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.
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.
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
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.
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
The power of believing that you can improve by Carol Dweck a visual summarySameer Mathur
Backed up by proven Scientific studies, Carol Dweck explains that Intelligence is Malleable.
Years of research provide concrete data that when we struggle with problems, we actually grow. When you grapple with problems, you make new neural connections which makes you smarter.
Carol Dweck states that “Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time” (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 1999, 2007).
Growth Mindset- What is growth mindset? What is difference between fixed mindset and growth mindset? How to develop growth mindset? Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
A one-page summary of the key differences between the fixed mindset and the growth mindset (concepts developed by Prof Carol Dweck from Stanford University).
Growth mindset has been shown to be significantly predictive of long-term success in a variety of areas, including acedemic success.
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.
Carol Dweck & Ross Greene - Framing How Kids Learnkawilson68
The mindset theories of Carole Dweck are presented in addition to the collaborative problem solving model promoted by Ross Greene. Both honour the idea that 'kids are doing the best with what they've got'. These are translated to the classroom and how feedback and assessment and help frame behaviours and help kids want to learn.
Mindset by Carol Dweck synthesized by Deepak JayaramanDeepak Jayaraman
Mindset is a book that has influenced me at multiple levels. Carol talks about having either a Fixed Mindset or a Growth Mindset as we think about parenting, relationships, leadership, sport and a host of other situations in life. The attached slides are my attempt at distilling the key lessons from the book.
Teachers need practical and quick-to-implement strategies to encourage their students to develop a growth mindset. Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice (“Math is hard, but if I keep trying, I can get better at it.”). Students with a growth mindset see mistakes as ways to learn, embrace challenges, and persist in the face of setbacks.
Students with a fixed mindset believe that their own intelligence and talent are innate traits that don’t change (“I just can’t learn math.”). These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks.
High-performing students and low-performing students may have either mindset. Whether or not students are aware of their mindset, a broad body of research has shown that what they believe about their own intelligence can affect their effort, engagement, motivation, and achievement as measured by test scores, school grades, passing rate in post-secondary education, and other metrics.
This presentation is one small piece of a growth mindset toolkit for educators (and parents) developed by Transforming Education. For more information, please visit: http://transformingeducation.org/growth-mindset-toolkit/
Mindset for Achievement: How to Boost Achievement and Fulfillment Through Min...BayCHI
Carol Dweck at BayCHI, May 11, 2010: Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. Dweck's research also shows that praising intelligence can harm motivation by creating a fixed mindset. People also tend to believe that talent alone creates success—without effort. They're wrong. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports.
Mindsets is the popular version of Self Theories and here the presentation is brought up-to-date using the term FIXED MINDSET instead of Entitiy Theorist and GROWTH MINDSET instead of Incremental Theorist
The Power of an Agile Mindset - Linda RisingAgileSparks
I've wondered for some time whether much of Agile's success was the result of the placebo effect, that is, good things happened because we believed they would. The placebo effect is a startling reminder of the power our minds have over our perceived reality. Now cognitive scientists tell us that this is only a small part of what our minds can do. Research has identified what I like to call "an agile mindset," an attitude that equates failure and problems with opportunities for learning, a belief that we can all improve over time, that our abilities are not fixed but evolve with effort. What's surprising about this research is the impact of an agile mindset on creativity and innovation, estimation, and collaboration in and out of the workplace. I'll relate what's known about this mindset and share some practical suggestions that can help all of us become even more agile.
Research on Success: Grit, growth mindset, and the marshmallow testSteve Lee
This professional development workshop takes 3 research studies (grit, growth vs fixed mindset, and the marshmallow test) and translates them into practical suggestions for students. This workshop was presented to incoming business school students at UC Davis' Graduate School of Management on Aug 29, 2014.
The power of believing that you can improve by Carol Dweck a visual summarySameer Mathur
Backed up by proven Scientific studies, Carol Dweck explains that Intelligence is Malleable.
