Growth Mindset Powerpoint_web.pdf
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The document summarizes key points from videos and research on fixed and growth mindsets by Carol Dweck. It discusses how praising effort over talent and using words like "yet" can help cultivate a growth mindset where intelligence is seen as changeable and challenges are viewed as opportunities. The document contrasts a fixed mindset, where failure is seen as defining and intelligence is fixed, with a growth mindset where effort is valued and failure provides learning. It asks readers to consider how to adopt a growth mindset perspective in classrooms.
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This document discusses growth mindset versus fixed mindset. It defines growth mindset as the belief that basic abilities can grow through effort and persistence. It outlines four learning outcomes around identifying and developing a growth mindset. The document contrasts growth mindset, where effort is seen as necessary for mastery, with fixed mindset, where effort indicates a lack of ability. It encourages viewing failures and criticism as learning opportunities rather than reflections of fixed traits.
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Grit ppt (1)
The document discusses the concept of "grit", which involves impulse control, motivation, and perseverance. It references the marshmallow test which measures a child's ability to delay gratification. Researchers are interested in grit because it is linked to success, but also how to cultivate grit in children. Having a growth mindset, viewing challenges as opportunities to improve, is connected to developing grit. The document provides tips for parents and teachers to promote a growth mindset in kids, such as praising effort over innate ability and modeling a growth mindset themselves.
Motivation
This workshop aims to teach participants how to become self-motivated by taking control of their thoughts and actions. It explains that being self-motivated allows people to feel in control of their success instead of relying on others for motivation. The workshop teaches that everyone can learn to be motivated by focusing on the desired outcomes of tasks rather than seeing them as unpleasant. It encourages participants to replace excuses with positive thinking and to view their brain like a computer that will run whatever programs they input through their words. The workshop provides strategies for setting goals and making commitments to develop new habits over three weeks in order to gain self-motivation.
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What is growth mind set and the difference between fixed and growth mind set
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- 1. • Write down: • One thing you have always been good at • One think you think you’ll never be good at • One thing you weren’t good at, but became good at over time DO NOW
- 2. Video #1: A study on praise & mindsets Research by Carol Dweck, Professor of Psychology at Stanford University
- 3. • I am bad at maths! • I’m not as smart as they are. • I’ll never understand how to add fractions. • I’m going to fail the test.
- 4. • I am bad at… • I’m not as smart as... • I’ll never understand... • I’m going to fail…
- 5. • I am bad at… • I’m not as smart as... • I’ll never understand... • I’m going to fail… Fixed Mindset It might be uncomfortable noticing your fixed mindset for the first time – this is normal!
- 6. • The idea that our brain (neuro) can be molded (like plastic) • What we focus on and how we discipline our thoughts and attitudes encourages brain growth in those areas • New neural pathways are made Neuroplasticity
- 7. Videos #2 & #3: Fixed & Growth Mindsets
- 8. ● Was there anything in the videos that was surprising to you? ● Anything you had a reaction to? ● Are there any of your students who seem to be more open to taking on challenges or ones who shy away from challenges? ● What have you told yourself about their behaviour/other students’ behaviour in the past?
- 10. YET
- 11. • I am bad at maths! • I’m not as smart as they are. • I’ll never understand how to add fractions. • I’m going to fail the test.
- 12. • I am bad at maths! • I am not yet good at maths. • I’m not as smart as they are. • I’m not as smart as they are yet. • I’ll never understand how to add fractions. • I don’t understand how to add fractions yet. • I’m going to fail the test. • I’m not yet able to pass the test.
- 13. Fixed Mindset Growth Mindset Intelligence is fixed. Intelligence can change. Angered or discouraged by criticism. Active and responsive to criticism. Valuing the end result. Valuing the process. A desire for approval. Satisfaction from the growth along the journey. Failure. An opportunity to learn from your mistakes. Challenges. Opportunities.
- 14. Activity!
- 15. How can we adopt a growth mindset in our classrooms?
- 16. Number 1 Praise for effort, not for talent
- 17. Number 2 Use the word “yet”
- 18. Number 3 View challenges as opportunities
- 19. Number 4 Enjoy the journey, not the end result
- 21. “In one world, effort is a bad thing. It, like failure, means you’re not smart or talented. If you were, you wouldn’t need effort. In the other world, effort is what makes you smart or talented.” – Carol Dweck
- 22. Which world is the one we are building? “In one world, effort is a bad thing. It, like failure, means you’re not smart or talented. If you were, you wouldn’t need effort. In the other world, effort is what makes you smart or talented.” – Carol Dweck