Mindset IQ tests can measure current skills but nothing can measure someones potential It is impossible to tell what people are capable of in the future if they catch fire and apply themselves ID: 387108
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Slide1
Carol S. Dweck:
Mindset
‘IQ tests can measure current skills, but nothing can measure someone's potential. It is impossible to tell what people are capable of in the future if they catch fire and apply themselves.’Slide2
Motivation is often more important than your initial ability in determining whether you succeed in the long run.
M
any creative geniuses were not born that way. They were often fairly ordinary people who became extraordinarily motivated.’ Slide3
‘
M
otivation
,
is
not only the desire to achieve but also the love of learning, the love of challenge, and the ability to thrive on obstacles. Slide4
Believe that talents can be developed and great abilities can be built over time.
Are fearful of making mistakes
Think about how they learn
Believe that talent alone creates success
Well behaved pupils
Reluctant to take on challenges
Resilient
Prefer to stay in their comfort zone
View mistakes as an opportunity to develop
Believe that effort creates success
Higher Ability Pupils
Think it is important to ‘look’ smart in front of others
Believe that talents and abilities are set in stone, you either have them or you don’t.
Lower Ability Pupils
Hard Working PupilsSlide5Slide6
View mistakes as an opportunity to develop
Think about how they learn
Higher Ability Pupils
Hard Working Pupils
B
elieve
that effort creates success
Resilient
Believe that
talents can be developed and great abilities can be built over time.
Prefer
to stay in their comfort zone
Are fearful of making mistakes
Believe
that talents and abilities are set in stone, you either have them or you don’t.
Believe that talent alone creates success
Think it is important to ‘look’ smart in front of others
Reluctant to
take on challenges
Lower Ability Pupils
Well behaved pupilsSlide7
Modelling a Growth -
Mindset
Show students how to recognize fixed mind-set thoughts, how to stop them, and how to replace them with growth mind-set thoughts.
When a
fixed mind-set
thought is
spoken aloud in your class
ask
the student to
rephrase the idea as a growth mind-set thought, by doing so you will help students recognize fixed mind-set thoughts.
You will also help students monitor each other and shift their thoughts toward growth.Slide8
What growth
mindset
phrases could you suggest to students to rephrase their fixed
mindset
phrases?Slide9
Do Say
Don't Say
I'm so stupid.
I'm awesome at this.
I just can’t do Maths.
This is too hard.
She / He’s so smart, I wish I was as smart.
My answer is fine the way it is.
Looking at examples and the mark scheme won’t make my work any better. I just want to know what level / grade I got.
Slide10
Do Say
Don't Say
What am I missing?
I'm so stupid.
I seem to be on the right track.
I'm awesome at this.
I’m going to train my brain in Maths.
I just can’t do Maths.
This is going to take some time.
This is too hard.
I’m going to work out how he / she’s doing it.
She / He’s so smart, I wish I was as smart.
What can I do to improve?
My answer is fine the way it is.
That’s an interesting idea for improvement. How can I use that in my work?
Looking at examples and the mark scheme won’t make my work any better. I just want to know what level / grade I got.
Slide11
Promotes a Fixed Mind Set
Promotes
a Growth
Mind-Set
Praising
pupils for being smart
Praising
effort and strategies
Formative
comments that emphasis achievement
Formative comments
that emphasis effort and application
Praising
students for achievements that come easily
Building robust self confidence
Spending
time
documenting intelligence and ability
Spending
time
developing intelligence and ability
Directing
pupils to which tasks to complete
Giving
pupils a strong voice in the learning process and a sense of purpose
Boosting
self esteem
Providing constructive criticism
Place importance on grades / levels rather than learning
Place importance on learning rather than grades / levelsSlide12
What strategies could you use in your teaching practice to promote a growth
mindset
?Slide13
Promotes a Growth Mind-Set
Promotes a Fixed Mind-Set
Praising pupils for being smart
Formative comments that emphasis achievement
Praising students for achievements that come easily
Spending time documenting intelligence and ability
Directing pupils to which tasks to complete
Placing importance on grades / levels rather than learningSlide14
Promotes a Growth Mind-Set
Promotes a Fixed Mind-Set
Praising effort and strategies
Praising pupils for being smart
Formative comments that emphasis effort and application
Formative comments that emphasis achievement
Building robust self confidence
Praising students for achievements that come easily
Spending time developing intelligence and ability
Spending time documenting intelligence and ability
Giving pupils a strong voice in the learning process and a sense of purpose
Directing pupils to which tasks to complete
Providing constructive criticism
Placing importance on grades / levels rather than learning
Place importance on learning rather than grades / levelsSlide15
'Meaningful learning tasks give students a clear sense of progress leading to mastery.
This means that students can see themselves doing tasks they couldn't do before and understanding concepts they couldn't understand before.
Work that gives students a sense of improvement as a result of effort gives teachers an opportunity to praise students for their process.
That is, teachers can point out that the students' efforts were what led to the progress and improvement over time.'
(
Dweck
2010)Slide16
Sharing Strategies
How do you make progress visible to your students?