Years of research provide concrete data that when we struggle with problems, we actually grow. When you grapple with problems, you make new neural connections which makes you smarter.
Carol Dweck states that “Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time” (Blackwell, Trzesniewski, & Dweck, 2007; Dweck, 1999, 2007).
Growth Mindset- What is growth mindset? What is difference between fixed mindset and growth mindset? How to develop growth mindset? Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
A one-page summary of the key differences between the fixed mindset and the growth mindset (concepts developed by Prof Carol Dweck from Stanford University).
Growth mindset has been shown to be significantly predictive of long-term success in a variety of areas, including acedemic success.
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.
Carol Dweck & Ross Greene - Framing How Kids Learnkawilson68
The mindset theories of Carole Dweck are presented in addition to the collaborative problem solving model promoted by Ross Greene. Both honour the idea that 'kids are doing the best with what they've got'. These are translated to the classroom and how feedback and assessment and help frame behaviours and help kids want to learn.
Mindset by Carol Dweck synthesized by Deepak JayaramanDeepak Jayaraman
Mindset is a book that has influenced me at multiple levels. Carol talks about having either a Fixed Mindset or a Growth Mindset as we think about parenting, relationships, leadership, sport and a host of other situations in life. The attached slides are my attempt at distilling the key lessons from the book.
Teachers need practical and quick-to-implement strategies to encourage their students to develop a growth mindset. Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice (“Math is hard, but if I keep trying, I can get better at it.”). Students with a growth mindset see mistakes as ways to learn, embrace challenges, and persist in the face of setbacks.
Students with a fixed mindset believe that their own intelligence and talent are innate traits that don’t change (“I just can’t learn math.”). These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks.
High-performing students and low-performing students may have either mindset. Whether or not students are aware of their mindset, a broad body of research has shown that what they believe about their own intelligence can affect their effort, engagement, motivation, and achievement as measured by test scores, school grades, passing rate in post-secondary education, and other metrics.
This presentation is one small piece of a growth mindset toolkit for educators (and parents) developed by Transforming Education. For more information, please visit: http://transformingeducation.org/growth-mindset-toolkit/
Mindset for Achievement: How to Boost Achievement and Fulfillment Through Min...BayCHI
Carol Dweck at BayCHI, May 11, 2010: Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. Dweck's research also shows that praising intelligence can harm motivation by creating a fixed mindset. People also tend to believe that talent alone creates success—without effort. They're wrong. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports.
Mindsets is the popular version of Self Theories and here the presentation is brought up-to-date using the term FIXED MINDSET instead of Entitiy Theorist and GROWTH MINDSET instead of Incremental Theorist
The Power of an Agile Mindset - Linda RisingAgileSparks
I've wondered for some time whether much of Agile's success was the result of the placebo effect, that is, good things happened because we believed they would. The placebo effect is a startling reminder of the power our minds have over our perceived reality. Now cognitive scientists tell us that this is only a small part of what our minds can do. Research has identified what I like to call "an agile mindset," an attitude that equates failure and problems with opportunities for learning, a belief that we can all improve over time, that our abilities are not fixed but evolve with effort. What's surprising about this research is the impact of an agile mindset on creativity and innovation, estimation, and collaboration in and out of the workplace. I'll relate what's known about this mindset and share some practical suggestions that can help all of us become even more agile.
Research on Success: Grit, growth mindset, and the marshmallow testSteve Lee
This professional development workshop takes 3 research studies (grit, growth vs fixed mindset, and the marshmallow test) and translates them into practical suggestions for students. This workshop was presented to incoming business school students at UC Davis' Graduate School of Management on Aug 29, 2014.
A growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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5. Why Mindsets?
