This document provides strategies for promoting a growth mindset in the classroom. It discusses Carol Dweck's research showing that effort, not innate ability, is most important for success. Teachers should set high expectations for all students and encourage challenges, mistakes, effort, and perseverance. Formative feedback is important so students understand how to improve. Both students and teachers should be encouraged to adopt a growth mindset, accepting challenges and seeing intelligence as malleable rather than fixed. Teachers must be mindful of their own fixed mindsets and work to develop a growth-oriented approach.
Presentation materials for an educator inservice on growth mindsets. Includes background information, historical perspectives, a self-assessment, and strategies for assisting students in developing growth mindsets.
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.
Presentation materials for an educator inservice on growth mindsets. Includes background information, historical perspectives, a self-assessment, and strategies for assisting students in developing growth mindsets.
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.
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.
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.
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.
2017 Convene Canada AHP conference presentation on leadership. Some say that leaders make or break organizations and I say, having an organizational leader with a growth mindset is absolutely key to thriving in today's competitive environment.
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.”
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.
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.
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.
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.
2017 Convene Canada AHP conference presentation on leadership. Some say that leaders make or break organizations and I say, having an organizational leader with a growth mindset is absolutely key to thriving in today's competitive environment.
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.”
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.
Being a teacher, there can be nothing worse than coming across an unmotivated student. Come to think of it – All your effort to plan and prepare lessons can go waste if the student is not motivated to do better. Trying to encourage a student can often feel like trying to catch smoke with your bare hands. Teenagers are tough to motivate- every teacher remembers that one stubborn student in every class couldn’t be persuaded to move an inch! Or the ones who’d always do the opposite of what was told. And worst of all, the ones who’d mentally be on some other plane of existence entirely!
Over the past five years we have seen a significant consensus emerge from academics and the world of neuroscience in terms of what makes great teaching and learning. I am in the final stages of drawing together this research and will be publishing Great Lessons in 2017. The Powerpoint slides repeat my Diamond Lesson Plan which many of you will be familiar with but within a firmly evidence-based context. At a time of change in education we need to ensure that all can step forward. Great Lessons will address how we can assist all to achieve their full potential. Our greatest test as teachers is lift forward the dependent and directed learners and this is within our grasp with clear consistent, team strategies. You may book a Great Lessons CPD and/or its sister programme 'Great Learning' and the other CPD opportunities highlighted on the last slide by emailing bradley@collegnet.co.uk.
Over the past five years we have seen a significant consensus emerge from academics and the world of neuroscience in terms of what makes great teaching and learning. I am in the final stages of drawing together this research and will be publishing Great Lessons in 2017. The Powerpoint slides repeat my Diamond Lesson Plan which many of you will be familiar with but within a firmly evidence-based context. At a time of change in education we need to ensure that all can step forward. Great Lessons will address how we can assist all to achieve their full potential. Our greatest test as teachers is lift forward the dependent and directed learners and this is within our grasp with clear consistent, team strategies. You may book a Great Lessons CPD and/or its sister programme 'Great Learning' and the other CPD opportunities highlighted on the last slide by emailing bradley@collegnet.co.uk.
Keep your own passion alive in the face of mediocrity. These slides are full of examples of how to help your students realize they can succeed in learning language by recognizing strategies for success in learning. Your own passion will be rekindled by empowering your students.
Keep your own passion alive in the face of mediocrity. These slides are full of examples of how to help your students realize they can succeed in learning language by recognizing strategies for success in learning. Your own passion will be rekindled by empowering your students.
Power Of Growth Mindset: 9 Ways Of A Growth Mindset That Helps To Transform Y...Future Education Magazine
Here are 9 ways of a growth mindset that helps to transform your education: 1. Individuals with a growth mindset tend to 2. The Impact on Academic Performance 3. Fostering a Growth Mindset 4. Embracing Technology and Adaptability 5. Collaboration and Interdisciplinary Learning
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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?
2. ‘Set high standards & Expectations for all students, with the expectation &
belief that (with hard work and trying new strategies) every student will
reach them.’
Dr Dwecks’ research has proven that effort is more important than “talent” or “innate ability”.
Therefore, we must provide our students with sufficient challenge to push them beyond their
current limits and encourage them to move out of their comfort zone. Thus giving them
opportunities to reach their full potential.
We must have high expectations of all our students and must encourage them to
take a leap of faith, even if that means making mistakes and having to try again using
a different method.
Teachers’ attitudes directly affect their students’ learning and, ultimately, the grades
they get. A teacher who has high expectations of every student in his or her class will
reap the rewards: more students will rise to the challenge and succeed.
Many teachers think that lowering standards will give students a taste of success,
boost their self-esteem, and raise their achievement. But all the evidence suggests it
doesn’t work. Instead, it leads to poorly educated children.
3. Let students know that you are challenging them because you know that all of
them have the ability to meet those expectations. This will increase the motivation
of low attaining and low confidence students.
Examples:
- Use language that outlines high expectations. For example, when introducing a
new topic, you can tell your students, "This will be a challenging concept to
learn, but all of us can reach the goal. I want you to stretch yourself.”
- Write meaningful comments to your students containing very
specific feedback on ways in which their work can be improved.
Along with an explanation that you are providing it, because you
believe they have the capacity to develop a high level of skill in
that area.
4. During this module we have already explored the idea that the brain is malleable and that
through effort and learning it can develop and grow.
Introduce your students to the idea that the brain is malleable
and that intelligence is not fixed.
