Growth Mindset and "YET"- Shaw

Growth Mindset, The Four Steps, and Power of "Yet"

• identify key ideas about growth mindset, the four steps, YET and their implications for the classroom
• apply key ideas about the growth mindset for student motivation

• What are the characteristics of a growth mindset?
• How does a growth mindset benefit all learners?
• How does the four steps impact students?
• What is Yet? Why is yet a valuable characteristic for students to develop?

Mindsets are beliefs—beliefs about yourself and your most basic qualities (intelligence, talents, personality).

Mindsets explain:

• Why brains and talent don’t bring success
• How they (brains and talent) can stand in the way of success
• Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them
• How teaching a simple idea about the brain raises grades and productivity
• What all great CEOs, parents, teachers, athletes know

In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort.

In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.

Motivational and effort-building strategies positively shape students' attitudes about learning, foster a growth mindset, and create mind/body states that are receptive to feedback and further learning. These strategies reinforce students' belief that their cognitive capacity is not fixed and build the capacity to learn even more.

Step 1: Learn to hear your "fixed" mindset voice.

Step 2: Recognize that you have a choice.

Step 3: Talk back to it with a growth mindset voice.

Step 4: Take the growth mindset action.

Step 1: As you approach -"are you sure you can do it, maybe you don't have the talent?" , "people will laugh", "If I don't try I can protect myself."

Hitting set backs and facing criticism might come with thoughts of its not to late to back out and or finding excuses. I have seen students become angry with feedback.

Step 2: Interpreting challenges with a fixed mindset begins to show possible lack of strategies or abilities. Listening to the fixed mindset to know how you are going to talk back and start to show effort.

Individuals bring a huge variety of skills, needs and interest to learning Neuroscience reveals that these differences are varied and unique as our DNA. These three primary brain networks come into play:

“Yet.” A powerful three-letter word that means, “an implied time, still, even or nevertheless”.

-Dweck’s concept is based on the premise that we are all on a learning journey, and that just because you haven’t accomplished a task yet, does not mean that you cannot or should not try and certainly that you should not give up. Your “yet” is coming, your “yet” is not yet here. It’s a type of hope that is instilled in us to not give up.

-My plan is to continue to use these phrases and teach the students to use them in conference discussions as well as, with peers during group talk. (I also have many quotes posted around my classroom as daily reminders to teach them to talk about to those fixed mindset thoughts.)

In the Classroom

• To develop a growth mindset
• Having students label the parts of the brain to know their function capabilities. Talk about their results, having growth mindset discussions often and intertwined within lesson planning.
• With the use of this Prezi I can incorporate the videos with a discussion piece to follow. Giving them the posted questions and objectives to keep in their personal data folders to use as a guide.
• Allowing them to set and track goals.
• Discussing failure and ways we can learn from it and move through it. Use examples from my own life; let students know that if you fail you can recover.
• Make it personal. Create connections for students, guiding them to create their own connections. Giving them the outline of what is a growth mindset and create a poster as a team to display what they learned the process is.

"Yet"

The Four Steps

Power of "Yet"

Step 3: Responding to those fixed mindset thoughts. " Talking back to them"

- Fixed "If I FAIL will I be a failure?"

Growth "Most successful people have failed along the way"

-Fixed "Its not my fault."

Growth "If I dont take responsibility, I cant fix it."

Step 4: Putting the growth mindset into action.

Each student will eventually learn to respond with their choice of actions. I want them to;

-take on new challenges

-learn from mistakes

-hear feedback and act on their own

Learning Objectives:

Questions to think about while you're learning this topic:

The Mindsets

Carol Dweck, Ph.D.

References

Dweck, C. (2007). Mindset: the success of psychology of success. How you can fulfil your

potential. New York: Random House, Inc., 5-8.

Mindset Online, (2006-2010). Change your mindset. First steps. Retrieved March 11, 2018 from http://mindsetonline.com/changeyourmindset/firststeps/index.html

Dweck, C. (2015). Revisits the growth mindset. Education Week, 35. Retrieved from

https://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html

Dr. Carol Dweck on how the two mindsets influence behavior and achievement