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Growth Mindset

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Maizy Jaklitsch

on 3 December 2015

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Transcript of Growth Mindset

What's YOUR Mindset?

Why did I ask you to take this?

What did you learn (or confirm) about yourself?

How could you use this tool in your classroom?
Can you think of a time when you have acted with a growth mindset?
(school, sports, hobbies, work)

Can you think of an example of when you acted with a fixed mindset?

Think about the article and the two videos you watched, as well as information I have presented today.

What can you do in the classroom/school setting to facilitate growth mindset in your students?
Growth Mindset
Historical View of Intelligence
Intelligence is fixed and can be measured using an IQ test
You cannot change your intelligence no matter how hard you work or how much you learn
'Some people are just born smart'
New View of Intelligence: Mindset Matters
Your brain is like a muscle- it gets stronger with exercise!
New connections form over time and you are continually getting smarter when you work hard and stretch your mind
'I haven't mastered this idea... yet'
Fixed Mindset:
My goal in college is to show others how good I am.
(Focus on looking intelligent no matter what the cost)
When I have to put in a lot of work in a subject, I don't feel very smart.
(Believe learning should just come naturally)
I'm going to cheat on my next test. I'm never taking a ___ class again.
(Try to hide mistakes or blame others; hide deficiencies)

Growth Mindset:
It's more important for me to learn than focus on good grades.
(Focus on learning)
The more work I put into something, the better I will be at it!
(Recognize that hard work is key to success)
I'm going to work even harder and do better on the next test. I will study every day.
(confront deficiencies, address mistakes)
A mental attitude that determines how you will interpret and respond to situations. Critical to adopting learning-oriented behavior

GROWTH Mindset!
FIXED Mindset!
What Can We DO
1) Have high expectations

2) Create a risk-tolerant learning zone

3) Provide feedback focused on PROCESS (not product)...
Praise for effort, goal setting, making a plan and sticking to it
Use praise with intentionality
Use an effort rubric

4) Teach kids about the malleable mind

5) Model it through speech and actions
"Today you might find there are some things that are new to you and you are going to get to grow from trying them"
"What parts are going well? What parts are making you grow?"
"How can you use that in the future when something gets tough?"
(Kryza, Duncan & Stephens, 2011)

6) Use stories to illustrate

Progress, learning over time, confronting challenges, STRETCHING
I need to be flawless. Right now. If something is too hard, I am going to give up.
Group Activity
In the video clips you watched, Carol Dweck describes how she discovered growth mindset and her research into the impact of praise on student learning.

Dweck recalls how her 6th grade teacher seated students by their IQ ('smartest' in front, 'slowest' in back). Though teachers do not do this anymore, it IS still common practice to sort students into 'honors' and 'regular' classes. The honors classes are only open to students who have strong grades and test scores. In some schools, however, any student who commits to working hard is permitted to 'get into' an honors course. Some schools have also eliminated these courses completely, believing all students are capable of doing challenging work.

In your group, make a list of Pros and Cons of each option. Then decide and tell which option you personally favor.

What would a student with a FIXED mindset say when faced with challenging tasks and problems in our classrooms? ?

What would a student with a GROWTH mindset say when faced with challenging tasks and problems in our classrooms?
Full transcript