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How to Encourage a Growth Mindset

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Growth vs Fixed Mindset

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0 Darling GROWTH MINDSET FOR ADULTS SHORT 09:05:19  2019

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Growth Mindset Framed with an Equity Lens

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Growth Mindset Framed with an Equity Lens

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The power of believing that you can improve

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Carol Dweck researches “growth mindset” — the idea that we can grow our brain’s capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.

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Classroom Tools - Learning and the Brain

Why do we sometimes struggle when we are learning something new? Scientists have discovered that learning is about creating and strengthening neural pathways in the brain that allow information to transfer between brain cells. The first time a signal crosses from one brain cell to another requires the greatest effort. The first trip is the most difficult, but transfer becomes easier over time. As we continue to apply effort to new challenges, we establish more stable and reliable pathways, until the connection is so strong that information transfer is effortless.

This brief clip from the BBC documentary, The Human Body, demonstrates how establishing new neural pathways between brain cells is like building a bridge to cross a ravine.

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This website explores the Ideas, the People, and the Practices related to student learning and achievement.

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The Secret to Raising Smart Kids... (Dweck)

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The Secret to Raising Smart Kids... (Dweck)

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What We Know about Growth Mindset from the Research

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What We Know about Growth Mindset from the Research

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Carol Dweck on the False Growth Mindset That Worries Her

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Carol Dweck on the False Growth Mindset That Worries Her

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Carol Dweck has become the closest thing to an education celebrity because of her work on growth mindset. Her research shows that children who have a growth mindset welcome challenges as opportunities to improve, believing that their abilities can change with focused effort. Kids with fixed mindsets, on the other hand, believe they have a finite amount of talent that can't be altered and shy away from challenges that might reveal their inabilities.

Dweck believes educators flocked to her work because many were tired of drilling kids for high-stakes tests and recognized that student motivation and love for learning was being lost in the process. But Dweck is worried that as her research became more popular, many people oversimplified its message.

In an interview with The Atlantic , Dweck explained to reporter Christine Gross-Loh all the ways she sees growth mindset being misappropriated. She says often teachers and parents aren't willing to take the longer, more difficult path of helping students identify strategies and connect success to those strategies. Instead, her complicated psychological research has gotten boiled down to, "praise the effort, not the outcome." Dweck also explained what she means by a "false" growth mindset:

False growth mindset is saying you have growth mindset when you don't really have it or you don't really understand [what it is]. It's also false in the sense that nobody has a growth mindset in everything all the time. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait. Something really challenging and outside your comfort zone can trigger it, or, if you encounter someone who is much better than you at something you pride yourself on, you can think "Oh, that person has ability, not me." So I think we all, students and adults, have to look for our fixed-mindset triggers and understand when we are falling into that mindset.

I think a lot of what happened [with false growth mindset among educators] is that instead of taking this long and difficult journey, where you work on understanding your triggers, working with them, and over time being able to stay in a growth mindset more and more, many educators just said, "Oh yeah, I have a growth mindset" because either they know it's the right mindset to have or they understood it in a way that made it seem easy.

The interview is full of tips for parents and educators, including the differences between young children and older ones.

https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/

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Carol Dweck Explains The 'False' Growth Mindset That Worries Her | KQED

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The woman behind growth mindset wants to set the record straight on what her research is really asking parents and educators to do.

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Educators Who Have Growth Mindsets Have Students Who Learn Better

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Educators Who Have Growth Mindsets Have Students Who Learn Better

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Inside Higher Ed | Higher Education News, Events and Jobs

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A new study suggests that faculty members' attitudes about intelligence can have a major impact on the success of students in science, mathematics and technology courses. Students see more achievement when their instructors believe in a "growth mind-set" about intelligence than they do learning from those who believe intelligence is fixed. The impact was found across all student groups but was most pronounced among minority students.

The study -- by brain science scholars at Indiana University at Bloomington -- was published in the journal Science Advances and presented last week at the annual meeting of the American Association for the Advancement of Science.

