This document discusses Carol Dweck's research on fixed and growth mindsets. It explains that those with a fixed mindset believe intelligence is innate, while those with a growth mindset see it as something that can be developed through effort. Those with a growth mindset are more likely to embrace challenges and learn from mistakes. The document outlines three "mindset rules" and shows how praise focusing on effort rather than innate ability can foster a growth mindset in students. It also describes workshops teaching a growth mindset that led to increased motivation and better academic performance.

1. Mindsets
Scottish Learning Festival
23 September 2009

2. Learner or Non-learner?
“I don’t divide the world into the weak
and the strong, or the successes and the
failures… I divide the world into the
learners and non-learners.”
-- Benjamin Barber

6. How do we make sure our
students remain learners?

7. Mindsets Matter
Fixed Mindset: Intelligence is a fixed
trait
Growth Mindset: Intelligence is a
malleable quality; a potential that can
be developed
…Talent is a starting point

8. Mindsets Matter
• Which mindset is correct?
• Does a person hold the same mindset
in different life arenas?
• Can mindsets be changed?

9. How Do Mindsets
Work?
The Mindset Rules

10. Mindset Rule #1
Fixed Mindset:
LOOK CLEVER AT ALL COSTS
Growth Mindset:
LEARN, LEARN, LEARN

11. Looking Clever vs. Learning
Fixed Mindset Student:
“The main thing I want when I do my school
work is to show how good I am at it.”
Growth Mindset Student:
“It’s much more important for me to learn
things in my classes than it is to get the best
grades.”
Blackwell,Blackwell, TrzesniewskiTrzesniewski, &, & DweckDweck, 2007, 2007

12. Math Achievement
72
72.5
73
73.5
74
74.5
75
75.5
76
76.5
77
Fall Year
1
Spring Year
1
Fall Year
2
Spring Year2
Fixed
Growth
growth
fixed

13. Pre-Medical Students

14. Organic Chemistry Grades

15. Learners and Non-Learners in
Action
How do mindsets control our attention?
MangelsMangels, Butterfield, Lamb, Good &, Butterfield, Lamb, Good & DweckDweck, 2006, 2006

17. Question
“Who was the Union general
at the battle of Gettysburg?”
*
Person
types
answer
1.5 s 2 s
*
Correct
answer
1.5 s
Ability-Relevant
Feedback
Learning-Relevant
Feedback
1 s
Paying Attention to Learning
or

18. REFLECTION
Think about a time you were in a fixed
mindset and chose to be a non-learner.
What could you do differently in the future?

19. Mindset Rule #2
Fixed Mindset:
IT SHOULD COME NATURALLY
“To tell the truth, when I work hard at my school
work it makes me feel like I’m not very smart.”
Growth Mindset:
WORK HARD, EFFORT IS KEY
“The harder you work at something, the better
you’ll be at it.”

20. Do Geniuses Work--
Or Does it Just Come Naturally?

21. Mindset Rule #3
IN THE FACE OF SETBACKS…
Fixed Mindset:
HIDE MISTAKES
CONCEAL DEFICIENCIES
Growth Mindset:
CAPITALIZE ON MISTAKES
CONFRONT DEFICIENCIES

22. Deficiency Equals…

23. After Setback
Fixed Mindset:
“I’d spend less time on this subject from now
on.”
“I would try not to take this subject ever again.”
“I would try to cheat on the next test.”
Growth Mindset:
“I would work harder in this class from now on.”
“I would spend more time studying for the tests.”
Blackwell, Trzesniewski and Dweck, 2007

24. Fixed Mindset provides no recipe
for recovering from failures:
• Giving up, retreating to comfort zone
• Blaming others
• Trying to feel superior

25. Where Do Mindsets
Come From?
Our language tells students what we
believe and what we value

27. NonNon--Verbal IQ TestVerbal IQ Test

28. Messages About What We Value
• Intelligence Praise: “Wow, that’s a really
good score. You must be smart at this.”
• Effort (Process) Praise: “Wow, that’s a
really good score. You must have tried
really hard.”
Mueller & Dweck, 1998

29. Intelligence vs. Effort Praise
• Mindset: Fixed vs. Growth
• Goals: Looking smart vs. Learning
After Difficult Trial:
• Confidence: Low vs. High

30. Number of problems solved on
Trial 1 (before failure) and
Trial 3 (after failure).
4.5
5
5.5
6
6.5
Trial 1 Trial 3
Effort Praise
Control Praise
Intelligence Praise
NumberofProblemsSolved

31. Lying
Students who misrepresented their scores
0
0.1
0.2
0.3
0.4
Intelligence Control Effort
Type of Praise Given

32. What to Praise
• Effort, struggle, persistence despite
setbacks
• Strategies, choices
• Choosing difficult tasks
• Learning, improving

33. Low Effort Success: Yesterday
• Look, you got an A without really
working. You’re really good at math!
• You did that so quickly and easily. That’s
impressive!

34. Low Effort Success:Tomorrow
• You got an A without working. You must
not be learning much.
• You did that so quickly and easily. I’m
sorry I wasted your time. Let’s do
something you can learn from.

35. REFLECTION
What is one thing you could do differently in
your interactions with your students or staff
to foster a growth mindset?

36. Changing Mindsets

37. A Mindset Workshop
• Growth Mindset Group: 8 sessions of
study skills + the growth mindset.
• Control Group: 8 sessions of great study
skills.

41. Math Grades
(Blackwell, Trzesniewski, & Dweck)
2.2
2.3
2.4
2.5
2.6
2.7
2.8
Before After
Control
BraInology

42. Percent Showing Increased
Motivation
9
27
0
5
10
15
20
25
30
Control Growth

43. 5 Computer Modules
Teachers’ Guide
www.brainology.us

44. Brain Orb as Guide

45. Visit to Brain Lab

46. Mad Scientist

47. Brain Experiments

48. The Learning Brain

49. Have you changed your mind about
anything?
• My favorite thing from Brainology is the
neurons part where when u learn something
there are connections and they keep
growing. I always picture them when I’m in
school (khadija)
• Yes … I imagine neurons making
connections in my brain and I feel like I am
learning something. (biggie)

50. Conclusion
A growth mindset allows students to:
• Embrace learning and growth
• Understand the role of effort in creating
talent
• Maintain confidence and effectiveness in
the face challenges and setbacks
…and it can be taught.

51. One Final Note
A Growth Mindset for Educators Too
• As educators, we must constantly learn and
improve.
• Educators, too, need permission to learn and
make mistakes
• If we don’t fulfill our potential how can we
make our the students fulfill theirs?

52. Thank you!