Mindset by Carol Dweck

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Mindset by Carol Dweck A PARENT WORKSHOP ADAPTED FOR MONITOR ELEMENTARY BY VICTORIA GROOMER

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Mindset by Carol Dweck. A Parent Workshop Adapted for Monitor elementary by Victoria groomer. Where are we headed?. Understand growth vs. fixed mindset Recognize the differences between mindsets Discover the effect on mindset on your student’s academic/life potential - PowerPoint PPT Presentation

Transcript of Mindset by Carol Dweck

Page 1: Mindset by Carol  Dweck

Mindset by Carol DweckA PARENT WORKSHOP ADAPTED FOR MONITOR ELEMENTARY BY VICTORIA GROOMER

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Where are we headed?

Understand growth vs. fixed mindset Recognize the differences between mindsets Discover the effect on mindset on your student’s academic/life

potential Immediate steps you can take to foster mindset

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What is “mindset”?

“Mindset is the multiple assumptions and expectations we have for ourselves

and others. These attitudes guide the way we behave as well our reactions

to daily events. “The view you adopt for yourself profoundly affects the way

you lead your life. It can determine whether you become the person you want to be and

whether you accomplish the things you value.” Dweck, 2006

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Fixed Mindset

Every situation calls for a confirmation of intelligence, personality, or character. Will I succeed or fail? Will I look smart or dumb? Will I be accepted or rejected? (Do not want to expose deficiencies) They see what has happened as a direct measure of their competence and worth. Nothing catastrophic has occurred, yet there is a feeling of utter failure and

paralysis. Risk and effort are two things that might reveal your inadequacies and show you

were not up to the task. People with fixed mindset do not believe in EFFORT. EFFORT is a bad thing; it means you’re not smart or talented. If you were, you

wouldn’t need effort.

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Responses of the Fixed Mindset:

“I feel like a failure”, “I am a total loser”, “Everyone’s better than me”, “Life is unfair.”How do they cope? Withhold time and effort Find a comfort - eat chocolate! Do nothing Pout Cry What is there to do? I can’t do anything about it.

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Growth Mindset

If you believe you can develop yourself, you’re open to accurate information about your current abilities, even if it’s unflattering.

Oriented toward learning, you NEED accurate information about your current abilities in order to learn effectively.

Identify own strengths and weaknesses Can convert life’s setbacks into future successes EFFORT is what makes you smart or talented.

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Responses of the Growth Mindset:

“I need to try harder in class”, “Be more careful when …”, and “I wonder if my friend had a bad day, and how can I help?”

How would they cope? Directly. Studying harder Use a different strategy Direct action Find a resolution: “Work things out with my friend.”

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Effects of Mindset

Fixed a false sense of superiority, undermined

by self-doubt. a fear of failure and, therefore, a refusal

to take risks. a belief that failure defines you as a loser. a need to prove yourself again and again.

Growth an intrinsic love for learning and self-

improvement. a desire to be challenged. a willingness to work, an understanding that

work yields positive results a belief that you can determine the outcomes

in your life through effort and practice. an openness to learn from mistakes and

failures. emotional resilience

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2 types of Mindset

Fixed Growth

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Evidence: Feedback

Fixed

People with a fixed mindset were ONLY interested

when the feedback reflected on their ability.

Brain waves showed them paying close attention

when they were told whether their answers were

right or wrong. When presented with information

that could help them learn, there was no sign of

interest. Even when they had gotten an answer

wrong, they were not interested in learning what

the right answer was.

Growth

Brain waves showed they paid close attention

to information that could stretch their

knowledge. Learning was a priority.

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Messages About Success

Adult:“You learned that so quickly! You’re so smart!”:Look at that drawing. Is he the next Picasso or what?”“You’re so brilliant, you got an A without even studying.”

Child’s Interpretation:“If I don’t learn something quickly, I’m not smart.”“I shouldn’t draw anything hard or they’ll see I’m no Picasso.”“I’d better quit studying or they won’t think I’m brilliant.”

