The document discusses the concept of mindsets and how they impact learning and achievement. It introduces the ideas of fixed mindset, which sees abilities as static, and growth mindset, which sees them as developable. Students Faith and Gordon are used to illustrate these concepts. The document then discusses research showing how mindsets can be changed and the benefits of growth mindset. It relates these ideas to games-based learning, proposing that play shares characteristics with growth mindset and that games may promote this beneficial state of mind.
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.
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.
Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
Growth mindset- “challenges are exciting rather than threatening”
www.rajeevelt.com
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.
Linda rising - the power of an agile mindsetMagneta AI
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.
The Ironic Secret to Grit (What to do when Willpower Fails)David Palank
Willpower is a finite resource. This slide deck describes what scientists know about willpower, grit, and the ironic secret to become more resilient. (Hint: It's Habits)
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
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.
Creative Problem Solving w Emergenetics ReflectionsJohn Yeo
A compilation of how Creative Problem Solving is best designed for teachers to experience their own journey of facilitating for creativity in the classroom with different thinking tools to enhance Creativity. Emergenetics was the chosen profiling instrument to help teachers themselves situate their own understanding and behaviour of what creativity meant to them. They first experience how their energy generated for the 7 thinking and behavioural attributes (i.e. Social, Conceptual, Analytical, Structural, Expressiveness, Assertiveness, Flexibility) allow them to value what is creative. Thereafter the participants are grouped based on the Emergenetics concept of Whole Emergenetics (WE) team to harness different perspectives and values to design for a truly innovative process of teaching and learning. This professional learning course is designed by John Yeo, National Institute of Education, Singapore.
Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University-Growth mindset- “the people who maybe didn’t have an image to uphold, didn’t feel the weight of other people’s expectations, and just followed their passions and developed their abilities.”
Growth mindset- “challenges are exciting rather than threatening”
www.rajeevelt.com
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.
Linda rising - the power of an agile mindsetMagneta AI
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.
The Ironic Secret to Grit (What to do when Willpower Fails)David Palank
Willpower is a finite resource. This slide deck describes what scientists know about willpower, grit, and the ironic secret to become more resilient. (Hint: It's Habits)
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
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.
Creative Problem Solving w Emergenetics ReflectionsJohn Yeo
A compilation of how Creative Problem Solving is best designed for teachers to experience their own journey of facilitating for creativity in the classroom with different thinking tools to enhance Creativity. Emergenetics was the chosen profiling instrument to help teachers themselves situate their own understanding and behaviour of what creativity meant to them. They first experience how their energy generated for the 7 thinking and behavioural attributes (i.e. Social, Conceptual, Analytical, Structural, Expressiveness, Assertiveness, Flexibility) allow them to value what is creative. Thereafter the participants are grouped based on the Emergenetics concept of Whole Emergenetics (WE) team to harness different perspectives and values to design for a truly innovative process of teaching and learning. This professional learning course is designed by John Yeo, National Institute of Education, Singapore.
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 ...
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.
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.
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.
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.
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.
Cognitive Walkthrough for Learning Through Game Mechanics at ECGBL13David Farrell
This presentation supports my paper at ECGBL13.
The central idea to the presentation is that making serious games that are reliably able to achieve their goal is really hard.
Good theory tends to be at a very high level, whereas game design happens on a day to day basis at a much lower level.
We need procedures and processes that can help designers bridge the gap between theory and practice.
Cognitive Walkthrough is a well established UI process that helps UI designers to correct their mistaken assumptions and biases by scaffolding their thinking - but there is nothing magical about UI design.
All interaction design requires the designer to think "like" another type of user.
So I'm arguing that we should adapt Cognitive Walkthrough to support our game designers, particularly serious game designers.
I also present one adaptation of Cognitive Walkthrough and use it to evaluate why very similar sections of one educational game differed greatly in their success.
Alchemy Vs Chemistry: The Emperor's New Serious Game (Pecha Kucha)David Farrell
From my 6 minute IGDA Scotland talk.
Basic idea is too much (serious) game design is reinventing the wheel, based on rumour, speculation and it isn't good enough.
