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Mindset

Mindset 6
Mindset Mindset Source for selected PPT content: Centre for Confidence Well Being, ScotlandAre people born smartChurchill Churchill Winston Churchill Winston Churchill REPEATED a grade REPEATED a grade during elementary during elementary school. school. He was placed in the He was placed in the LOWEST division of LOWEST division of the LOWEST class. the LOWEST class.Beethoven Beethoven Beethoven’s teacher Beethoven’s teacher called him a called him a HOPELESS HOPELESS composer. composer. He wrote 5 of his He wrote 5 of his greatest greatest SYMPHONIES while SYMPHONIES while DEAF. DEAF.Tolstoy Tolstoy Leo Tolstoy dropped Leo Tolstoy dropped out of college. out of college. He was described as He was described as both “UNABLE and both “UNABLE and unwilling to LEARN." unwilling to LEARN." Role models Role models ….Einstein's teacher said that he was teacher said that he was ….Einstein's “academically subnormal.” “academically subnormal.” ….Michael Jordan's coach said that he ….Michael Jordan's coach said that he “wasn’t more talented than other people.” “wasn’t more talented than other people.” …..Walt Disney was told that he lacked …..Walt Disney was told that he lacked “creative imagination.” “creative imagination.”So… if those people weren’t always as amazing as me, what happenedThe Growth The Growth Mindset: Mindset: Intelligence is a malleable Intelligence is a malleable quality to be developed quality to be developed“I don’t divide the world “I don’t divide the world into weak and strong or into weak and strong or successes and failures. I successes and failures. I divide the world into divide the world into learners and nonlearners.” learners and nonlearners.” Benjamin Barber Benjamin BarberTwo mindsets Two mindsets„„„„ „„„„ Mindset Mindset the research of Carol S. Dweck, Ph.D. the research of Carol S. Dweck, Ph.D. Belief about ability Belief about ability Affects decisions related to learning Affects decisions related to learning Fixed mindset – intelligence is a fixed Fixed mindset – intelligence is a fixed trait trait Growth mindset – intelligence can be Growth mindset – intelligence can be trained; the brain is a “growth organ” trained; the brain is a “growth organ”Talent is a starting point. Talent is a starting point.Challenge Time Who is this man Alfred Binet„„ „„ Mindset Rules Mindset Rules Fixed Mindset: Fixed Mindset: –Look smart at all costs. –Look smart at all costs. Growth Mindset: Growth Mindset: –Learn, learn, learn –Learn, learn, learnDweck’s Research: th •Transition to 7 grade •Work gets harder, kids begin to struggle •Assessed whether students with identical achievement scores at the th beginning of 7 grade had fixed or growth mindsets •Fixed mindset students were focused on grades. Growth mindset students said learning was more important than getting good grades. •Math grades rose dramatically in the growth mindset group as compared to the fixed mindset group.„„ „„ Mindset Rules Mindset Rules Fixed Mindset: Fixed Mindset: –It should come naturally. If I –It should come naturally. If I have to work hard, I’m not very have to work hard, I’m not very smart. smart. Growth Mindset: Growth Mindset: –Work hard. Effort is key –Work hard. Effort is keyDweck’s Research: •PreMed students •Fixed mindset students thought that their ability would carry them along; if they did poorly, they lost confidence. •Growth mindset students were concerned about learning the material; if they did poorly, they worked harder. •Growth mindset students had higher final grades in organic chemistry, the most difficult course in the sequence.„„ „„ Mindset Rules Mindset Rules Fixed Mindset: Fixed Mindset: –Hide mistakes and conceal –Hide mistakes and conceal deficiencies. deficiencies. Growth Mindset: Growth Mindset: –Confront deficiencies. –Confront deficiencies. Capitalize on mistakes. Capitalize on mistakes.Dweck’s Research: th •4 grade students were tested in a lab with electrode cap to measure brain activity. •Students were asked a series of challenging questions on a computer. •After answering, they waited a second to see if they got the answer right or wrong. After another second, they learned what the correct answer was. •Fixed mindset students’ brainwaves indicated stronger attention on being right or wrong. •Growth mindset students’ brainwaves indicated stronger attention on the correct answer.„„„„ „„„„ Goals: performance Goals: performance Those with a FIXED MINDSET tend to Those with a FIXED MINDSET tend to create PERFORMANCE goals. create PERFORMANCE goals. They believe that a person’s POTENTIAL They believe that a person’s POTENTIAL can be MEASURED. They aim to receive can be MEASURED. They aim to receive validation from others. validation from others. Receiving low marks mean that they are Receiving low marks mean that they are not smart. not smart. Both success and failure cause ANXIETY. Both success and failure cause ANXIETY.„„„„ „„„„ Goals: learning Goals: learning Those with a growth mindset tend to create Those with a growth mindset tend to create LEARNING goals. LEARNING goals. The goal is MASTERY and COMPETENCE. The goal is MASTERY and COMPETENCE. Scores and marks reflect how people are doing Scores and marks reflect how people are doing NOW and do not measure a person’s potential. NOW and do not measure a person’s potential. Creating goals for learning has shown to Creating goals for learning has shown to INCREASE PERFORMANCE and enjoyment INCREASE PERFORMANCE and enjoyment and decrease negative emotion. and decrease negative emotion.