Based on the work of - PowerPoint Presentation

Based on the work of Dr. Carol Dweck Mindset: The Psychology of Learning and Achievement Presented by Carole Vargas

Mindsets Part 1. Fixed & GrowthPart 2. Paradox of praise Part 3. What you can do

Are people born smart?

Political Leader Winston Churchill REPEATED a grade during elementary school He was placed in the LOWEST division of the LOWEST class Do you think his parents were worried about his potential?

Composer Beethoven’s teacher called him a HOPELESS composer If someone said that about your child, would you suggest your child try a different activity?

Writer Leo Tolstoy Dropped out of college He was described as both “UNABLE and unwilling to LEARN"

Business LeaderWarren Buffett (second richest man in the world) failed to get into Harvard Business SchoolWhat if he took that to mean he should not be in business?

Role models ….Einstein's teacher said that he was ‘academically subnormal’ ….Michael Jordan's coach said that he wasn’t more talented than other people… …. Walt Disney was told that he lacked ‘creative imagination’ ….. J.K. Rowling was told her story would never sell

‘ People are made, not born’ THE GROWTH MINDSET

Two Mindsets

Mindset Related to your belief about abilityCreates a whole mental world for you to live inFixed mindset – ability cannot changeGrowth mindset – ability can change (grow)

Set of 6 studies of children Praised for effort (growth) Praised for ability (fixed) goals 90% of the group created learning goals 66% of the group created performance goals enjoyment continued decreased persistence continued decreased performance improved declined lied about scores one individual 40%

How mindsets affect students1. Goals 2. Responses3. Effort4. Strategies

1. Goals How do mindsets affect the things we aim for?

Fixed Mindsets PERFORMANCE Goals POTENTIAL can be MEASURED. VALIDATION from others. Low marks = not smart. Success and failure cause ANXIETY.

GROWTH MINDSET LEARNING Goal The goal is MASTERY and COMPETENCE. Scores and grades = how I am doing now INCREASE PERFORMANCE INCREASE ENJOYMENT DECREASE NEGATIVE EMOTION.

2. Responses: How do mindsets affect how we react to events?

FIXED Mindset Response: Do not pay attention to learningLose self-esteemDenigrate their intelligence Under-represent past successes and over-represent failures (pessimism) Believe it proves something stable about themselves When faced with failure or challenge…

Focus on learning, rather than how they feel. Pay attention and do better on future tests.Try new ways of doing things. Self-motivating: ‘ the harder it gets the harder I try’. Higher self-esteem – believe in their ability to learn When faced with failure or challenge… GROWTH Mindset Response:

3. EFFORT How do mindsets affect our view of trying hard or hardly trying?

Do smart people have to try hard to succeed? People were asked about intelligence and how much they thought it was due to effort and how much they thought it was about abilityIntelligence= ? % effort ? % ability Fixed = 35% effort vs. 65% ability Growth = 65% effort vs. 35% ability

Effort and Mindsets Those with a fixed mindset view effort as a reflection of low intelligence.Hard work means “I don’t get it” and “‘I’m unintelligent” Effort = lack of ability Those with a growth mindset see effort as a necessary part of success. They try harder when faced with a setback. Effort = success. They use effort to overcome difficulty. FIXED GROWTH

Learning helps our neurons GROW. The brain is a muscle that gets stronger with exercise!

4. Strategies: How do mindsets affect success?

Strategies: Fixed MindsetStudents with a fixed mindset keep using the wrong strategy when faced with a problem. Then they disengage from the problem.Finally, they give up.

Strategies: Growth Mindset Tend to generate other and new ways to do things. If one route doesn’t work they will try others.Think ‘outside of the box’ to solve problems because they believe that they ‘can’.

What kind of mindset does Calvin have?

Why might our gifted children be especially vulnerable to fixed-mindset thinking?

When do you feel smart?Fixed mindset: “When I don’t make any mistakes.”“It’s when I finish first and it’s perfect.”“When something is easy for me and others can’t do it.”Growth mindset: “When it’s really hard, and I try hard, and I can do something I couldn’t before.”“When I work on something a long time and finally figure it out.”

What’s the big deal?Fixed-mindset thinking results in: a false sense of superiority, undermined by a deep sense of self-doubt.a fear of failure; refusal to take risks.a feeling that failure permanently defines you as a loser. a need to prove yourself again and again.a desire to blame others or outside circumstances when things don’t go your way.