We need to be evidence based. We need to share practice and we need design technique support to leave the alchemic approaches behind and become more dependable as designers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• 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.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
9. Fixed Mindset
• Believe that intelligence is static
• you ‘are the way you are’
• Still desire a positive self image
• but they have a different approach to
achieving that than the Gordon’s
• Motivated to ‘get a good mark’ over
improving one’s abilities
10. Fixed Mindset
• Avoid challenges
• Easily give up when facing obstacles
• Dislike criticism
• Threatened by success of others
13. Growth Mindset
• Believe that intelligence can be developed
• The brain is like a muscle that can be
trained
• abilities reflect time and effort
• motivated to improve abilities over ‘getting
a good mark’
14. Growth Mindset
• Challenges are embraced
• Obstacles do not discourage
• Effort is the path to success
• Criticism and feedback welcome
• Less jealous of success
15. Growth Mindset
• Ultimately, people with a growth mindset
achieve more over the long term because
they continuously improve
18. Mindset
• That’s why the terms are Growth and Fixed
MINDSET
• The way you intrinsically believe the world
works (the human works) determines your
behaviour.
19.
20.
21. Example 1
• 2001 study by Aronson et al
• Earlier research showed that negative
stereotypes impugning black students’
intellectual ability is tied to
underperformance when compared to
white students.
22. Example 2
• Blackwell, Trzesniewski and Dweck, 2007
• Two studies looking at the role of implicit
theories of intelligence in adolescents
• Study 1 - 373 7th graders observed over 2
years
• Study 2 - intervention with 48 7th graders
(control = 43)
23. Example 3
• Heyman, G.D., Martyna, B. and Bhatia, S.,
2002
• 238 college engineering students - looking
at gender differences
24.
25. Double Edged Sword
• It isn’t as simple as ‘teach growth mindset
and students improve’
• It is possible for courses to foster a fixed
mindset by default!
26. • Cutts et al (2010) and Rogerson & Scott
(2010) both show evidence that the nature
of programming courses can actual reduce
growth mindset.
• That is - over time - students (as a body)
trend towards having a fixed mindset when
studying introductory programming.
27. Cutts (2010)
• Particularly interesting
• 3 interventions intending to promote a
growth mindset in 1st year students
• By week 6, showed enough of an impact to
roll out across entire student body
• Needed to be taught but ALSO
REINFORCED
29. • A belief that intelligence can grow, and is
malleable, that performance is the result of
hard work, will behave in a way that results
in greater effort being applied and
ultimately will achieve higher - throughout a
whole academic career and beyond.
30. • A belief that intelligence is ultimately fixed
and that you are good at what you are
good at will lead to behaviours consistent
with that - avoiding obstacles and ultimately
failing to engage in hard work which can
lead to a lower attainment.
31. • It is possible (although perhaps, not easy)
to change one’s mindset.
33. Jesper Juul
• Examined role of failure in games
• Found it NECESSARY to enjoyment
• Players preferred to feel responsible
• Growth is ‘the core attraction of
videogames’
34. Huizinga
• Magic Circle
• What happens in the game stays in the
game.
• By definition, play is ‘outside’ the real
world.
35. Affective impact of GBL
• Play may be a state of mind - that shares
characteristics with a growth mindset.
• On of the benefits of using GBL may be
that is promotes this state of mind.
• This is something I'm planning on exploring
further.
36. References
• Aronson, J., Fried, C.B., & Good, C. ‘Reducing stereotype threat and boosting academic achievement
of African- American students: The role of conceptions of intelligence’, Journal of Experimental Social
Psychology, 38, 113-125, 2002.
• Blackwell, L.S., Trzesniewski, C.H., Dweck, C.S. Implicit Theories of Intelligence Predict Intelligence
across an Adolescent Transition: a Longitudinal Study and an Intervention, Child Development, 78(1),
246-263, 2007.
• Heyman, G.D., Martyna, B. and Bhatia, S. Gender and Achievement-related beliefs among engineering
students. Journal of Women and Minorities in Science and Engineering, 8:41-52, 2002.
• Cutts, Quintin, Emily Cutts, Stephen Draper, Patrick O’Donnell, and Peter Saffrey. “Manipulating
mindset to positively influence introductory programming performance.” In Proceedings of the 41st
ACM technical symposium on Computer science education, 431–435. SIGCSE ’10. New York, NY,
USA: ACM, 2010.
• Rogerson, C., and E. Scott. “The Fear Factor: How It Affects Students Learning to Program in a Tertiary
Environment.” Journal of Information Technology Education 9 (2010).
• Juul, J. âFear of Failing? The Many Meanings of Difficulty in Video Games. In The Video Game Theory
Reader 2, edited by Mark J P Wolf and Bernard Perron, 2:237-252. New York, USA: Routledge, 2009
• Huizinga, Johan. Homo Ludens: a study of the play element in culture. The Beacon Press, 1950.
