Developing a Growth Mindset

Based on information from Mindsets in the Classroom by Mary Cay Ricci - 2013

Questions to Consider:

• What is your mindset?• What keeps some students from

working hard in school? Structures? Mental models? Is it something about them or is it something about school?

What kind of mindset?

• “Andy Lopez will undoubtedly remember the 742 losses in his career far better than the 1,177 wins. That’s how the 33-year coaching veteran is wired. He can’t change it.” (AZ Daily Star 5/31/15 – retirement story)

• In what areas, if any, do you have a fixed mindset? Are there things you think you’re just not good at? Why?

What’s the mindset?As you watch the video clip “Perseverance”• What do you observe? What does the girl do/not

do? What does she say/not say?• What does the father do/not do? What does he

say/not say?• What kind of mindset is shown? • What lessons can you take from what’s shown

here?

• https://www.youtube.com/watch?v=9zSVu76AX3I

• https://www.youtube.com/watch?v=45mMioJ5szc

• Michael Jordan commercials on failure/hard work

What’s the mindset?

Agree or disagree?(1=strongly disagree; 2= disagree; 3=agree; 4=strongly agree)

• Our intelligence is one of our fundamental traits.• We can all learn new things, but

we cannot really change how smart we are.

If you don’t agree, can you suspend disbelief?

Mile 7: “There’s no way I can run 50

miles – the furthest I’ve done is 35.”

Mile 7: “It’s a beautiful day. I’m going to focus on

enjoying this experience.”

Mile 25: “How can I only be

halfway done?”

Mile 25: “This is going pretty well.

Remember: If it feels like work, you’re

working too hard.”

Mile 40: “I’m tired – how can I

keep going for another couple

of hours?”

Mile 40: “This is the farthest I’ve ever run and I’m still feeling okay.”

Mile 46: “There’s no

way I can do 5 more miles.”

Mile 46: “Only 5 more miles – I

can finish before dark.”

Finish: “How am I going to

walk up the hill to my car?”

Finish: “I smell barbeque.”

What do you think about these statements?

• Some kids are smart – others not so much• Some kids are good at certain things – others

not so much• Some kids don’t seem to need to work hard to

do well• Being smart means being fast and getting it

right the first time

Key Concept #1: The brain is malleable (neuroplasticity)

IQ is not fixed (Palmer, 2011)

Can even learn to be more happy and more optimistic (Weil, 2011; Hawn Foundation, 2011)

Key Concept #2: It’s important to make connections when you’re learning

• Short neuron video

Neurons make connections when you learn something new - connections get stronger when you practice

Key Concept #3: Mistakes/failures = opportunities to grow/learn

“Experience success and failure not as reward or punishment, but as information.” -Jerome Bruner, 1961

Key Concept #4: Intrinsic rewards more motivating than extrinsic

Concept Attainment (Bruner)

Debrief• What question(s) helped the most?

Who asked it and why did they ask it? What are the three most valuable attributes? • How is your brain like a sponge?

Concept Formation (Bruner)

• One picture shown at a time• After each picture – predict what the common

concept might be for all the pictures in the collection

• The final picture is the “validator” – should solidify the common concept

Debrief:• What was your brain doing/what

were you thinking as you looked at each picture? • Doesn’t matter if answers were right

or wrong – you were developing your brain during the process

Summarizer:

• Think of all the things you now know about the brain and how it works

• Create a metaphorical image of the brain that captures some of its important characteristics

• Example: The brain is like a sponge because…