FCUSD Learning Contract & Goal Setting As a GATE student:I understand that being in the GATE program does not mean everything should come easily to me. I understand that hard work, persistent effort, and even failure are a part of learning. My goal is not to show how smart I am but to learn as much as possible. I understand that to learn and grow I must:ask questionswelcome challenges and persist in meeting them make mistakes be an active and respectful listener take risks in thinking and academics (trying harder assignments, learning something new) be curious and seek new knowledge

Part 2: Praise The way we interact with young people can foster either a growth or a fixed mindset.Praise for effort v. praise for ability.ability based praise: telling someone that they ‘are very clever’ after completing a task.specific and process oriented: telling someone ‘well done for putting effort in to the task, I can really see how that has helped you’.

Praising “talent” or “intelligence” leads to FIXED mindset Can change a young person’s mindset from growth to fixed.Encourages young people to create performance goals and display a helpless response when faced with challenges.Encourages young people to lie about scores. Undermines motivation and willingness to take risks.

Praise effort Encourages people to adopt a growth mindset. Encourages people to create learning goals Increases motivation and success.

Good feedback is important Constructive criticism is necessaryPraise is not a villain – praise for effort and the process

What can I do? 10 Parenting Tips for Fostering the Growth Mindset

1. Practice what you preach.2. Emphasize the joy of learning for learning’s sake.3. Set appropriately high expectations and provide support 4. Be mindful of the goals you set for your children and the messages they send.

2. Emphasize the joy of learning for learning’s sake.Talk about your student’s interests and how he or she is responding to the curriculum – not just, “How did you do on that test?” When discussing school, talk about learning as a means for personal reward, growth, intellectual challenge, and opportunity – not as a means to earn a grade or get into a great college.

3. Set appropriately high expectations and provide support. Lowering standards does not raise self-esteem.Expectations should focus on habits, effort, and growth, not grades.Provide students with needed supports (extra help, additional resources). Don’t assume that “you could do it easily if you just tried harder.”

4. Be mindful of the goals you set for your children and the messages they send. Work with your child to set goals that are reasonable and desirable for both of you.All goals should emphasize growth – the development of a skill or the expanding of knowledge. Having innate talent is not a goal your child can work toward.

5. Praise effort, practice, and process – not outcome. 6. Use failures as an opportunity for reflection and growth. 7. Provide honest, constructive criticism that emphasizes growth.8. Make concrete plans for growth. 9. Point out the perseverance/ effort of favorite athletes and stars.

5. Praise effort, practice, and process – not outcome.When your child succeeds, talk about the work that went into the success. Praise persistence and perseverance. Focus on the positive habits your child practiced and the choices she made which led up to the success.

6. Use failures as an opportunity for reflection and growth. Don’t use labels, and don’t let your child use them. Don’t shelter your child from the realities of failure by placing blame on others.Ask: “What can you learn from this experience? What could you try differently the next time?” ( Click on image for video link. )

7. Provide honest, constructive criticism that emphasizes growth. Don’t harp on your child’s shortcomings or past mistakes. Work with your child to identify strategies for improvement. Involve your child in the problem-solving process, rather than meting out punishments.

8. Make concrete plans for growth.If your child identifies an area of weakness or is struggling, help your child establish a concrete plan for improvement. Avoid vague solutions:Ineffective: “I’ll study more.”Better: “I’ll review my class notes nightly and make flash cards for the difficult concepts.”Follow up with your child, and help him evaluate the process and refine the solution if necessary.

9. Point out the perseverance/ effort of favorite athletes and stars. Discuss what habits (focus, goal-setting, daily practice, commitment) enabled the athlete to be so successful.Avoid referring to a star athlete’s “natural” talent or “effortless” ability. Talk about famous people who failed in their early efforts.(Click on image for video link.)

10. Take reasonable risks, and encourage your child to do so.The growth mindset is about being a lifelong learner. Accepting risk and a certain amount of failure is part of that process. Is there something you always wanted to try but were afraid you’d fail? Make a plan to do it. Allow your child to do the same.

SummaryRole models give people evidence of the growth mindset in action. A growth mindset helps people to be motivated and to succeed.A growth mindset can be learned.We can foster a growth mindset in others by the type of feedback we give and by teaching them about the brain’s huge potential.

This presentation used the following sources for slides:The Centre of Confidence and Well-Being, UK www.centreforconfidence.co.uk/Adrian Hayes, Virginia Beach City School District Which mindset do you have?