Carol S. Dweck: - PowerPoint Presentation

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 PupilsSlide5
Slide6

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?