intellectual skills. Rheinberg you. When adults praise effort (or strategies), however, they send
then monitored the students’ achievement over a growth mind-set message: you can build your abilities through
the school year. He found that when teachers had effort.
a fixed mind-set, the students who had entered What happens when students have been praised for their intel-
their class as low achievers left as low achievers at ligence or their effort and then they encounter difficulty? The dif-
the end of the year. When teachers had a growth ferences are remarkable. Those who are praised for intelligence lose
mind-set, however, many of the students who had their confidence and motivation, their performance plummets, and
started the year as low achievers moved up and they are ashamed of their difficulty (almost 40% of them lie about
became moderate or even high achievers. Teachers their score). But those who are praised for effort remain undaunted
with a growth mind-set don’t just mouth the be- and their performance continues to improve. In fact, many of them
lief that every student can learn; they are commit- enjoy the challenge.
ted to finding a way to make that happen.
People with a growth mind-set don’t put Mind-Set and Stereotyping
people in categories and expect them to stay Teaching a growth mind-set seems to decrease or even close achieve-
there, but people with a fixed mind-set do. They ment gaps. When Black and Latino students adopt a growth mind-
28 Principal Leadership JA NU ARY 2 01 0
4. set, their grades and achievement test scores look more similar to REFERENCES
those of their non-stereotyped peers. When female students adopt Aronson, J., Fried, C. B., & Good, C. (2002). Reducing
a growth mind-set, their grades and achievement test scores in the effects of stereotype threat on African American col-
mathematics become similar to those of their male classmates. In lege students by shaping theories of intelligence. Journal
these studies, every group seemed to benefit from holding a growth of Experimental Social Psychology, 38, 113–125.
mind-set, but the stereotyped groups gained the most (Aronson et Blackwell, L., Trzesniewski, K., & Dweck, C. S.
al., 2002; Blackwell et al., 2007; Good et al., 2003). (2007). Implicit theories of intelligence predict achieve-
This makes sense. A negative stereotype is a fixed mind-set belief ment across an adolescent transition: A longitudinal
that certain abilities are inherent and that your group doesn’t have study and intervention. Child Development, 78, 246–263.
Dweck, C. S. (2007). Mindset: The new psychology of
them. If negatively stereotyped students have a fixed mind-set and
success. New York: Ballantine Books.
find themselves struggling, that stereotype may haunt and discour-
Good, C., Aronson, J., & Inzlicht, M. (2003). Improv-
age them. But if stereotyped students have a growth mind-set—even
ing adolescents’ standardized test performance: An
if they grant that their group may have underperformed histor-
intervention to reduce the effects of stereotype threat.
ically—they believe that through their effort and the support of
Applied Developmental Psychology, 24, 645–662.
educators they can develop their abilities. In that case, students may
Mueller, C. M., & Dweck, C. S. (1998). Intelligence
expect to struggle and not experience difficulty as insurmountable.
praise can undermine motivation and performance. Jour-
Teachers and administrators should send messages that intel- nal of Personality and Social Psychology, 75, 33–52.
ligence is fluid, and they need to hear such messages too. They need
to keep growing, especially in these challenging and changing times. Carol S. Dweck is the Lewis and Virginia Eaton Professor of
Thus, they, too, need permission to learn—the freedom to stretch Psychology at Stanford University. She has recently won the
themselves, make mistakes, and try again. Only in growth mind-set Klingenstein Award for Leadership in Education, the Ann Brown
Award for contributions to developmental psychology, the Donald
cultures, where teachers and administrators are encouraged to fulfill
Campbell Award in social psychology, and the E. L. Thorndike Career
their potential, will they be able to help their students fulfill their Achievement Award in educational psychology. She is the author of
potential in schools that are free of bias. PL Mindset: The New Psychology of Success (2007, Ballantine Books).
JA N UA RY 2 01 0 Principal Leadership 29