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Why foster a growth mindset ?

Information about Professor Carol Dweck's research as an initial presentation to staff in a secondary school setting
by

Mary O'Connor

on 20 May 2011

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Transcript of Why foster a growth mindset ?

Professor Carol Dweck, from Stanford University , has identified two distinct ways that individuals view intelligence: fixed mindset or growth mindset Those with the belief in a fixed mindset believe that you are born with a certain level of intelligence, that is , intelligence is an inborn trait and you are born with a certain amount. Those with a growth mindset believe that they can develop intelligence over time These two mindsets lead to very different school behaviours. When students view intelligence as fixed they tend to value looking smart above all else and this can lead to become less of a risk taker because it can lead to performing poorly or admitting deficiencies. Students with a growth mindset view challenging work as an opportunity to learn and grow and may meet difficult problems with relish.They value effort and realise even genuises work hard Information in this presentation is based upon the article "Even Geniuses work hard" by Professor Carol Dweck, Educational Leadership, September 2010 Relationship between students' concept of intelligence and Resilience Students with fixed mindset do not like effort and they do not handle setbacks well; they become discouraged and defensive when they do not succeed straight away. It can result in quickly withdrawing their effort, blaming others, lying about their grades or they may consider cheating. To create a growth mindset in the classroom, teachers need to provide the right culture by providing the right praise and encouragement. This can be for the effort they have made , the persistence they have demonstrated, the strategies used etc For more information see the full article on the portal
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