Editor's Notes
affective / emotional side of learning\none might ask - "what emotional side?"\n\nMy argument (in general) is that there is something special about play that can help manage a learner's emotions such that they may experience a successful learning experience.\n
My PhD isn’t yet fully fleshed out\nAlso, it’s a big topic\nAffective GBL == young\nOutside concept \n
The concept of mindsets is really interesting and I think there is a parallel the play experience and the non-gamey concept of mindsets.\n
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Easily Frustrated by error messages\nDespite help, still has errors\nSeems almost angry when she struggles\nSeems uncomfortable with problems she doesn’t understand\nWhen paired with an able partner, lets the partner do most of the work\nObject is to COMPLETE the exercise and get the mark, even is she doesn’t learn much in the process\n
Gordon was high attainer at school and expected to excel at uni.\nHis first few tests were poor and he barely scraped a pass.\nHowever, instead of quitting, he dug his heels in and engaged with reading and homework\nHe asked questions and when he got compiler errors, calmly and deliberately engaged with each one\nAccepted help when studying and when paired with more able students, asked about process of getting result rather than letting partner answer for both.\n
Both of these characters are fictional - but they each represent a fundamentally opposing world view.\n
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By definition a challenge is hard - so rather than risking failing and impacting their self-image, they may avoid challenges and stick to what they KNOW they can do well.\nThey IGNORE or GET ANGRY when receiving negative feedback - fixed mindset means any criticism is a CRITICISM OF YOU\nSuccess is seen as a benchmark by which they may not look good\nThey may look for ways of putting other person down “ah, but did you know THIS?”\nJealousy of students who are fast\n
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You know you’ll come out stronger after facing a challenge\nSelf image is not tied to success - failure is an opportunity to learn\nWhere effort is a sign of weakness to fixed, it is fundamental and necessary for success in growth\nCriticism and feedback are useful sources of information\nwhich doesn’t mean they never get offended when criticised\nrather that the feedback isn’t about THEM AS A PERSON - but their current abilities\nSuccess is not a zero-sum game - and is a source of inspiration and information\n
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Important to notice\nThis IS NOT about ability \n
Important to notice\nThis IS NOT about ability \nAchievement is instead tied to a way of believing HOW THINGS WORK\n
Performance is tied to effort rather than intelligence\n
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The term Mindsets was coined by Carole Dweck as a concept that encapsulates over 30 years of research into why some people exel and some don’t.\nThis kind of work has been termed self-image or self-efficacy and there is a body of work to support it.\n
This earlier finding holds across socio-economic groups.\nThey performed an intervention that encouraged the view that intelligence is malleable.\n3 sessions advocating this view in their intervention.\nWere able to create an “Enduring and beneficial change in their own attitudes about intelligence. This change improved their academic performance to a significant degree”\n
Study 1 - a malleable view predicted an upward trajectory in grades over 2 years where a belief that intelligence is fixed predicted a flat trajectory.\nStudy 2 - intervention - taught a growth mindset. Experimental group showed an upward trajectory - control group a downward trajectory.\n
Found that women were more likely to identify with a fixed ability mindset. \nWomen more emphasis on extrinsic factors of success\nThis belief was associated with poorer performance AND a tendency to drop classes when faced with difficulty.\n
These studies (and others) don’t JUST show a link between mindset and attainment.\nThey show you can CHANGE mindsets\nMindset can be thought of as a motivation framework. \nChanging a student’s mindset can lead to a behaviour change and ultimately improvement.\n
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Originally planned as a 24 week intervention\nTaught mindset in 4 15 minute sessions\nReminded with rubric at point of feedback.\n
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I'm not sure how obvious this is to everyone else but it seems very relevant to me because I see parallels in the mindset concept and what it means to 'play'.\n
Ludologist Jesper Juul examined the role of failure in games and found that failure was NECESSARY to enjoyment in games. Player PREFERRED games where they felt responsible for failure. Failure is more than the contrast of winning, "rather failure is central to the experience of depth in a game, to the experience of improving skills".\n\nHe argues that GROWTH is "the core attraction of video games" (a similar idea to what Nicole Lazzaro calls "hard fun" and what McGonigal calls "eustress")\n\n
what I think may be happening is that playing games offers a kind of outside space - a space in which we leave our fixed mindset at the door - and engage in a play-delimited kind of growth mindset. \n\nPeople think that they are 'just playing' and therefore expect to improve their skills, expect to get better with effort, and thus are more willing to engage in tackling difficult challenges.\n\n\n
From this, one of the main benefits of using games as an educational tool may be simply that play can temporarily convert someone who is normally fixed into having a growth mindset for the duration of the play experience.\n\n