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mindset_presentation_for_teaching_adults (1).ppt
- 1. Mindset: The Psychologyof Mindset: The Psychology of Learning and Achievement Learning and Achievement
- 2. Mindset: The Psychology Mindset:The Psychology of Success of Success
- 3. Agenda Agenda Two mindsets Twomindsets Motivational framework supporting Motivational framework supporting mindsets mindsets Praise Praise The brain The brain Lasting change Lasting change Summary Summary
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- 5. Are people bornsmart? Are people born smart?
- 6. Prime Minister Prime Minister WinstonChurchill Winston Churchill REPEATED REPEATED a grade a grade during elementary during elementary school school He was placed in the He was placed in the LOWEST LOWEST division of division of the the LOWEST LOWEST class class
- 7. Composer Composer Beethoven’s teacher Beethoven’s teacher calledhim a called him a HOPELESS HOPELESS composer composer He wrote He wrote 5 5 of his of his greatest greatest SYMPHONIES SYMPHONIES while while DEAF DEAF
- 8. Writer Writer Leo Tolstoy Leo Tolstoydropped dropped out of college out of college He was described as He was described as both “ both “UNABLE UNABLE and and unwilling to unwilling to LEARN LEARN" "
- 9. Role models Role models … …. .Einstein's Einstein'steacher said that he was teacher said that he was ‘academically subnormal ‘academically subnormal’ ’ … …. .Michael Jordan's Michael Jordan's coach said that he coach said that he wasn’t more talented than other people wasn’t more talented than other people… … … ….. ..Walt Disney Walt Disney was told that he lacked was told that he lacked ‘creative imagination’ ‘creative imagination’
- 10. ‘ ‘People are made,not People are made, not born’ born’ The ‘growth mindset’ The ‘growth mindset’
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- 12. Mindset Mindset Related toyour belief about ability Related to your belief about ability Creates a whole mental world for Creates a whole mental world for you you to live in to live in Fixed Fixed mindset – ability cannot mindset – ability cannot change change Growth Growth mindset – ability can mindset – ability can change change (grow) (grow)
- 13. Set of 6studies of children Set of 6 studies of children Praised for Praised for effort effort Praised for Praised for ability ability goals goals 90% of the group 90% of the group created learning created learning goals goals 66% of the group 66% of the group created created performance performance goals goals enjoyment enjoyment continued continued decreased decreased persistence persistence continued continued decreased decreased performance performance improved improved declined declined lied about scores lied about scores one individual one individual 40% 40%
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- 15. Goals: Goals: are the thingswe aim for are the things we aim for
- 16. Goals: Goals: performance performance Thosewith a Those with a FIXED MINDSET FIXED MINDSET tend to create tend to create PERFORMANCE PERFORMANCE goals. goals. They believe that a person’s They believe that a person’s POTENTIAL POTENTIAL can can be be MEASURED MEASURED. . They aim to receive validation They aim to receive validation from others. from others. Receiving low marks mean that they are not Receiving low marks mean that they are not smart. smart. Both success and failure cause Both success and failure cause ANXIETY. ANXIETY.
- 17. Goals: Goals: learning learning Thosewith a growth mindset tend to create Those with a growth mindset tend to create LEARNING LEARNING goals. goals. The goal is The goal is MASTERY MASTERY and and COMPETENCE. COMPETENCE. Scores and marks reflect how people are doing Scores and marks reflect how people are doing NOW NOW and do not measure a person’s potential. and do not measure a person’s potential. Creating goals for learning has shown to Creating goals for learning has shown to INCREASE PERFORMANCE INCREASE PERFORMANCE and enjoyment and and enjoyment and decrease negative emotion. decrease negative emotion.
- 18. Responses: Responses: are how wereact to events are how we react to events
- 19. Response: Response: helpless helpless When facedwith failure or challenge, people with a When faced with failure or challenge, people with a FIXED mindset: FIXED mindset: do not pay attention to learning information do not pay attention to learning information get depressed, become get depressed, become de-energised de-energised and lose self- and lose self- esteem esteem denigrate their intelligence: ‘I am stupid’, they’ll denigrate their intelligence: ‘I am stupid’, they’ll think think under-represent past successes and over-represent under-represent past successes and over-represent failures (pessimism) failures (pessimism) explain the cause of events as something stable explain the cause of events as something stable about them. about them.
