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.
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.
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.
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.
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.
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.
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.
Growth Mindset views intelligence and talent as qualities that can be developed over time. A “pure” growth mindset doesn’t exist, which we have to acknowledge in order to attain the benefits we seek. It is just about praising and rewarding effort.
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
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.
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.
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.
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.
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.
Growth Mindset views intelligence and talent as qualities that can be developed over time. A “pure” growth mindset doesn’t exist, which we have to acknowledge in order to attain the benefits we seek. It is just about praising and rewarding effort.
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
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.
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.
Introducing students with the growth mindsetMindset Works
Presentation made by Jennifer Maichin, from Mineola Middle School, NY, to introduce students with the growth mindset.
Learn more about Jennifer's experience, tips, and classroom activities at: http://grow.mindsetworks.com/cms/the-end-of-classroom-management
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.
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 Explosive Child: Summary CPS by Dr. Ross GreeneKathy Gregory
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.
You cannot succeed in today's work environment without creating structures that give you time to focus and be productive. In this SlideShare, you'll learn 3 steps for drawing good boundaries and a 4-step process for lovingly asserting them when others resist.
"The five dysfunctions of a Team" is a very powerful and popular model of Teamwork (or rather: Teamwork as it should not be) by Patrick Lencioni. This session will explain the model, how today’s agile processes already prevent those dysfunctions and moreover what you can do to overcome them.
Trying balance work, family, and life can be an elusive task. This presentation will discuss the work-life balancing act through understanding unbalance, personal health effects, and organizational impact. Strategies are discussed that lay the groundwork for finding personal work-life balance. Alternate ways of conceptualizing life balance are proposed, as well as an exercise to begin swinging the pendulum towards a more balanced and fulfilling life. This presentation is appropriate for those who are seeking life balance, as well as employers, supervisors and managers who are trying to retain and strengthen their workforce.
Presenter
Sandra B. Morissette, Ph.D.
Assessment Core Chief, Veterans Affairs VISN 17 Center of Excellence for Research on Returning War Veterans
Associate Professor, Texas A&M Health Sciences Center, College of Medicine
Actividades en torno a la canción "A juego con tus tirantes" del grupo español Cromática Pistona. Tema de la canción: crítica a las tribus urbanas en general. Vocabulario: la ropa y el aspecto físico. Niveles: B1-B2.
Lecture presented to Less Wrong Israel at the Googleplex, Tel Aviv.
Covers in brief some myths on neurobiology and comparative human neuroanatomy. Followed by a presentation on neuroplasticity - examples, regulation and potential future research.
All rights Reserved, Dan Ofer.
Provides a definition and overview of personal boundaries, including personal space and multicultural experiences. The benefits of boundaries as well as issues with the lack thereof is covered. Ways to establish and maintain healthy boundaries is covered. Digital boundaries for couples is discussed.
From "Transforming Elementary Education: An Evening with Sir Ken Robinson"
Overview of CFEE and introduction to Sir Ken Robinson at Curtis School on 4 Nov 2011
Thinking our capabilities are determined by past success or failure, leads to a way of thinking that psychologist Carol Dweck classified as a ‘fixed mindset.’ This is where we think ‘I’m not good at languages,’ or ‘I’m no good at technology,’ or ‘I’m not a natural authority figure,’ or ‘that’s just not the way things happen here.’ This kind of thinking is not open to change, but all learning requires being open to change.
In these slides, Denise Metzger will give theoretical and practical ideas on how to help teachers and managers move from a ‘fixed’ to ‘growth’ mindset to actively seek and excel in changing educational contexts, in order to learn new ways to be successful.
Thinking our capabilities are determined by past success or failure, leads to a way of thinking that psychologist Carol Dweck classified as a ‘fixed mindset.’ This is where we think ‘I’m not good at languages,’ or ‘I’m no good at technology,’ or ‘I’m not a natural authority figure,’ or ‘that’s just not the way things happen here.’ This kind of thinking is not open to change, but all learning requires being open to change.
In this presentation, Denise Metzger will give theoretical and practical ideas on how to help teachers and managers move from a ‘fixed’ to ‘growth’ mindset to actively seek and excel in changing educational contexts, in order to learn new ways to be successful.
A mindset refers to whether you believe qualities such as intelligence and talent are fixed or changeable traits.
People with a fixed mindset believe that these qualities are inborn, fixed, and unchangeable.
Those with a growth mindset, on the other hand, believe that these abilities can be developed and strengthened by way of commitment and hard work.
