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
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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!Slide24Slide25
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?