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Change in Math Grades www.brainology.com

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Power of Praise: 2 groups of 5-7th grade students were given tests on an increasingly difficult level. One group was praised for their ability and one group for their effort. As the tests increased in difficulty the students demonstrated the following behaviors:

Ability Rejected challenging task Didn’t want to expose flaws/call talent

into question Less success meant they were deficient Burden of talent was killing enjoyment Performance plummeted, even when

returning to easier problems Lost faith in their ability

Effort 90% wanted challenging tasks Applied more effort Difficulty did not reflect on their intellect Showed consistently better performance Used hard problems to sharpen their skills Had advanced much further in

understanding when returning to easier problems

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Rigor: Common Core/UBD and Mindset

UBD/Facets of Understanding: Perspective, Self-Knowledge, Interpretation, Explanation, Application, and Empathy

“Growth mindset students look for themes and underlying principles and are clued in to all the different ways to create learning and take charge of the learning process to make sure it happens…A successful student is one whose primary goal is to expand their knowledge and their ways of thinking and investigating the world. They do not see grades as an end in themselves but as a means to continue to grow.”

*Rigor will require students to struggle and put forth effort. Growth occurs when we struggle and work hard to attain understanding. It is okay for your child to experience rigor and struggle towards growth.”

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What Can I do?9 Parenting Actions the Promote the Growth Mindset

Model growth mindset thinking Explain how approach challenges and how you continue to learn from

them Avoid labeling yourself with a fixed mindset: “I’m a terrible cook.” “I always struggled with writing too.”

1. Practice What You Preach

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2. Learning for Learning’s Sake…

Instead of asking, “How did you do on the test?”, talk with your child about how they are responding to the curriculum:

“How can you use that strategy next time?” “Is there a way you can make a connection to something else you have been learning to help you understand that concept better?” Talk about learning as an avenue for personal growth, intellectual

challenge, and opportunity rather than for a grade or college acceptance

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3. Set Growth Goals

Set goals that are reasonable and of interest to both of you Talent is not a goal that your child can work towards; set goals that

further develop a skill and knowledge.

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4. Praise Effort, Practice, and Process

When your child experiences success, talk about the effort and work ethic behind that experience

Praise perseverance and persistence Help your child to focus on the positive habits and choices that led to

the successful experience

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5. See Failure As A Growth Tool

Don’t protect your child from failure. This does not boost a child’s self-esteem. It does the opposite.

Rigor is critical to your child’s growth; struggle is when growth occurs. Learning requires effort.

Ask: “What can you learn from this experience?” “What could you do differently?”

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6. Provide Honest Feedback

Avoid comments such as, “Just try harder”, or “Believe in yourself.” If your child identifies an area of weakness, make a plan of

improvement together. Do not allow your child to offer ineffective solutions: “I’ll review my notes.” “I’ll ask a friend.” Follow-up with the plan, help your child evaluate it, and refine it if

needed.

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7. Point Out Others’ Perseverance

Use your child’s interests to point out people who have been successful in that area by:

Focus Goal-setting Daily Practice Commitment Talk about key people in history/modern-day who failed in their early

efforts http://www.youtube.com/watch?v=u2HD57z4F8E&safe=active

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8. Risk-Taking

Accepting risk and, at times, failure is part of being a lifelong learner. Lifelong learners have a growth mindset. Take reasonable risks and encourage your child to do so.

Try something you’ve always wanted to do, and allow your child to do the same.

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9. Don’t Forget The “yet”…

The fixed mindset forgets the “yet”; success is expected before the hard work of learning how.

“The fixed mindset does not allow people the luxury of becoming. They have to already be.”

Championship Mentality - always add the “yet” to conversations where your child may be demonstrating a fixed mindset; encourage them to stretch beyond ordinary ability.

#1 ingredient in achievement: the kind of perseverance and resilience produced by the growth mindset

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Any questions?