- 20. Response: Response: mastery mastery Payattention to learning information, and so Pay attention to learning information, and so do better on future tests. do better on future tests. Focus on what they are learning, rather than Focus on what they are learning, rather than focusing on how they feel. focusing on how they feel. Try out new ways of doing things. Try out new ways of doing things. Use self-motivating statements such as ‘ the Use self-motivating statements such as ‘ the harder it gets the harder I try’. harder it gets the harder I try’. When faced with tests which are impossible When faced with tests which are impossible to pass they will factor in other reasons and to pass they will factor in other reasons and not blame their intellect i.e. this test was not blame their intellect i.e. this test was beyond my ability for now. beyond my ability for now.
- 21. Effort: Effort: is it requiredfor success? is it required for success?
- 22. Effort Effort Those witha Those with a fixed fixed mindset mindset view effort as a view effort as a reflection reflection of of low low intelligence intelligence. . Hard work means ‘I don’t Hard work means ‘I don’t get it’, ‘I’m unintelligent get it’, ‘I’m unintelligent Effort = lack of ability Effort = lack of ability Those with a Those with a growth growth mindset see effort as a mindset see effort as a necessary part of necessary part of success success. . They They try harder try harder when when faced with a setback. faced with a setback. Effort = success. Effort = success. They use effort to They use effort to overcome overcome difficulty. difficulty.
- 23. Effort Effort People wereasked about intelligence and People were asked about intelligence and how much they thought it was down to effort how much they thought it was down to effort and how much they thought it was about and how much they thought it was about ability ability Intelligence=______% effort _______% ability Intelligence=______% effort _______% ability Fixed = 35% effort vs. 65% ability Fixed = 35% effort vs. 65% ability Growth = 65% effort vs. 35% ability Growth = 65% effort vs. 35% ability
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- 25. Strategies: Strategies: how to reachsuccess how to reach success
- 26. Strategies: Strategies: growth mindset growthmindset People adopting a growth mindset tend to People adopting a growth mindset tend to generate other, and new, ways to do things. generate other, and new, ways to do things. If one route doesn’t work they will try others. If one route doesn’t work they will try others. They will think ‘outside of the box’ to solve They will think ‘outside of the box’ to solve problems because they believe that they problems because they believe that they ‘can’. ‘can’.
- 27. Strategies: Strategies: fixed mindset fixedmindset Carol Dweck has found that students with a Carol Dweck has found that students with a fixed mindset keep using the wrong strategy fixed mindset keep using the wrong strategy when faced with a problem. when faced with a problem. Then they disengage from the problem. Then they disengage from the problem. Finally, they give up. Finally, they give up.
- 28. Praise Praise People arevery sensitive to the messages People are very sensitive to the messages they receive about themselves. they receive about themselves. The way we interact with young people can The way we interact with young people can foster either a growth or a fixed mindset. foster either a growth or a fixed mindset. Praise for effort v. praise for ability. Praise for effort v. praise for ability.
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- 30. Praising for ability(e.g. talent or Praising for ability (e.g. talent or intelligence) intelligence) Can change a young person’s mindset from Can change a young person’s mindset from growth to fixed. growth to fixed. Encourages young people to create Encourages young people to create performance goals performance goals and display a and display a helpless helpless response response when faced with challenges. when faced with challenges. Encourages young people to Encourages young people to lie lie about scores. about scores. Undermines Undermines motivation and willingness to motivation and willingness to take risks. take risks.
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- 32. Praise for effort Praisefor effort Encourages people to adopt a growth Encourages people to adopt a growth mindset. mindset. Encourages people to create learning Encourages people to create learning goals goals and display a mastery response and display a mastery response when faced when faced with setback. with setback. Increases motivation and success. Increases motivation and success.
