Carol Dweck: A Summary of The Two Mindsets There are two main mindsets we can navigate life with: growth and fixed. Having a growth mindset is essential for success. In this post, we explore how to develop the right mindset for improving your intelligence. Carol Dweck studies human motivation. She spends her days diving into why people succeed (or don’t) and what’s within our control to foster success. Her theory of the two mindsets and the difference they make in outcomes is incredibly powerful. As she describes it: “My work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions (or mindsets) people use to structure the self and guide their behavior. Her inquiry into our beliefs is synthesized in Mindset: The New Psychology of Success. Dweck’s work shows the power of our most basic beliefs. In Mindset: The New Psychology of Success, Dweck writes: The Two Mindsets Your view of yourself can determine everything. In Mindset, Dweck writes: The mindset affects creativity too.
Portail du réseau collégial | La traversée narcissique chez certains enseignants Je m’inquiète d’un de mes étudiants. Un jeune homme brillant, pétillant, d’une intelligence vive et … expressive. Mais, conscient de son intelligence, il est impatient, insolent, presque impoli, intolérant de l’ordinaire. Dans ses travaux en équipe et dans les exercices en classe, il ne s’associait qu’avec des semblables, dans les mêmes spécialités disciplinaires. Ce qui me préoccupe, lorsque je pense à Jean-François[i], c’est qu’il veut être prof de chimie dans un collège. Jean-François n’est pas seul. À ma grande stupeur, un jeune prof de physique, Julien, s’est levé et nous a tenu un discours équivalent à ceci : « Comme profs de sciences, nous avons des standards très élevés et il n’est pas question que nous acceptions de baisser nos standards de qualité, de niveler par le bas afin de faire monter les statistiques de réussite, juste pour bien paraître dans les rapports annuels. Inutile de dire que nous étions soufflés. Tout commentaire ou suggestion de votre part sera bienvenu.
Carol Dweck Revisits the 'Growth Mindset' Opinion By Carol Dweck For many years, I secretly worked on my research. However, my colleagues and I learned things we thought people needed to know. So a few years back, I published my book Mindset: The New Psychology of Success to share these discoveries with educators. —Jori Bolton for Education Week This is wonderful, and the good word continues to spread. A growth mindset isn’t just about effort. We also need to remember that effort is a means to an end to the goal of learning and improving. “The growth mindset was intended to help close achievement gaps, not hide them.” Recently, someone asked what keeps me up at night. I also fear that the mindset work is sometimes used to justify why some students aren’t learning: “Oh, he has a fixed mindset.” Must it always come back to finding a reason why some children just can’t learn, as opposed to finding a way to help them learn? In many quarters, a growth mindset had become the right thing to have, the right way to think.
Pedagogic theory – Information Literacy Website Learning theory framework Cognitive theorists view learning as involving the acquisition or reorganization of the cognitive structures through which humans process and store information (Good and Brophy, 1990). Metacognitive learning theory addresses strategies students need to help themselves monitor and direct their own learning. These strategies include predicting outcomes, planning research steps, time management, decision-making, and alternate strategies when a search fails (Donovan et al., 1999). Corresponding teaching approaches Key theorists Albert Bandura, Jean Piaget, Jerome Bruner, David Ausubel. References Donovan, M. Good, T. Kobelski, P. and Reichel, M. 1981.
Carol Dweck Un article de Wikipédia, l'encyclopédie libre. Carol S. Dweck (née le 17 octobre 1946) est professeur de psychologie sociale à l'Université Stanford[1]. Elle a obtenu son diplôme universitaire au Barnard College en 1967 et son doctorat à l'Université Yale en 1972. Contributions[modifier | modifier le code] Les intérêts de recherche principaux de Carol Dweck concernent la motivation[2],[3],[4], la personnalité, et le développement. Sa principale contribution à la psychologie sociale réside dans les théories implicites de l'intelligence. C'est important car (1) les individus avec une théorie "de développement" sont plus susceptibles de continuer à travailler dur en dépit des revers et (2) les théories de l'intelligence des individus peuvent être affectées par des indices environnementaux subtils. Quelques-unes de ses publications[modifier | modifier le code] (fr) Dweck, C. Sources[modifier | modifier le code] Notes et références[modifier | modifier le code]
What is Mindset Every so often a truly groundbreaking idea comes along. This is one. Mindset explains: Why brains and talent don’t bring success How they can stand in the way of it Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them How teaching a simple idea about the brain raises grades and productivity What all great CEOs, parents, teachers, athletes know Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports.