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 ...
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.
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.
SCHOOL MATTERS BrainologyTransforming Students’ .docxMARRY7
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 effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they
understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This i ...
Similar to #PSP2012 | Carol Dweck, "The Growth Mindset: Non-Cognitive Skills & Learning" (20)
Cultural Competence as Educational-Relational Thinking:
Bridging Learning & Community
#NAISAC 2015 | BOSTON, MA | FEB 27, 2015
PLEASE FEEL FREE TO SHARE WITH ATTRIBUTION TO:
Gene Batiste, Steven Jones, @RosettaLee, Alison Park, and/or @ChrisThinnes
Valerie Greenhill | CLO, EdLeader21 (Mod)
Josh Brody | Director, Sequoyah School
James Gibson | Superintendent, Castaic Union School District
Elizabeth McGregor | Head of School, Westridge School
Chris Thinnes | Division Head & Academic Dean, Curtis School
Ken Kay (EdLeader21), Bill Taylor (St. George's), and Chris Thinnes (Curtis School) discuss EdLeader21's 7 steps and share examples of transformative practice from public and private schools. From a panel at the NAIS Annual Conference, 2013.
AIMing for Inclusion with the NAIS Assessment of Inclusivity and Multiculturalism
NAIS People of Color Conference 2012
Houston, Texas
Sharoni Little, Monique Sherman, & Chris Thinnes
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
4. 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
11. #1
Fixed Mindset:
LOOK SMART AT ALL COSTS
Growth Mindset:
LEARN AT ALL COSTS
12. #2
Fixed Mindset : Effort is bad
IF YOU HAVE TO WORK HARD, YOU’RE
NOT SMART
Growth Mindset: Effort is good
WORKING HARD MAKES YOU
SMARTER
13. #3
IN THE FACE OF SETBACKS…
Fixed Mindset: It’s about you
GIVE UP, BECOME DEFENSIVE
Growth Mindset: It’s about learning
SHOW RESILIENCE
14. After Setback
Fixed Mindset:
“I’d spend less time on this subject from now
on.”
“I would try to cheat on the next test.”
Growth Mindset:
“I would work harder in this class from now on.”
Blackwell, Trzesniewski and Dweck, 2007
15. How Are Mindsets
Transmitted?
Mueller & Dweck, 1998; Kamins & Dweck,1 999; Cimpian, Arce,
Markman, & Dweck, 2007.
16.
17. Intelligence vs. “Process” Praise
• Fixed (vs. Growth) Mindset
• Non-learner vs. Learner!
In the face of difficulty:
• Not resilient
AND NEUROSCIENCE IS INDEED SHOWING HOW OUR BRAINS CAN GROW AND EVEN REORGANIZE WITH LEARNING
GRADES ARE A BY-PRODUCT OF LEARNING
THE FIXED MINDSET sabotages RESILIENCE
YOU CAN SEE HOW THIS WOULD LEAD TO DIFFERENCES IN MOT AND ACHIEVEMENT
HAVE YOU EVER PRAISED KIDS FOR THEIR INTELLIGENCE OR TALENT? THAT ’S WHAT THE SELF-ESTEEM MOVEMENT TOLD US TO DO
AND WE ’VE LEARNED HOW TO CHANGE STUDENTS’ MINDSET
EVERY TIME YOU WORK YOUR BRAIN HARD
EVERY TIME YOU STRETCH YOURSELF TO LEARN NEW THINGS, THE NEURONS IN YOUR BRAIN…
FORM NEW CONNECTIONS….
AND YOU GET SMARTER.
SKILLS ALONE ARE NOT ENOUGH; NEED A GROWTH MINDSET TO POWER THEM
With David Yeager and Dave Paunesku… NEED TO ARM THEM WITH A GROWTH MINDSET FOR THEM TO STICK TO THEIR LEARNING N = 288, Z = 2.87, p = .004
GROWTH MINSET PROGRAMS TRANSFORM THE MEANING OF EFFORT AND DIFFICULTY. INSTEAD OF FEELING DUMB, STUDENTS FEEL THEIR NEURONS GROWING NEW CONNECTIONS AND MAKING THEM SMARTER. CAN YOU FEEL THE DIFFERENCE?
I ’d like to end with a proposal: The more research shows us that human abilities are capable of growth, the more it becomes a basic human right for our children—ALL CHILDREN-- to be in schools that create that growth, that truly help them fulfill their potential.