- 33. Praise is nota villain Praise is not a villain
- 34. Good feedback isimportant Good feedback is important Constructive criticism is necessary if we want Constructive criticism is necessary if we want people to develop and learn. people to develop and learn. Praise is not a villain – praising for the effort Praise is not a villain – praising for the effort and the process will help the person become and the process will help the person become more motivated and ultimately more resilient. more motivated and ultimately more resilient.
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- 37. The body inthe brain The body in the brain A homunculus is used to A homunculus is used to describe the relative describe the relative amount of space our body amount of space our body parts occupy in the brain. parts occupy in the brain. In a model of motor In a model of motor functions, some parts are functions, some parts are much bigger because we much bigger because we use them much more, or use them much more, or with more accuracy. with more accuracy.
- 38. The morewe use a part The more we use a part of our body, the more of our body, the more space our brain needs space our brain needs to control or interpret it. to control or interpret it. In fact, by learning the In fact, by learning the brain may have to brain may have to change the space it uses change the space it uses to account for new to account for new abilities. abilities. The body in the brain The body in the brain
- 39. People whoplay music People who play music have been found to have have been found to have auditory centres that are auditory centres that are BIGGER than normal. BIGGER than normal. The ‘sound’ area of their The ‘sound’ area of their brain grew through brain grew through practising their music. practising their music.
- 40. Evidence from neuroscience Evidencefrom neuroscience Rats in a rich environment have heavier Rats in a rich environment have heavier brains, by 10%, than those in a boring brains, by 10%, than those in a boring environment. environment. Taxi drivers have bigger areas which deal with Taxi drivers have bigger areas which deal with 3D space – the hippocampus - than non-taxi 3D space – the hippocampus - than non-taxi drivers. drivers. Musicians have a larger auditory cortex. Musicians have a larger auditory cortex.
- 41. All of theareas of the brain All of the areas of the brain … …like sound, communication, problem-solving… like sound, communication, problem-solving… are made of cells called are made of cells called NEURONS NEURONS They transmit information all around the brain. They transmit information all around the brain.
- 42. Neurons pass information Neuronspass information through CONNECTIONS through CONNECTIONS with other neurons at with other neurons at SYNAPSES SYNAPSES
- 43. Learning helps ourneurons GROW. Learning helps our neurons GROW. The more we learn, the more connections they The more we learn, the more connections they make. make.
- 44. People with largeauditory areas in their brain People with large auditory areas in their brain grew lots more neuron connections in the grew lots more neuron connections in the sound area through lots and lots of practice. sound area through lots and lots of practice.
- 45. Final proof? Babiesaren’t Final proof? Babies aren’t stupid! They grow stupid! They grow connections. connections. The brain must develop billions of connections: every green dot is a junction between one nerve and another
- 46. Lasting change Lasting change Dweck suggests that we need to present young Dweck suggests that we need to present young people with information on the brain and its people with information on the brain and its huge potential. Including how the brain learns. huge potential. Including how the brain learns. Praise for strategies, effort and processes rather Praise for strategies, effort and processes rather than for intelligence or ability. than for intelligence or ability. Positive stories provide people with role models Positive stories provide people with role models of those individuals who have succeeded of those individuals who have succeeded because of a growth mindset. because of a growth mindset. Writing about your growth mindset experiences, Writing about your growth mindset experiences, in order to convince others, will deepen your in order to convince others, will deepen your own growth mindset. own growth mindset.
- 47. Summary Summary A growthmindset helps people to be A growth mindset helps people to be motivated and to succeed. motivated and to succeed. A growth mindset can be learnt. A growth mindset can be learnt. We can foster a growth mindset in others by We can foster a growth mindset in others by the type of feedback we give and by teaching the type of feedback we give and by teaching them about the brain’s huge potential. them about the brain’s huge potential. Role models give people evidence of the Role models give people evidence of the growth mindset in action. growth mindset in action.
- 48. The Centre wouldlike to thank the The Centre would like to thank the Scottish Government for their Scottish Government for their support in helping to produce this support in helping to produce this resource. resource.