Helping Our Students Succeed by Helping Our Students Succeed by Encouraging a “Growth Mindset” Encouraging a “Growth Mindset”

Mike PinterMike PinterDepartment of Mathematics and Computer ScienceDepartment of Mathematics and Computer Science

Pete GiordanoPete GiordanoDepartment of Psychological ScienceDepartment of Psychological Science

Overall StructureOverall Structure

Background information for mindsetsBackground information for mindsets Prompts for table conversationPrompts for table conversation Examples for course and classroom Examples for course and classroom

useuse Additional prompts for table Additional prompts for table

conversationconversation

Fixed and Growth MindsetsFixed and Growth Mindsets((Mindset, Mindset, pp. 12-14)pp. 12-14)

Which mindset do you have? Answer these questions about intelligence. Read each statement and decide whether you mostly agree with it or disagree with it.►Your intelligence is something very basic about you that you can’t change very much.►You can learn new things, but you can’t really change how intelligent you are.►No matter how much intelligence you have, you can always change it a bit.►You can always substantially change how intelligent you are.

You also have beliefs about other abilities. You could substitute “artistic talent,” “sports ability,” or “business skill” for “intelligence.”

What is a fixed mindset?What is a fixed mindset?

A fixed mindset is characterized by: the belief that an ability is static, set in stonethe belief that an ability is constantly being evaluated, and ability must be re-proven at every turnfailure challenges who you are looking to the failure of others to make you feel better

What is a growth mindset?What is a growth mindset?

A growth mindset is characterized by:the belief that an ability is dynamic, changeable a willingness to embrace and work through challengesthe belief that failure is an opportunity to grow and learn from the experiencelooking to the success of others to figure out how to improve

Those with a growth mindset Those with a growth mindset ……

are more willing to take on challenging are more willing to take on challenging taskstasks

are more willing to persist on are more willing to persist on challenging taskschallenging tasks

believe that effort is what helps you believe that effort is what helps you learnlearn

show a greater love of learningshow a greater love of learning

Compare the twoCompare the two

Growth MindsetGrowth Mindset

► ““Nothing ventured, Nothing ventured, nothing gained”nothing gained”

► ““If at first you don’t If at first you don’t succeed, try, try succeed, try, try again.”again.”

► ““Fall down seven Fall down seven times, get up eight.” times, get up eight.”

Fixed MindsetFixed Mindset

► ““Nothing ventured, Nothing ventured, nothing lost.”nothing lost.”

► ““If at first you don’t If at first you don’t succeed, you succeed, you probably don’t have probably don’t have the ability.”the ability.”

► ““Fall down once, try Fall down once, try something else.”something else.”

Growth MindsetGrowth Mindset► ““I thrive in safety – I thrive in safety –

feeling smart and/or feeling smart and/or talented”talented”

► ““My interest is kept by My interest is kept by good results”good results”

► ““I feel good enough I feel good enough whenwhen

… …I don’t make mistakeI don’t make mistake

… …it’s perfect or I winit’s perfect or I win

… …when I can do it and when I can do it and

others can’t”others can’t”

Fixed MindsetFixed Mindset► ““I thrive when challenged I thrive when challenged

or stretched or growing”or stretched or growing”► ““My interest is kept by My interest is kept by

challenge and growth”challenge and growth”► ““I feel good enough whenI feel good enough when

… …I try hardI try hard

… …I started to figure it outI started to figure it out

… …I work hard and doI work hard and do

something I couldn’t dosomething I couldn’t do

before”before”

Compare the twoCompare the two

FailureFailure

What does it feel like to experience failure?

How do your students feel?

How does an athlete feel?

How does a colleague feel?

How do you feel?

Responding to FailureResponding to Failure

►What would help after failure?►IDeAS Process

Identify and describe a recent failure De-brief the failure Analyze the failure Strategize solutions, plans for moving forward

►Building supports for a growth mindset for your students

What does it feel like to learn?

Ken BainKen BainWhat the Best College Teachers DoWhat the Best College Teachers Do

► "People are most likely to enjoy their education if they believe they are in charge of the decision to learn.“ (p. 47)

► "They [best teachers] create a safe environment in which students can try, come up short, receive feedback, and try again.“ (p. 47)

► "[Best teachers] believe that if they understand their students and the nature and processes of learning better, they can create more successful environments.“ (p. 174)

Teaching to support a growth Teaching to support a growth mindsetmindset

►First day of class  First course impressions An experience that invites growth    

►End of course Major assignments Timelines Role of Final Exam or course project Opportunity for reflection

►Touchstone points in between

Teaching to support a growth Teaching to support a growth mindsetmindset

►Syllabus language Ken Bain’s ideas for an invitation Expressions of expectations Instructor’s role and role modeling

►Course structure Opportunities for “failure” High stakes v. low stakes Cognitive Load

►Feedback to students Formative and timely

Teaching to support a growth Teaching to support a growth mindsetmindset

►Student development Stages of development (Baxter Magolda

et al) Freshmen and lower level Upper level Majors v. nonmajors

Knowledge construction and uncertainty Expectation failure Stereotype threat Imposter Phenomenon

Mindsets Toward Learning

Terry Doyle and Todd ZakrajsekTerry Doyle and Todd Zakrajsek

The New Science of Learning: How to Learn in Harmony With Your Brain

Characteristics of Fixed and Growth Mindsets

The New Science of Learning

Self-Image►Fixed: to protect self-image, take on only easy tasks, discount others’ achievements and try to make others look dumb

►Growth: do not see self-image as tied to abilities; accept failure as an important part of learning

A Mindset AssignmentA Mindset AssignmentFall 2014Fall 2014

Read the “Mindsets Toward Learning” chapter in The New Science of Learning: How to Learn in Harmony With Your Brain.

