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.

1. Denise Metzger
Education Manager, UNSW Global
The Growth Mindset:
The Power of Acknowledging Potential

2. where we are today…
 When did you last feel smart?
 2 things you’re naturally good at
 2 things you’re naturally bad at

3. outline
 IQ test
 What is it and why is it important?
 How can we do it?

5. intelligence test
people have a certain
amount of
intelligence and can’t
do much to change it
people can always
substantially
change how
intelligent they are

6. intelligence test
- identify children not benefitting from
their programs
- to change educational programs
Alfred Binet

7. It’s not about judging ability;
It’s about noticing the gap,
and bridging the gap.

8. intelligence test
people can increase their basic
intelligence

9. fixed mindset growth mindset
intelligence / ability is
innate
It’s just who I am.
intelligence / ability can
be developed
It’s not who I am, it’s
what I can be with effort.
Carol Dweck, (2006)

10. 5th graders
You’re good
at puzzles!
You can get
better if you
try and ask
for help!
(fixed) (growth)
interested
only when
they did well
right away
interested no
matter how
well they did

11. When have you walked away?

12. The fixed mindset makes people non-learners.
Hong Kong University
(fixed) (growth)
No,
thanks
Yes,
please!

13. “This student just doesn’t try to learn. She…
 isn’t motivated. She doesn’t want to be here.
 is lazy. She’s used to things being easier.
 doesn’t get that the way we teach requires
active participation.
 just isn’t that smart.
 thinks language ability / intelligence is fixed.
She feels personally judged / de-motivated
by correction.
Intent
Personality
Culture
Mindset
Intelligence

14. DEP students – failed mid-term
(fixed) (fixed)(growth)

But C’s so
smart! He’ll
be okay.
How can we motivate them to try differently?

15. (fixed) (fixed)
How can we motivate them to try differently?
I just don’t
have what it
takes…
stress
depression
cheating
Smart
people don’t
have to try. I
just have to
be smart.

16. from fixed to growth mindset: feedback
 You made a good effort!
 You’re a very clever student. I know you can do this.
 If you keep working, you’ll get better.
 You’re a natural! You did that so fast?

17. from fixed to growth mindset: feedback
? You made a good effort!
 You’re a very clever student. I know you can do this.
? If you keep working, you’ll get better.
 You’re a natural! You did that so fast!
 You need to strengthen the connections you’re making in
your brain.
 Summarise the feedback I just gave you in three sentences.

18. from fixed to growth mindset: making it explicit
 workshops / online lessons
 learning about learning

19. define learning
- acquiring new
knowledge &
skills
- by making
physical changes
to neural
connections

20. from fixed to growth mindset: in management
 Who do you hire? How do you interview for growth mindset?
 What kind of feedback do you give?
 Where are you backing away from challenging growth?
If you hire ‘naturals’ (smart, talented), how do you support them
to take risks?

21. from fixed to growth mindset: in ourselves
 identifying our own fixed-mindset areas
 risking failure and taking feedback
Where do you back away from challenge?
Name your fixed mindset. Talk to it.

23. where we are today…
 When did you last feel smart? (flawless or learning)
 2 things you’re naturally good at
 2 things you’re naturally bad at

24. Don’t just do the things where you shine,
Try at the things where you fail

25. … yet
Denise Metzger
d.Metzger@unswglobal.unsw.edu.au