• experience teaching in a post-graduate
program - 4 cohorts
• lack of interest/unmotivated
• little improvement in skills, no effort
• realization that it wasn’t the smartest
students who learned but the ones who
persevered despite failure and
challenges…
6. “Good evening Teacher, Today in the
cultural refection I got 50% . Respected ,
Teacher please tell me my mistakes so
that i will not repeat the same in next
assignment . You are very motivational
teacher as you told me my weak points
in writing . Now, I am doing good efforts
for overcome this. Thank you for this
from my core of my heart.”
7. Researching the Problem
Readings:
• motivation
• positive psychology (grit)
• neuroscience (growth mindset)
• education
• SLA (role of T in Ss motivation)
• growth mindset approach in 3rd cohort…
8. End of Semester Reflection
“Thank you for the book. It's been always your
words, which motivates me to work hard. I will
try to work hard and continue to put more effort
to improve my writing skills”.
“I am grateful. I will put my best efforts to get
good marks in future writings and will not
dissappoint you. I hope to get support, help and
encouragement from you”.
9. End of Semester Reflection
“Change in life is necessary and a positive
change is always better. In the end, I want to
say that “Efforts equals to Results”. I have a
positive attitude to learning. I love to gain
new experiences and knowledge (growth
mindset)”.
10. End of Semester Reflection
“I have a positive attitude to learning. I love to gain new
experiences and knowledge and a growth mindset”.
“I learnt through this that, although do many attempts,
but never give up as tiredness at the final end stage”.
“The biggest thing I realized on each step is efforts =
result. I am thankful to you for motivating and
encouraging me”.
12. GRIT
• leading grit researcher Angela Duckworth defines grit as
“perseverance and passion for long-term goals.”
• students with high levels of grit are more successful in
both academic and non-academic pursuits
• research in the area of grit suggests that IQ is not
necessarily a predictor of academic success however grit is
• “the gritty individual approaches achievement as a
marathon…his or her advantage is stamina”… and “stays
the course”
Is language learning is like a marathon or a sprint?
(Duckworth, Peterson, Matthews & Kelly, 2007)
14. Malleable Intelligence Theory
based on neuroscience
WE CAN GROW YOUR OWN
BRAINS
• Every time we work hard,
stretch ourselves and learn
something new, our brain
forms new connections and
over time we become smarter.
15. EXERCISE your brain and you WILL
get smarter
Dweck (2007) “a growth
mindset creates motivation
and resilience” and that
“the growth mindset
message appeared to
unleash students’
motivation”
16. Mindsets – Fixed vs. Growth
FIXED MINDSET:
People believe their
basic qualities, such as
intelligence and abilities
are fixed, and can't be
developed. “I’m not very
good at learning
grammar”.
GROWTH MINDSET:
People believe they can
develop their brain,
abilities, and talent. This
view creates a love for
learning, a drive for
growth and a resilience
that is essential for great
accomplishments
17. Talent vs Effort
FIXED MINDSET:
• Intelligent people are
born that way
• See further effort as
undermining their
genius
• Talent and intelligence is
everything
• Hard to cope with
setbacks
GROWTH MINDSET:
• Understands that no
matter what your natural
aptitude effort is
essential to improve and
achieve
• Persistently committed
and motivated
• I can get better with
effort and hard work
18. Responding to Setbacks/Failure
FIXED MINDSET:
• Avoids trying
something new
• Finds it extremely
hard to cope with
setbacks
• Seeks to blame
others for their
setbacks
GROWTH MINDSET:
• Setbacks highlight
issues/problems
that need to be
dealt with and
learnt from
• Actively seek out
learning
opportunities
19.
20. The Power of Yet
Dweck suggests using the
power of “yet”.
“You can’t dot it yet”.
21. How you want to appear to others
FIXED MINDSET:
• Respond poorly to
feedback from others
• Jealous of the success
of others
• Seek to put people
down
GROWTH MINDSET:
• Learn from criticism
and suggestions
• Seek strategies to
improve and develop
• Act on feedback
22. What about your students?
•Do you think that your
students have a fixed mindset
or a growth mindset?