Prepare a 2-3 paragraph response commenting on your mindset(s) toward learning (include your major area and courses otherwise) and toward something outside of academics (sports, religion, relationships, and so on).

Student ResponsesStudent Responses

As a kid, I had always been told I was smart and that school came natural to me….Looking back I am positive I had an aggressively fixed mindset ….Starting last semester and going into this year I am beginning to learn what a growth mindset is looking like and how to approach it .... especially with my Spanish class today….Now I am learning to learn for the sake of learning….This has proved difficult to counteract and humbling, but ultimately more satisfying.

Student ResponsesStudent ResponsesThis reading really stood out to me. I experienced a breakthrough in my [instrument] playing during my first year at Belmont, and it was due to a major change in mindset. Before, I had thought that I was just a naturally good musician. I could play harder music than my peers, although I didn’t practice very often. [At Belmont] I was faced with extremely difficult music and talented musicians....I soon found that I could play almost anything if I practiced hard enough. Sadly, I never grew out of my fixed mindset in science.... When I took [science course] here, I was not successful at first, my professor was not helpful, so I basically just stopped trying to do well.

A Mindset AssignmentA Mindset AssignmentSpring 2014Spring 2014

A final exam question in Psychological Testing:

“Describe the most important thing you learned from reading the book Mindset. Be specific.”

Student ResponsesStudent Responses► The most important thing I learned from The most important thing I learned from

Mindset is how deeply engrained it is in our Mindset is how deeply engrained it is in our lives …. Reading the book at this age has been lives …. Reading the book at this age has been critical as we are developing skills and a sense critical as we are developing skills and a sense of self. The last chapter highlights the of self. The last chapter highlights the processes of changing your mindset. Although processes of changing your mindset. Although it is sometimes hard to let go of “fixed” ideas it is sometimes hard to let go of “fixed” ideas that you have planted in yourself (or that have that you have planted in yourself (or that have been planted by parents, coaches, teachers, been planted by parents, coaches, teachers, etc.), it is possible to change. Having the etc.), it is possible to change. Having the growth mindset is exciting and enriching. It growth mindset is exciting and enriching. It makes a person more courageous, more makes a person more courageous, more confident, and benefits both interpersonal and confident, and benefits both interpersonal and intrapersonal dynamics of life.intrapersonal dynamics of life.

Student ResponsesStudent Responses► This book opened my eyes to how important This book opened my eyes to how important

perspective is in life. They way we look at perspective is in life. They way we look at situations shapes everything. We can limit situations shapes everything. We can limit ourselves so much and never see our true ourselves so much and never see our true potential, if we constantly live in a state of a potential, if we constantly live in a state of a fixed mindset. People in the fixed mindset fixed mindset. People in the fixed mindset never see change needed in themselves and never see change needed in themselves and they place the blame on other they place the blame on other things/people, rather than check themselves things/people, rather than check themselves first. Thus, a growth mindset is where I first. Thus, a growth mindset is where I want to be, how I always want to look at life, want to be, how I always want to look at life, always wonder what I could do better than always wonder what I could do better than last time to improve, grow, and learn.last time to improve, grow, and learn.

A Growth Mindset for Your A Growth Mindset for Your StudentsStudents

►Framing Your CourseFraming Your Course►Beginning to EndBeginning to End

►Course DesignCourse Design►Syllabus and structureSyllabus and structure

►Feedback to StudentsFeedback to Students►FormativeFormative

►Student Developmental NeedsStudent Developmental Needs

ConclusionsConclusions We can help our students develop a We can help our students develop a

growth mindset in their coursework.growth mindset in their coursework. Mentoring students is a good opportunity Mentoring students is a good opportunity

to explore a growth mindset.to explore a growth mindset. Think about your own teaching with a Think about your own teaching with a

growth mindset!growth mindset! Think about your scholarship with a Think about your scholarship with a

growth mindset.growth mindset.

Nothing ventured, nothing Nothing ventured, nothing gained!!!gained!!!

ResourcesResources

► Bain, Ken (2004). What the best college teachers do. Cambridge, Massachusetts: Harvard University Press.

► Clance, P. R., & Imes, S. A. (1978). The impostor phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research, and Practice 15 (3), 241–247.

► Doyle, T., and Zakrajsek, T. (2013). The new science of learning: How to learn in harmony with your brain. Sterling, Virginia: Stylus.

► Dweck, Carol. (2007). Mindset: The new psychology of success. New York: Ballantine.