Succeed through your failures ABRCMS 2013Steve Lee
Succeed through your failures: Learning to fail productively
Workshop at the national ABRCMS (Annual Biomedical Research Conference for Minority Students) conference in 2013
Succeeding through your Failures: Learning to fail productively. This workshop was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
Critical Thinking course at Strathmore University is a core Unit and hence a requirement for graduation. This slides were used for the first class hence a lot of focus is on course content and and a little part of topic one.
Succeed through your failures ABRCMS 2013Steve Lee
Succeed through your failures: Learning to fail productively
Workshop at the national ABRCMS (Annual Biomedical Research Conference for Minority Students) conference in 2013
Succeeding through your Failures: Learning to fail productively. This workshop was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
Critical Thinking course at Strathmore University is a core Unit and hence a requirement for graduation. This slides were used for the first class hence a lot of focus is on course content and and a little part of topic one.
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
As humans we think all the time because we possess the ability and capacity to do so. However, it is not all types of thinking that is productive or relevant to our own very existence. Although we have the natural abilities to think as humans, this mental ability is an art and a craft. Consequently, the art of correct thinking can be acquired through learning.
There are several different types of thinking such as: creative thinking, design thinking, innovative thinking, positive thinking, and of course critical thinking. For the purpose of this course, we will concentrate on critical thinking.
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
Stuart Lane takes saying sorry seriously. Seriously seriously. To the extend he's nearly finished his PhD on it. Listen to this fantastic talk, watch the slides and add comments your comments on www.intensivecarenetwork.com.
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Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
This was presented at Lean Kanban Central Europe 2015 (#LKCE15) and focused on how we develop a learning mindset, how adult learners learn in order to promote a growth mindset, and how to influence employees towards a learning mindset.
Presentation I delivered at Stern School of Business/NYU on Nov 21, 2013. Describes my multiple careers, impact of technology on all disciplines and guidance for how today's learners can be successful in the global borderless workplace: antenna, network and brand.
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
As humans we think all the time because we possess the ability and capacity to do so. However, it is not all types of thinking that is productive or relevant to our own very existence. Although we have the natural abilities to think as humans, this mental ability is an art and a craft. Consequently, the art of correct thinking can be acquired through learning.
There are several different types of thinking such as: creative thinking, design thinking, innovative thinking, positive thinking, and of course critical thinking. For the purpose of this course, we will concentrate on critical thinking.
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
Stuart Lane takes saying sorry seriously. Seriously seriously. To the extend he's nearly finished his PhD on it. Listen to this fantastic talk, watch the slides and add comments your comments on www.intensivecarenetwork.com.
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
This was presented at Lean Kanban Central Europe 2015 (#LKCE15) and focused on how we develop a learning mindset, how adult learners learn in order to promote a growth mindset, and how to influence employees towards a learning mindset.
Presentation I delivered at Stern School of Business/NYU on Nov 21, 2013. Describes my multiple careers, impact of technology on all disciplines and guidance for how today's learners can be successful in the global borderless workplace: antenna, network and brand.
An updated version of my presentation describing skills needed to be successful in a communications role at a large company in 2015 - delivered at Fairfield University, Fairfield, CT - September 29, 2014
CONTENTS
Cover Page
Title Page
Introduction
1. HE MINDSETSWhy Do People Differ?What Does All This Mean for You? The Two
MindsetsA View from the Two MindsetsSo, What’s New?Self-Insight: Who Has Accurate Views
of Their Assets and Limitations?What’s in Store
2. NSIDE THE MINDSETSIs Success About Learning—Or Proving You’re
Smart?Mindsets Change the Meaning of FailureMindsets Change the Meaning of
EffortQuestions and Answers
3. HE TRUTH ABOUT ABILITY AND ACCOMPLISHMENT Mindset and School
AchievementIs Artistic Ability a Gift?The Danger of Praise and Positive LabelsNegative Labels
and How They Work
4. PORTS: THE MINDSET OF A CHAMPION The Idea of the
Natural“Character”What Is Success?What Is Failure?Taking Charge of SuccessWhat Does It
Mean to Be a Star?Hearing the Mindsets
5. BUSINESS: MINDSET AND LEADERSHIPEnron and the Talent
MindsetOrganizations That GrowA Study of Mindset and Management DecisionsLeadership and
the Fixed MindsetFixed-Mindset Leaders in ActionGrowth-Mindset Leaders in ActionA Study of
Group ProcessesGroupthink Versus We ThinkAre Leaders Born or Made?