Sharing this idea with your students, opens up the possibility that with the
right attitude they can develop their own intelligence. This can have a very
positive impact on students developing a growth mind-set about their own
abilities.
Let your students read the article ‘You can grow your intelligence’. Discuss the article
together afterwards, let your students know that every time they work hard, try new
things and practice their brains are making new connections which make them smarter.
This is true even when students make mistakes.
5. “Praise, the chief weapon in their armory, is a powerful tool. Used correctly it can help
students become adults who delight in intellectual challenge, understand the value of effort,
and are able to deal with setbacks.” Dweck, C.S. (2000)
Give effective praise to motivate your students to learn.
Dr Dweck conducted research with hundreds of students. She gave each student a set of 10 problems to solve
from a non-verbal IQ test. Most of the students did well and when they’d finished, she praised some of the
students for their ability (“you got a high score, you must be smart”) and some for their effort (“you got a high
score, you must have worked hard”).
Dr Dweck concluded that praising ability actually lowered students’ IQs whereas praising effort
raised them. She also said that praising children’s intelligence harmed their motivation because,
although children love to be praised, especially for their talents, as soon as they hit a snag their
confidence goes out of the window and their motivation hits rock bottom. If success means they’re
smart, then failure means they’re dumb.
6.
7. There are no short cuts, hard work is the key to success. To grow and develop in your learning
you need to know what your strengths and weaknesses are. Students should be regularly
assessed and following this should be formative feedback. Thus enabling students to understand
where they are going wrong and the steps that they can take to make it right.
Use formative feedback: Tell children the truth, and give them the
tools to close any gaps.
Dedicate quality time in your lessons for students to act on this
feedback and to redraft work in order to improve upon it.
“If you believe you can develop yourself, then you’re open to accurate
information about your current abilities, even if it’s unflattering. What’s more, if
you’re oriented towards learning, you need accurate information about your
current abilities in order to learn effectively.”
Carol Dweck (2006)
8. Teachers must actively encourage their students to make mistakes, they must foster a safe and
secure environment in which making mistakes is not only accepted without criticism or humiliation,
but in which it is actively encouraged as evidence of effective learning and of getting better at
something.
Actively encourage your students to make mistakes.
We all have students that we know do not like to put up their hands to answer questions. They
have low confidence and are fearful of getting the wrong answer. We need to encourage these
students to let go of this fear and create a classroom where by students are eager to raise their
hands.
Develop an understanding with your students, that it is ok to make mistakes and that making mistakes is a
key part of learning and isn’t a sign of weakness. Furthermore, encourage students to raise their hand and
ask if they do not understand something.
9. Making mistakes can be a disheartening and painful experience. But mistakes do not define
you; They are problems to be faced and learnt from. We teach this by modelling it, by publicly
making mistakes and by making explicit our own implicit learning.
Don’t be afraid to point out you own mistakes. This shows that you
are emotionally intelligent and that even ‘intelligent’ adults make
mistakes.
When you introduce a new topic or assignment, tell students they should expect to
find some things confusing and to make initial errors. Ask student’s to share their
"best" mistake of the week with you, and what they learned from it (and do the same
yourself).
Students need to try new strategies and seek input from others when they’re stuck
11. Watch out for your own fixed mind-set.
Growth mind-set has gathered a lot of momentum recently. It is portrayed that an educator with a growth
mind-set is a must for effective learning to take place in the classroom.
“It was as though educators were faced with a choice: Are you an enlightened person who fosters
students’ well-being? Or are you an unenlightened person, with a fixed mindset, who undermines
them? So, of course, many claimed the growth-mindset identity. But the path to a growth mindset is
a journey, not a proclamation.” Carol Dweck 2015
Teachers who claim to have a growth mindset but do not follow it through with their actions in the
classroom, instill more of a fixed mindset in their students.
Carol Dweck (2015) states that as teachers we must acknowledge that we are all a mixture of both a growth
and a fixed mindset. If we are to move closer to a growth mindset; both in the way we think and the way we
teach, then we must be mindful of our fixed-mindset thoughts and actions in the classroom.
12. You are faced with a challenge or a setback in your teaching?
Dweck (2015) stresses that growth mind-set is a journey, we must carefully look out for our fixed-mindset triggers,
and begin to address them. Only then will we fully be able to develop a growth mindset.
Think about how you react in the following situations:
Your student’s aren’t listening or making progress?
Your are given criticism after a lesson observation?
Watch to see whether criticism brings out your fixed mindset.
You see an educator who’s better than you at something you value.
Do you become defensive, angry, or crushed instead of interested in learning from the feedback?
Watch for a fixed-mindset reaction when you face challenges
Accept those thoughts and feelings and work with and through them. And keep working with and through them
Anxious?
incompetent or defeated?
Do you look for an excuse?
13. Links to further reading & free resources:
Carol Dweck: Ways to praise
Carol Dweck: The Perils and Promises of Praise
Growth mind-set blog: The Best Resources On Helping Our Students Develop A “Growth Mindset
Brainiology: There are some excellent classroom resources available to download for free.
You will need to register for a free account to access them.
14. References:
Dweck, C. S. (2000) Self-theories: Their Role in Motivation, Personality, and Development: Psychology Press
Dweck, C. S. (2015) Revisiting Growth mindset: as cited on:http://www.edweek.org
Dweck, C. S. (2006) Mindset: The New Psychology of Success: Psychology Press