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Growth Mindset

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Andrew Shaw

on 27 June 2014

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Transcript of Growth Mindset

Fixed vs Growth Mindset
Are intelligence and talent fixed traits in humans? Or can we grow and develop our minds?

Based on the work of Carol Dweck, this presentation will open your minds to the idea that how information is presented to students, and how we make reference to "intelligence", can have a profound impact on a student's desire to learn in the classroom.
The Old (Fixed Mindset)
Believe that they are born with intelligence and talent
Think they can't change their intelligence
Adopt a "Why bother?" attitude toward difficult subjects, due to feeling overwhelmed and lost in a cycle of failure
Become frustrated and think they are stupid when they can't get it the first time
Compare themselves to others, and so, if they come up short, assume they are less talented or capable
The New (Growth Mindset)
Students learn that:
Effort pays off
The brain is designed for continual learning
They can get better at anything through regular practice
Struggling with a subject does not mean that they are stupid
It is better to compare where you are at now versus where you were in the past, rather than comparing yourself to other people
People who excel at something have generally worked very hard to achieve it

Words to avoid
Teachers should avoid these types of statements:
"You are really good at this!"
"You are smart."
"You are so talented!"
"You are an amazing artist/gymnast (etc.)"

Words to Encourage
Teachers should use phrases like:
"You must have worked very hard at this"
"What did you do that helped you succeed at this?"
"Your hard work has really paid off"

Teachers should also encourage students to say:
"I don't know yet" instead of "I don't know"
"How can I do this?" instead of "I can't do this"
Where do we see a Fixed Mindset?
In classes with struggling or non-committal students
"I'm no good at math"
"This is impossible"
"I can't read music"
"I can't draw, I've never been good at drawing."
"French is too confusing"
"Academic level is just for brainy kids"
We also see a fixed mindset in students who have generally been successful in their endeavours, and are now faced with a task or area that is difficult for them.
Where do we see a Growth Mindset?
Where students are doing what they love
When students ask questions to learn more
When students are actively involved in learning
When students apply what they have learned in one class to other classes or in their everyday life
When students persist in the face of challenges and difficulties, both personal and scholastic
When students demonstrate resiliency
When students believe they can do anything with enough work and persistence
Failure in the Growth Mindset
Failure is part of the learning experience:
Kids learning to skateboard frequently fall
Kids playing video games often lose early on
Kids keep trying until they get it right, learning from past failures, and continuing to improve
In hockey, if the goalkeeper is scored on, he can't let it get to his head or he will end up being scored on again. Instead he must analyze his mistakes, forget about everyone else, and start again with a clean slate for success.
Growth Mindset
Challenging the way we think about learning.
The works of Dweck, Carol
Dweck, C. (2010). Even Geniuses Work Hard. Educational Leadership, Vol. 68, No 1, 16-20.
Brought to you by:
Chrissy Brown,
Shana Brown,
Roisin Philippe, OCSB
Andrew Shaw, GECDSB
Michelle Tilley, TDSB
How do you help instill a Growth Mindset?
As educators, we need to show that learning something quickly is not always the best method, and that those who take longer may be gaining a deeper understanding. We also need to emphasize that challenges are as important as successes, and that persistence and effort contribute to growth. Meaningful learning occurs when we believe in our students.
Growth Mindset in Visual Arts
Growth Mindset in English
Growth Mindset in French
Growth Mindset in Music
Move from "I can't read music" to "I am learning how to read music" or "I can't sing" to "I am learning how to sing"
Emphasize the process and remind students that final performances are a reflection of time spent in the practice room (not "talent")
Document progress (recordings) to show improvement and remind students what they have achieved throughout the year
Essential for students to develop growth mindset at the intermediate level when they are experiencing physical changes that affect their voice and ability to sing
Focus on the process of writing a good piece and teach students how to reach the end goal (brainstorming, editing, revising)
Teach strategies for comprehension (visualizing, generating questions, recognizing structure)
Allow students time to practice their reading and writing skills without penalty
Growth Mindset in a core French classroom hangs heavily in the attitude of the teacher. The students need to believe that she believes they can grow by...
Set High Expectations: When asking for high standards it is important to also ensure the student of their potential to reach these standards.
Foster a risk tolerant environment: Your students know that above a perfect score you value challenge-seeking and effort. Have a "Mistake of the Day."
Feedback targets only things under the students control: Effort, challenge-seeking, persistence, and good strategy use. Use an effort based rubric visible at all times.
Show your students that effort is in fact not doing something for a long time or the same thing over and over again but it is the making and planning of goals and the using of creative strategies and the seeking of challenges.
Early on, teach students that art is not an innate talent, but a practiced skill. It takes approximately 10,000 hours to become an expert in a field, but only 20 to become competent with deliberate practice. This applies to art!
Inform the class that art is a form of expression and technique. You will need both to succeed.
It is more important to work hard and look at your own improvement, instead of comparing your artwork to others.
Art can be personal; reflecting upon what matters to you and representing it is beautiful. Creating a culture of respect in the classroom is essential.
Break down and demonstrate steps; this helps the process of learning skills and creating art more manageable and less overwhelming.
Teach the skills so that students have the foundation for expression and confidence. Have clear expectations.
Avoid use of saying such as "You're such a good artist!" and instead state something specific about the piece that you enjoy.
When commenting on art use specifics and have two positives for every negative. Also let the student know how they can improve upon the mistake they made.
Schawbel, D. (2013, May 30). Josh Kaufman: It Takes 20 Hours Not 10,000 Hours To Learn A Skill. Forbes. Retrieved June 17, 2014, from http://www.forbes.com/sites/danschawbel/2013/05/30/josh-kaufman-it-takes-20-hours-not-10000-hours-to-learn-a-skill/

Ferlazzo, Larry. (2012, October 15). Response: Classroom Strategies to Foster a Growth Mindset. Response from Carol Dweck and Lisa Blackwell. http://blogs.edweek.org/teachers classroom_qa_with_larry_ferlazzo/2012/10/response_classroom_strategies_to_foster_a_growth_mindset.html
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