6. RELATIONSHIPS: MINDSETS IN LOVE (OR NOT) Relationships Are
DifferentMindsets Falling in LoveThe Partner as EnemyCompetition: Who’s the
Greatest?Developing in RelationshipsFriendshipShynessBullies and Victims: Revenge Revisited
7. PARENTS, TEACHERS, AND COACHES: WHERE DO MINDSETS COME
FROM?Parents (and Teachers): Messages About Success and FailureTeachers (and Parents):
What Makes a Great Teacher (or Parent)?Coaches: Winning Through MindsetOur Legacy
8. CHANGING MINDSETS: A WORKSHOP The Nature of ChangeThe Mindset
LecturesA Mindset WorkshopBrainologyMore About ChangeTaking the First Step: A Workshop
for YouPeople Who Don’t Want to ChangeChanging Your Child’s MindsetMindset and
WillpowerMaintaining ChangeThe Road Ahead
NotesRecommended BooksAbout the AuthorCopyright
INTRODUCTION
One day, my students sat me down and ordered me to write this book. They wanted
people to be able to use our work to make their lives better. It was something I’d wanted to do
for a long time, but it became my number one priority.
My work is part of a tradition in psychology that shows the power of people’s beliefs.
These may be beliefs we’re aware of or unaware of, but they strongly affect what we want and
whether we succeed in getting it. This tradition also shows how changing people’s beliefs—even
the simplest beliefs—can have profound effects.
In this book, you’ll learn how a simple belief about yourself—a belief we discovered in
our research—guides a large part of your life. In fact, it permeates every part of your life. Much
of what you think of as your personality actually grows out of this “mindset.” Much of what may
be preventing you from fulfilling your potential grows out of it.
No book has ever explained this mindset and shown people how to make use of it in their
lives. You’ll suddenly understand the gre.
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
Ai Workshop Slides Used By John Loty In 2008.John Loty
These slides together with a workbook were used in a 2 day Introductory Workshop on Appreciative Inquiry and how AI is being used for change management and organisational development.
Due Jan 6Week 8Using Figure 1.2 in Ch. 1 of Exploring Resear.docxjacksnathalie
Due Jan 6
Week 8
Using Figure 1.2 in Ch. 1 of Exploring Research, create a flowchart using Microsoft® Word or a similar program that helps you identify what research design to use for your research question.
Figure 1.2 Research Design “cheat sheet”
Say Hello to Research!
Walk down the hall in any building on your campus where social and
behavioral science professors have their offices in such departments as
psychology, education, nursing, sociology, and human development. Do you
see any bearded, disheveled, white-coated men wearing rumpled pants and
smoking pipes, hunched over their computers and mumbling to themselves?
How about disheveled, white-coated women wearing rumpled skirts, smoking
pipes, hunched over their computers, and mumbling to themselves?
Researchers hard at work? No. Stereotypes of what scientists look like
and do? Yes. What you are more likely to see in the halls of your classroom
building or in your adviser’s office are men and women of all ages who are
hard at work. They are committed to finding the answer to just another piece
of the great puzzle that helps us understand human behavior a little better
than the previous generation of scientists.
Like everyone else, these people go to work in the morning, but unlike
many others, these researchers have a passion for understanding what they
study and for coming as close as possible to finding the “truth.” Although these
truths can be elusive and sometimes even unobtainable, researchers work
toward discovering them for the satisfaction of answering important questions
and then using this new information to help others. Early intervention
programs, treatments of psychopathology, new curricula, conflict resolution
techniques, effective drug treatment programs, and even changes in policy and
law have resulted from evidence collected by researchers. Although not always
perfect, each little bit of evidence gained from a new study or a new idea for a
study contributes to a vast legacy of knowledge for the next generation of
researchers such as yourself.
You may already know and appreciate something about the world of
research. The purpose of this book is to provide you with the tools you need to
do even more, such as
• develop an understanding of the research process.
