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Based on the work of  Dr. Carol Dweck Based on the work of  Dr. Carol Dweck

Based on the work of Dr. Carol Dweck - PowerPoint Presentation

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Based on the work of Dr. Carol Dweck - PPT Presentation

Mindset The Psychology of Learning and Achievement Presented by Carole Vargas Mindsets Part 1 Fixed amp Growth Part 2 Paradox of praise Part 3 What you can do Are people born smart Political Leader ID: 737357

growth mindset fixed effort mindset growth effort fixed child goals people learning ability praise mindsets work failure don

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Slide1

Based on the work of Dr. Carol Dweck

Mindset: The Psychology of Learning and Achievement

Presented by Carole VargasSlide2

Mindsets

Part 1. Fixed & GrowthPart 2. Paradox of praise

Part 3. What you can doSlide3

Are people born smart?Slide4

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?Slide5

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? Slide6

Writer

Leo Tolstoy Dropped out of college

He was described as both “UNABLE and unwilling to LEARN" Slide7

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?Slide8

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 sellSlide9

People are made, not born’

THE GROWTH MINDSETSlide10

Two MindsetsSlide11

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)Slide12

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%Slide13

How mindsets

affect students1. Goals

2. Responses3. Effort4. StrategiesSlide14

1. Goals

How do mindsets affect the things we aim for?Slide15

Fixed Mindsets PERFORMANCE Goals

POTENTIAL can be MEASURED.

VALIDATION from others.

Low marks = not

smart.

Success

and

failure cause

ANXIETY.Slide16

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.Slide17

2. Responses:

How do mindsets affect how we react to events?Slide18

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…Slide19

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:Slide20

3. EFFORT

How do mindsets affect our view of trying hard or hardly trying? Slide21

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% abilitySlide22

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

GROWTHSlide23

Learning helps our neurons GROW.

The brain is a muscle that gets stronger with exercise!Slide24
Slide25

4. Strategies:

How do mindsets affect success?Slide26

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.Slide27

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’.Slide28

What kind of mindset does Calvin have?Slide29

Why might our gifted children be especially vulnerable to fixed-mindset thinking?Slide30

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.”Slide31

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.Slide32

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 knowledgeSlide33

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’. Slide34

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.Slide35

Praise effort

Encourages people to adopt a growth mindset. Encourages people to create learning goals

Increases motivation and success.Slide36

Good feedback is important

Constructive criticism is necessaryPraise is not a villain – praise for effort and the processSlide37

What can I do?

10 Parenting Tips for Fostering the Growth MindsetSlide38

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.Slide39

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. Slide40

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.” Slide41

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. Slide42

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. Slide43

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. Slide44

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. ) Slide45

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. Slide46

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. Slide47

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.) Slide48

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. Slide49

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.Slide50

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?