„ „ Recovering from Failure Recovering from Failure Fixed mindset Fixed mindset students have no students have no recipe for recovering recipe for recovering from failure, and from failure, and instead tend to: instead tend to: – Give up – Give up – Blame others or – Blame others or circumstances circumstances – Try to feel superior in – Try to feel superior in some other way some other wayChallenge Time Who is this man John McEnroeWhere do mindsets come from Where do mindsets come from Our words tell students what we believe and what we value.ƒƒ ƒƒ „„ „„ Praise Praise Praising intelligence makes kids fragile. Praising intelligence makes kids fragile. “Wow, you’re really smart” “Wow, you’re really smart” “ “Look at how well you did on this project. You are Look at how well you did on this project. You are so intelligent” so intelligent” Our tendency to praise gifted children for Our tendency to praise gifted children for their intelligence may actually be their intelligence may actually be detrimental to their longterm intellectual detrimental to their longterm intellectual growth and development. growth and development.„ „ Dweck’s Findings Dweck’s Findings Students praised Students praised for intelligence: for intelligence: – Selected easier – Selected easier tasks when given tasks when given choice choice – Lied about their – Lied about their scores in an scores in an effort to look effort to look “smart” “smart”„„„ „„„ The Alternative: Praise Effort The Alternative: Praise Effort “You must have tried very hard” “You must have tried very hard” “I love that you kept trying, even when it “I love that you kept trying, even when it got difficult Good job” got difficult Good job” “You got an A without working That’s “You got an A without working That’s nice, but you must not be learning much. nice, but you must not be learning much. I’m sorry I wasted your time. Let’s do I’m sorry I wasted your time. Let’s do something that you can learn from” something that you can learn from”„ „ Dweck’s Findings Dweck’s Findings Students who were praised for effort: Students who were praised for effort: – Overwhelmingly (90) chose more – Overwhelmingly (90) chose more challenging tasks challenging tasks – Showed higher levels of engagement and – Showed higher levels of engagement and achievement achievement„„„„„„„ „„„„„„„ What to Praise What to Praise Effort Effort Struggle Struggle Applying strategies Applying strategies Selecting difficult tasks Selecting difficult tasks Learning Learning Improvement Improvement Persistence in the face of Persistence in the face of setbacks setbacks„„„„ „„„„ „„„ „„„ Effort Effort Those with a Those with a fixed mindset fixed mindset Those with a Those with a growth growth view effort as a reflection mindset see effort as a view effort as a reflection mindset see effort as a of low intelligence. necessary part of success. of low intelligence. necessary part of success. Hard work means ‘I don’t They try harder when faced Hard work means ‘I don’t They try harder when faced get it’ or ‘I’m unintelligent’ with a setback. get it’ or ‘I’m unintelligent’ with a setback. Effort = lack of ability Effort = success. Effort = lack of ability Effort = success. They use effort to They use effort to overcome difficulty. overcome difficulty.„„„ „„„ Effort Effort People were asked about intelligence and how People were asked about intelligence and how much they thought it was due to effort and how much they thought it was due to effort and how much they thought it was about ability much they thought it was about ability Intelligence= effort ability Intelligence= effort ability Fixed = 35 effort vs. 65 ability Fixed = 35 effort vs. 65 ability Growth = 65 effort vs. 35 ability Growth = 65 effort vs. 35 abilityEffort: mindset Effort: mindset„„„ „„„ Strategies: growth mindset Strategies: growth mindset People adopting a growth mindset tend to People adopting a growth mindset tend to generate other, and new, ways to do things. generate other, and new, ways to do things. If one route doesn’t work, they will try others. If one route doesn’t work, they will try others. They will think “outside of the box” to solve They will think “outside of the box” to solve problems because they believe that they can. problems because they believe that they can.„„„ „„„ Strategies: fixed mindset Strategies: fixed mindset Carol Dweck has found that students with Carol Dweck has found that students with a fixed mindset keep using the wrong a fixed mindset keep using the wrong strategy when faced with a problem. strategy when faced with a problem. Then, they disengage from the problem. Then, they disengage from the problem. Finally, they give up. Finally, they give up.„„„ „„„ Implications for Instruction Implications for Instruction Growth mindset can be taught. Growth mindset can be taught. – Students need to know that the brain can stretch and – Students need to know that the brain can stretch and grow like a muscle. They can get smarter grow like a muscle. They can get smarter Giftedness can be cultivated. Giftedness can be cultivated. – Students need to be exposed to circumstances where – Students need to be exposed to circumstances where talents can flourish. talents can flourish. Lessons must require effort and challenge. Lessons must require effort and challenge. – – Those who excel make deliberate efforts and Those who excel make deliberate efforts and systematically address weaknesses; push themselves systematically address weaknesses; push themselves beyond the “comfort zone.” beyond the “comfort zone.”
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RussellWashington
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Uploaded Date:
08-07-2017

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