Growth Mindset: Clearing up Some Common Confusions | MindShift | KQED News By Eduardo Briceño A growth mindset is the understanding that personal qualities and abilities can change. It leads people to take on challenges, persevere in the face of setbacks, and become more effective learners. As more and more people learn about the growth mindset, which was first discovered by Stanford Professor Carol Dweck, we sometimes observe some confusions about it. Confusion #1: What a growth mindset is When we ask people to tell us what the growth mindset is, we often get lots of different answers, such as working hard, having high expectations, being resilient, or more general ideas like being open or flexible. Confusion #2: To foster a growth mindset, simply praise children for working hard A body of research has shown that telling children that they’re smart and implying that their success depends on it fosters fixed mindsets. Fourth, praise and coaching are not the only, or most powerful, ways to foster growth mindsets. Deepening our understanding over time
Week One – Talking Points & Math Mindset | Math Minds Since taking Jo Boaler’s course, “How to Learn Math,” I continually think about how I can effectively gauge my student’s mindset at the beginning of the school year. Last year, I tried a “Get to know you” form that students completed, asking questions such as: What do you feel you are really good at in math? What do you feel you struggle with in math? Do you think you can get better at those things? Now, Year Two after the course, and I have found (borrowed/stole) the BEST activity to get to know student’s mindsets at the beginning of the year, called Talking Points. For those who have never heard of them, here are her directions for how they work: I used the following talking points because I felt it would give me insight into student mindset in regards to math and working in cooperative groups… As a class, we reviewed the process and practiced Talking Point #1 together as as a class. On Doing Math Quickly…. “I disagree because you could write down a random answer but not be right.”
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.
Att lyckas eller misslyckas i skolan? · Lärarnas Riksförbund Vad är delaktighet? För att förstå vad delaktighet är behöver vi utgå från en definition. Special pedagogiska skolmyndigheten (SPSM) definierar delaktighet utifrån delaktighetsmodellen. Till modellen hör sex aspekter: tillhörighet, tillgänglighet, samhandling, erkännande, engagemang och autonomi. För att förklara aspekterna närmre följer här en kort genomgång: Tillhörighet innebär formellt att tillhöra en klass eller grupp och informellt att elever känner att de tillhör en klass. I rapporten, samt tidigare granskningar, har det visat sig att skolan inte gör tillräckliga anpassningar utifrån elevers olika behov och förutsättningar. Viktiga framgångsfaktorer Men hur skapas delaktighet? En gemensam samsyn kring delaktighet kommer att leda till att fokusera på att alla delar beaktas i planeringen.
Kreativitet i skolan nyckel till en bättre framtid Debatt Träning i kreativitet måste bli en obligatorisk del i undervisningen på alla nivåer från grundskola till universitet. I annat fall slösas den mesta kunskapen bort, eftersom den inte kan användas effektivt, skriver professor Per-Olof Nilsson. När rymdfarare för första gången såg jordklotet på avstånd uppstod en kognitiv förändring i deras medvetande, ”översiktseffekten”, som gav betraktarna en ny insikt om människans situation. The Overview Institute bildades i USA, för att bättre förstå tillståndet i den tunna, sköra atmosfär vi alla lever i. Om man studerar statistik (HDI-index, FN) kan man tro att mänskligheten får det allt bättre. Teknologisk singularitet Kanske är det största hotet den teknologiska singulariteten som beräknats till 2045. Problemet med den framtida utvecklingen är enligt Ray Kurzweil att den går fortare och fortare (exponentiellt) och att det därför inte, som förr, är möjligt att tackla problem när de uppstår. Måste förändras i grunden Hjärnan plastisk omformbar
Recognizing and Overcoming False Growth Mindset All educators care deeply about their students' motivation. They want them to love learning, and to be resourceful and persistent in the face of learning challenges. They don't want their students to lose heart when they get stuck, make mistakes, or receive disappointing grades. In this context, the growth mindset entered the scene. A growth mindset is the belief that you can develop your talents and abilities through hard work, good strategies, and help from others. We typically teach students a growth mindset through online programs that demonstrate how the brain changes with learning (how the neurons grow stronger connections when students work on hard things and stick with them) and how to apply this to their schoolwork. In the wake of the many exciting research results, educators became increasingly interested in promoting a growth mindset among their students. Identifying a False Growth Mindset Praising Effort Alone Teachers need to tell the truth. Blaming the Student's Mindset
Wire Side Chats: How Can Teachers Develop Students' Motivation -- and Success? | Education World What can teachers do to help develop students who will face challenges rather than be overwhelmed by them? Why is it that many students seem to fall apart when they get to junior high or middle school? Can the "gifted" label do more harm than good? Do early lessons set girls up for failure? Is self-esteem something that teachers can or should "give" to students? Those are some of the questions Carol Dweck, professor of psychology at Columbia University, answers for Education World. Carol S. Dweck shares with Education World readers some of her thoughts about the role of motivation in learning. Education World: Some students are mastery-oriented; they readily seek challenges and pour effort into them. Carol Dweck: This is a really interesting question, and the answer is surprising. This is something that really intrigued me from the beginning. EW: What can teachers do to help develop mastery-oriented students -- students who will face a challenge rather than be overwhelmed by it?
Developing a Growth Mindset in Teachers and Staff The New Psychology of Success (2000), Dweck developed a continuum upon which people can be placed, based upon their understandings about where ability comes from. For some people (at one end of said continuum), success (and failure) is based on innate ability (or the lack of it). Deck describes this as a fixed theory of intelligence, and argues that this gives rise to a ‘fixed mindset’. At the other end of the continuum are those people who believe success is based on a growth mindset. According to Dweck: In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. The crucial point for individuals is that these mindsets have a large impact upon our understanding of success and failure. Needless to say, this idea of mindsets has significant implications for education. We have to really send the right messages, that taking on a challenging task is what I admire. Modelling Create space for new ideas Build time for self-reflection