• prepare yourself to conduct research of your own.
• learn how to judge the quality of research.
• learn how to read, search through, and summarize other research.
• learn the value of research activities conducted online.
• reveal the mysteries of basic statistics and show you how easily they can
be used.
• measure the behaviors, traits, or attributes that interest you.
• collect the type of data that relate to your area of interest.
• use a leading statistical package (SPSS) to analyze data.
• design research studies that answer the question that you want answered.
• write the type of research proposal (and a research report) that puts you in control—
one that shows you have command of the content of the resear ...
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
The Effort Effect alumni.stanford.edu getpagemagazineart.docxmehek4
The Effort Effect
alumni.stanford.edu /get/page/magazine/article/
According to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.
James Yang
One day last November, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers,
a soccer team in the United Kingdom’s Premier League. The Rovers’ training academy is ranked in England’s top
three, yet performance director Tony Faulkner had long suspected that many promising players weren’t reaching
their potential. Ignoring the team’s century-old motto—arte et labore, or “skill and hard work”—the most talented
individuals disdained serious training.
On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not
made. If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything,
training hard would tell you and others that you’re merely good, not great. Faulkner had identified the problem; but to
fix it, he needed Dweck’s help.
A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and
her recent book, Mindset: The New Psychology of Success —bear directly on the sort of problem facing the Rovers.
Through more than three decades of systematic research, she has been figuring out answers to why some people
achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike
Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be
demonstrated or as something that can be developed.
What’s more, Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in
performance. These days, she’s sought out wherever motivation and achievement matter, from education and
parenting to business management and personal development.
As a graduate student at Yale, Dweck started off studying animal motivation. In the late 1960s, a hot topic in animal
research was “learned helplessness”: lab animals sometimes didn’t do what they were capable of because they’d
given up from repeat failures. Dweck wondered how humans coped with that. “I asked, ‘What makes a really
capable child give up in the face of failure, where other children may be motivated by the failure?’” she recalls.
At the time, the suggested cure for learned helplessness was a long string of successes. Dweck posited that the
difference between the helpless response and its opposite—the determination to master new things and surmount
challenges—lay in people’s beliefs about why they had failed. People who attributed their failures to lack of ability,
Dweck thought, would become discouraged even in areas where they were capable. Those who thought they simply
hadn’t tried hard enough, on the other hand, would be fueled by setbacks. This became the topic of her PhD
dissertation.
Dweck and her assistants ran an experi ...
Using Figure 1.2 in Ch. 1 of Exploring Research, create a flowchar.docxdickonsondorris
Using Figure 1.2 in Ch. 1 of Exploring Research, create a flowchart using Microsoft® Word or a similar program that helps you identify what research design to use for your research question.
Ch. 1 of Exploring Research The Role and Importance of Research
What you’ll Learn about in this Chapter:
· Who does research and why
· How research is defined and what some of its purposes are
· What a model of scientific inquiry is and how it guides research activities
· Some of the things that research is and some of the things that it isn’t
· What researchers do and how they do it
· The characteristics of good research
· How a method of scientific inquiry guides research activity
· The different types of research methods and examples of each
Say Hello to Research!
Walk down the hall in any building on your campus where social and behavioral science professors have their offices in such departments as psychology, education, nursing, sociology, and human development. Do you see any bearded, disheveled, white-coated men wearing rumpled pants and smoking pipes, hunched over their computers and mumbling to themselves? How about disheveled, white-coated women wearing rumpled skirts, smoking pipes, hunched over their computers, and mumbling to themselves?
Researchers hard at work? No. Stereotypes of what scientists look like and do? Yes. What you are more likely to see in the halls of your classroom building or in your adviser’s office are men and women of all ages who are hard at work. They are committed to finding the answer to just another piece of the great puzzle that helps us understand human behavior a little better than the previous generation of scientists.