What Every Teacher Should Know About the Science of Learning The human brain has a remarkable and often unexpected way of making, storing, and retrieving memories. Did you ever wonder why it’s easy to learn some things and hard to learn other things? Why can you read a book and feel you learned a lot, only to find that you’ve forgotten most of it a year later? Why can you remember your first day of teaching, but not your tenth day? What is the science of learning? Cognitive scientists have conducted research on what’s called the “science of learning”—how we learn stories, names, facts, important events, unimportant events, and more. Teaching fads feel like they’ve persisted for 100 years, too. There are two main reasons why educators keep reinventing the wheel with teaching strategies based on the “fad of the semester,” when scientifically based strategies are already out there: The science of learning sits dormant in academic journals, rather than easily accessible in pre-service textbooks and professional development materials. Start Here
Contes et légendes - Autobiographie en cinq courts chapitres - Portia Nelson Autobiographie en cinq courts chapitres Portia Nelson I Je marche le long d'une rue Il y a un grand trou dans le trottoir Je tombe dedans Je suis perdue…je ne sais pas quoi faire Ça me prend une éternité pour m'en sortir. II Je déambule le long de la même rue Il y a un grand trou dans le trottoir Je fais semblant de ne pas le voir Je tombe dedans encore une fois Je ne peux pas croire que je me retrouve dans le même pétrin Mais ce n'est pas de ma faute Ça me prend encore un bon moment avant de m'en sortir. III Je redescends la même rue Il y a toujours un grand trou dans le trottoir J'ai conscience qu'il est là Je tombe dedans quand même…par habitude Je vois clair Je sais où je suis C'est de ma faute Je me sors de là aussitôt. IV Je marche le long de la même rue Il y a un trou dans le trottoir Je le contourne. V Je prends une autre rue.
What Having a “Growth Mindset” Actually Means Scholars are deeply gratified when their ideas catch on. And they are even more gratified when their ideas make a difference — improving motivation, innovation, or productivity, for example. But popularity has a price: People sometimes distort ideas and therefore fail to reap their benefits. This has started to happen with my research on “growth” versus “fixed” mindsets among individuals and within organizations. To briefly sum up the findings: Individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a growth mindset. “Growth mindset” has become a buzzword in many major companies, even working its way into their mission statements. I already have, and have always had, a growth mindset. Even if we correct these misconceptions, it’s still not easy to attain a growth mindset. To remain in a growth zone, we must identify and work with these triggers.
Learning theory (education) Theory that describes how students receive, process, and retain knowledge during learning Educational philosophy [edit] Classical theorists Educational psychology Methodological behaviorism is based on the theory of only explaining public events, or observable behavior. In behavior analysis, learning is the acquisition of a new behavior through conditioning and social learning. Learning and conditioning The three main types of conditioning and learning: Classical conditioning, where the behavior becomes a reflex response to an antecedent stimulus.Operant conditioning, where antecedent stimuli results from the consequences that follow the behavior through a reward (reinforcement) or a punishment.Social learning theory, where an observation of behavior is followed by modeling. Transfer of learning Techniques and benefits of transfer of learning Other cognitive theories Transformative learning theory Educational neuroscience Formal and mental discipline Multiple intelligences Other learning theories 76.
Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives “If you imagine less, less will be what you undoubtedly deserve,” Debbie Millman counseled in one of the best commencement speeches ever given, urging: “Do what you love, and don’t stop until you get what you love. Work as hard as you can, imagine immensities…” Far from Pollyanna platitude, this advice actually reflects what modern psychology knows about how belief systems about our own abilities and potential fuel our behavior and predict our success. Much of that understanding stems from the work of Stanford psychologist Carol Dweck, synthesized in her remarkably insightful Mindset: The New Psychology of Success (public library) — an inquiry into the power of our beliefs, both conscious and unconscious, and how changing even the simplest of them can have profound impact on nearly every aspect of our lives. One of the most basic beliefs we carry about ourselves, Dweck found in her research, has to do with how we view and inhabit what we consider to be our personality.