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Advising with the Growth Mindset

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natacha cesar

on 13 May 2016

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Transcript of Advising with the Growth Mindset

You Can Do It: Advising with the Concept of the Growth Mindset
What is the Growth Mindset?
Fixed Mindset
Growth Mindset

Growth Mindset

Intelligence can be developed
Learning is the key to success
Believes in effort as the path to mastery
Persists in the face of setbacks
Learns from criticism
Finds inspiration in the success of others
Fixed Mindset

Success is based on how talented you are
Believes intelligence is "static"
Focuses on the desire to "work smart" & thus "avoids challenges, gets defensive, gives up easily"
Sees effort as fruitless
Ignores feedback
Feels threatened by the success of others
The Growth Mindset:
Your tool for advising success and failure
Transforming Your Advising
Case Studies
Colleen Poulin & Natacha Cesar Davis

MEOA Conference
October 9, 2014

Tips to Advise Success
Tips to Advise Failure
What we will do today:
Talk about how we advise
Learn about the concept of Growth Mindset
Discuss how to apply Growth Mindset in our advising practices
Avoid attributing a student's success to their "smartness"
Praise student's for their hard work and effort
Focus on the learning process
Help students understand that is not about outcome but what they learned
Congratulate students, always on their efforts, remind them that their next endeavor may require more effort.
Encourage student's to try again with different approaches (studying, test-taking, etc.)
Talk to them about what they
do, not what they
Don't lower standards
Help students improve by helping them come up with concrete goals
Encourage student's to apply themselves each day to becoming a little better: over a period of time, they will become a lot better
Work with students in finding the right strategies for them, knowing that effort combined with correct strategy can help them be successful
Along with Carol Diener, Dr. Dweck realized that children who were not concerned about attributing success or failures to their abilities, were the ones who tended to achieve mastery.
Children who were concerned about 'learning goals' instead of 'performance goals' fare better in the end.
During a Sabbatical at Harvard, Dr. Dweck realized that students who were focusing on 'performance goals' believed ability was a 'fixed' entity, therefore they wanted to continue to prove themselves and at the same time saw challenges as a threat to their 'ability'
Meanwhile, students who were describes as 'mastery oriented' relished in challenges because they saw that as a way to increase their ability, thus believed that ability was a dynamic and malleable trait.
The idea of growth mindset is grounded on the belief that people learning a skill or acquiring different tools is not the entire story, moreover learning that ability is not a fixed entity and that effort is essential to success.
Started studying animal motivation
Came across the topic of "learned helplessness"
Initial goal was to understand what made some humans persist in the face of challenge while others gave up
At first Dweck believed the answer for persistence relied on students having a string of successes
Dweck and researchers believed that lack of persistence was about students' belief in their abilities.
Dweck developed what is known as 'attribution' theory which explained children's ability to have helpless vs. mastery oriented patterns.
Acknowledge where you are in the growth/fixed mindset spectrum
-How do you see yourself & your abilities?
-How do you see your students' abilities?

Use of language and listening skills when we work with students

Believe in the power of the growth mindset for your advising process!
Go back to your group and analyze your responses to the scenario
-Which of your responses were fixed or growth mindset based?
-If any of your responses were of a fixed mindset, how could you transform them into a growth mindset?

Are there any scenarios where the growth mindset concept does not apply?
Full transcript