Like everyone else, these people go to work in the morning, but unlike many others, these researchers have a passion for understanding what they study and for coming as close as possible to finding the “truth.” Although these truths can be elusive and sometimes even unobtainable, researchers work toward discovering them for the satisfaction of answering important questions and then using this new information to help others. Early intervention programs, treatments of psychopathology, new curricula, conflict resolution techniques, effective drug treatment programs, and even changes in policy and law have resulted from evidence collected by researchers. Although not always perfect, each little bit of evidence gained from a new study or a new idea for a study contributes to a vast legacy of knowledge for the next generation of researchers such as yourself.
You may already know and appreciate something about the world of research. The purpose of this book is to provide you with the tools you need to do even more, such as
Today, more than ever, decisions are evidence based, and what these researchers do is collect evidence that serves as a basis for informed decisions.
· develop an understanding of the research process.
· prepare yourself to conduct research of your own.
· learn how to ...
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1. Succeed through your
F ailures
Learning to fail productively in grad school
Steve Lee, PhD
Graduate Diversity Officer
for STEM Disciplines
February 27, 2014
2. What can we learn about failure from:
psychologist
Carol Dweck?
Your response to failure
reveals your mindset
a sociological
study?
Scientists often hide our
failures
an artist’s TED
talk?
Embrace your limitations
to succeed
2
3. How would you respond?
One day, you go to class that is really
important to you and that you like a lot. The
professor returns midterm tests, and you got
a C+. You’re very disappointed.
On your way home, you get a parking ticket.
Being really frustrated, you call your best
friend to share your day, but are sort of
brushed off.
3
4. How do you respond to challenges?
Dweck proposes 2 different responses:
stay in bed
get drunk
I’m a total failure
I wouldn’t bother trying
hard next time
Fixed mindset
I’d look at what was
wrong and resolve to do
better.
I’d start thinking about
studying in a different
way.
Growth mindset
4
5. Types of responses to failure
Losing equals death
You get better when
you lose
5
6. Carol Dweck’s Mindset
Fixed vs Growth
ability is static
avoids challenges
gives up easily
sees effort as fruitless
ignores useful criticism
threatened by others
ability is developed
embraces challenges
persists in obstacles
sees effort as necessary
learns from criticism
inspired by others’ success
6
7. What are the consequences of
the different mindsets?
7
8. What are the consequences of
the different mindsets?
Those who were
praised for their: to reinforce a:
intelligence
effort
chose to work on:
fixed mindset
easier problems.
growth mindset
more challenging
problems.
8
9. What are the benefits of
a growth mindset?
Those with a growth mindset:
achieved higher grades in a General
Chemistry course
had a more accurate sense of their
strengths and weaknesses
had lower levels of depression
9
10. What can sociologists tell us
about scientists?
“Doctoring Uncertainty” Delamont and Atkinson
Social Studies of Science, 2001, 87.
as undergrads, they were accustomed to
smaller projects with a high chance of success
many new grad students face greater
difficulties with bigger projects
when scientists present or publish research,
we marginalize our failures
10
11. How do scientists approach
mistakes and failures?
“The importance of stupidity in
scientific research”
Martin Schwartz, J. Cell Science, 2008, 1771.
Let’s read and discuss
11
12. What can an artist teach us about
our limitations?
Phil Hansen’s TED talk
12
13. What can an artist teach us about
our limitations?
Hansen proposes:
embracing your limitations can
drive more creative approaches
don’t be driven by a single
approach
13
14. What can we learn from failures?
psychologist
Carol Dweck
Growth requires putting
in effort
Professor
Martin Schwartz
Accept that research
makes us feel stupid
artist
Phil Hansen
Embrace your limitations
to succeed
14
16. Questions
If failures drive us to be more creative,
do we perhaps marginalize the very thing (failures)
that can help us to improve?
If necessity is the mother of invention,
is failure is the grandmother of creativity?
16
17. Self-reflection Questions
What’s been a recent failure for you? Describe the
events, possible causes, people involved, etc.
How did you respond? Was your response more
consistent with a fixed mindset or a growth mindset?
Consider similar experiences of failures, obstacles, and
limitations. Was your behavior more consistent with a
fixed or growth mindset?
Do you believe you need to adjust your response to
failures? If so, what aspects of your behavior do you
believe you need to adjust?
17
18. Are you paying attention to your failures,
limitations, challenges?
What are they trying to teach you?