•Can you give an example?
23. Growth Mindset and SLA
• Attaining the level of English required to study at
a post-secondary level requires language learners
to invest a significant amount of time and effort
over a long time
• Research in the area of SLA suggests that it takes
between ? to ? years to reach a level of language
competency in order to study at a post-secondary
level (Collier, 1987, Hakuta, Butler, and Witt,
2000)
24. GrowthMindset & SLA& Motivation
• Second language motivation is the driving force that enables
learners to expend continuous sustained effort (Moskovsky,
Alrabai, Paolini, & Ratcheva, 2012).
• Second language motivation is also relates to achievement and
without motivation even the most capable and competent
learners may be unable to accomplish their long term language
learning goals (Moskovsky et al., 2012).
• Unless motivation is maintained during the lengthy process of
second language learning, the tendency is often for learners to
lose sight of their goal which could result in a decrease in their
initial motivation (Celce-Murcia, Brinton, & Snow, 2014).
25. Teachers & Learner Motivation
• language learners can be successful if they are highly
motivated and learn in a supportive environment
(Marinova‐Todd, Marshall, & Snow, 2000)
• language instructors can play a significant role in
providing an environment that sustains students’
motivation (Moskovsky et al.)
• participants in this study ranked motivational strategies
such as the teacher recognizing students’ effort and
achievement and consistently encouraging students by
believing in their effort to learn and succeed
26.
27.
28. FEEDBACK
Learn from criticism and suggestions
Act on teacher feedback
STRATEGIES
Seek strategies to improve
Setbacks highlight issues/problems that
need to be dealt with and learnt from
EFFORT
Understand that no matter what your
natural aptitude; effort is essential to
improve and achieve
Persistently committed and motivated
I can get better with effort and hard work
GROWTH MINDSET ATTRIBUTES
29. “No matter what your ability is, effort
is what ignites that ability and turns it
into accomplishment.”
― Carol S. Dweck, Mindset: The New
Psychology Of Success
30. THANK YOU FOR ATTENDING.
I appreciate your participation and
interest.
31. References
Celce-Murcia, M., Brinton, D.M., & Snow, M.A. (2014). Teaching English as a second or foreign language. Boston, MN: National Geographic Learning
Collier, V.P. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21(4). 617-641. doi:10.2307/3586986
Duckworth, A.L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and
Social Psychology, 92(6), 1087-1101. doi:10.1037/0022-3514.92.6.1087
Duckworth, A. L., & Eskreis-Winkler, L. (2013). True grit. The Observer, 26(4), 1-3. Retrieved from
http://www.psychologicalscience.org/index.php/publications/observer/2013/april-
13/truegrit.html?utm_source=socialmedia&utm_medium=sociallinks&utm_campaign=twitter
Dweck, C. S. (2007). The perils and promises of praise. In K. Ryan & J. Cooper (Eds.), Kaleidoscope. Contemporary and classic readings in education
(pp. 34-39). Belmont, CA: Cengage Learning
Dweck, C. S. (2008). Brainology transforming students’ motivation to learn. Independent school, 67(2), 110-119. Retrieved from
http://www.nais.org/pubs/is.cfm
Dweck, C. S., & Master, A. (2009). Self-theories and motivation. Students’ beliefs about intelligence. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation at
school. New York: Routledge
Marinova‐Todd, S. H., Marshall, D. B., & Snow, C. E. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34(1), 9-34. doi:10.2307/3588095
Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of
second language acquisition. Language Learning. A Journal of Research in Language Studies. 63(1). 34-62. doi:10.1111/1467-9922.2012.00717.x
Hakuta, K., Butler, Y. G., & Witt, D. (2000). How long does it take English learners to attain proficiency? The University of California Linguistic Minority Research
Institute. Policy report 2000-1. Adolescence, 40, 503-512. Retrieved from https://escholarship.org/uc/item/13w7m06g