18
19. Succeed through your F ailures
Learning to Fail Productively in Grad School
Steve Lee, PhD
Graduate Diversity Officer for the STEM Disciplines
Office of Graduate Studies, UC Davis
February 27, 2014; 4-5:30 PM
Memorial Union, Garrison Room
Excerpt from “The importance of stupidity in scientific research” Martin Schwartz, J. Cell Science,
2008, 1771.
I recently saw an old friend for the first time in
many years. We had been Ph.D. students at the same
time, both studying science, although in different areas.
She later dropped out of graduate school, went to
Harvard Law School and is now a senior lawyer for a
major environmental organization. At some point, the
conversation turned to why she had left graduate
school. To my utter astonishment, she said it was
because it made her feel stupid. After a couple of
years of feeling stupid every day, she was ready to do
something else.
I had thought of her as one of the brightest people
I knew and her subsequent career supports that view.
What she said bothered me. I kept thinking about it;
sometime the next day, it hit me. Science makes me
feel stupid too. It’s just that I’ve gotten used to it. So
used to it, in fact, that I actively seek out new
opportunities to feel stupid. I wouldn’t know what to
do without that feeling. I even think it’s supposed to
be this way. Let me explain.
For almost all of us, one of the reasons that we
liked science in high school and college is that we were
good at it. That can’t be the only reason – fascination
with understanding the physical world and an
emotional need to discover new things has to enter
into it too. But high-school and college science means
taking courses, and doing well in courses means
getting the right answers on tests. If you know those
answers, you do well and get to feel smart.
A Ph.D., in which you have to do a research project,
is a whole different thing. For me, it was a daunting
task. How could I possibly frame the questions that
would lead to significant discoveries; design and
interpret an experiment so that the conclusions were
absolutely convincing; foresee difficulties and see ways
around them, or, failing that, solve them when they
occurred? My Ph.D. project was somewhat
interdisciplinary and, for a while, whenever I ran into a
problem, I pestered the faculty in my department who
were experts in the various disciplines that I needed. I
remember the day when Henry Taube (who won the
Nobel Prize two years later) told me he didn’t know
how to solve the problem I was having in his area. I was
a third-year graduate student and I figured that Taube
knew about 1000 times more than I did (conservative
estimate). If he didn’t have the answer, nobody did.
That’s when it hit me: nobody did. That’s why it
was a research problem. And being my research
problem, it was up to me to solve. Once I faced that
fact, I solved the problem in a couple of days. (It wasn’t
really very hard; I just had to try a few things.) The
crucial lesson was that the scope of things I didn’t
know wasn’t merely vast; it was, for all practical
purposes, infinite. That realization, instead of being
discouraging, was liberating. If our ignorance is infinite,
the only possible course of action is to muddle
through as best we can.
Questions:
What does Schwartz point out as some important differences between school coursework and research?
As Schwartz approaches his research, do you think he has a fixed or growth mindset? Explain your reasoning.
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20. Carol Dweck’s Mindset
Fixed Mindset
Growth Mindset
ability is static
avoids challenges
gives up easily
sees effort as fruitless
ignores useful criticism
threatened by others
ability is developed
embraces challenges
persists in obstacles
sees effort as necessary
learns from criticism
inspired by others’ success
References:
“Mindset” by Carol Dweck
“Doctoring Uncertainty” Delamont and Atkinson, Social Studies of Science, 2001, 87.
“The importance of stupidity in scientific research” Martin Schwartz, J. Cell Science, 2008, 1771.
Phil Hansen’s TED talk: www.ted.com/talks/phil_hansen_embrace_the_shake.html
“Switch: How to change things when change is hard” Chip and Dan Heath
Self-reflection questions:
What has been a recent experience of failure for you? Describe the events, possible causes,
people involved, etc.
How did you respond to the failure? Was your response more consistent with a fixed mindset or
a growth mindset?
Consider similar events where you experienced failures, obstacles, and limitations. Were your
patterns of behavior more consistent with a fixed or growth mindset?
Do you believe you need to adjust your response to failures? If so, what aspects of your behavior
do you believe you need to adjust?
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Thanks for coming to my workshop! I hope that it was helpful.
My presentation and handout are available in my account at < www.slideshare.net >.
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