The researchers collected data on 150 faculty members in a range of STEM disciplines and 15,000 students over two years at a large public research university that is not identified. Faculty members were asked to respond to a general statement about intelligence along the lines of "To be honest, students have a certain amount of intelligence, and they really can't do much to change it."

The study then looked at student performance in courses taught by those who agreed with that perspective and those who did not.

Students from all groups earned higher grades with faculty members who thought it was possible for people to experience intelligence growth. But the impact was particularly notable for black, Latino and Native American students (see bar chart at right).

The article argues that the faculty attitudes about intelligence carry over into the messages faculty members send to students, with those who believe in fixed intelligence suggesting to students that only the "innately gifted" are likely to succeed. Those who believe in intelligence growth are more likely, the article says, to share techniques with students on how they can become better learners.

Students with the latter group of faculty members are more likely to report that they are motivated to do their best work, and to recommend the course to others.

The researchers wanted to find out for the study whether some types of professors were more likely than others to hold fixed views of intelligence. But here the study didn't find patterns, even after looking for them within STEM disciplines and comparing professors by gender, race, generation or years of teaching experience.

Some studies have found that underrepresented minority students do better in courses taught by "same-race role models." But this study did not find that impact, even though it found a substantial impact on minority student performance based on attitudes about intelligence.

The paper acknowledges that there could be another factor at play. "It is possible that faculty who endorse fixed mind-set beliefs create more demanding courses -- requiring students to spend more time studying and preparing for their course," the paper says. "If this is true, then differences in students' performance and psychological experiences might be explained by the demands of these courses (instead of professors' mind-set beliefs)."

But the paper said that the researchers could not measure this. But they could identify the use -- by faculty members not holding to the view of fixed intelligence -- of a range of pedagogical techniques linked to improved learning by students in all groups.

Why would this divide based on views of intelligence have more of an impact on underrepresented minority students?

"Faculty beliefs about which students 'have' ability in STEM might constitute a greater barrier for [underrepresented minority] students because fixed mind-set beliefs may make group ability stereotypes salient, creating a context of stereotype threat," the paper says. "Recent research suggests that when stigmatized students expect to be stereotyped by fixed mind-set institutions, they experience less belonging, less trust and more anxiety and become less interested (27, 28), suggesting that fixed mind-set faculty might also engender these adverse outcomes among students."

Taken as a whole, the paper argues that its findings may suggest a different approach to those seeking to promote more success of all students, and especially of minority students, in STEM.

"Millions of dollars in federal funding have been earmarked for student-centered initiatives and interventions that combat inequality in higher education and expand the STEM pipeline. Rather than putting the burden on students and rigid structural factors, our work shines a spotlight on faculty and how their beliefs relate to the underperformance of stigmatized students in their STEM classes," the paper says. "Faculty-centered interventions may have the unprecedented potential to change STEM culture from a fixed mind-set culture of genius to a growth mind-set culture of development while narrowing STEM racial achievement gaps at scale."

The principal investigator on the project is Mary Murphy, a professor of psychological and brain sciences at Indiana. The other authors are Elizabeth Canning, a postdoctoral researcher in Murphy's lab; Dorainne Green, a postdoctoral researcher at IU; and Katherine Muenks, who was a postdoctoral researcher at IU at the time of the study.

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Study links faculty attitudes on intelligence to student success in STEM, with large impact on minority student success

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Students have better educational outcomes in courses taught by those who have "growth mind-sets" than those who believe intelligence is fixed. For minority students, achievement gaps are cut in half.

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axon The long, tail-like extension of a neuron that conducts electrical signals away from the cell.

cell body The compact section of a neuron (nerve cell) where its nucleus is located.

cortex The outermost layer of neural tissue of the brain.

fMRI (short for functional magnetic resonance imaging) A special type of machine used to study brain activity. It uses a strong magnetic field to monitor blood flow in the brain. Tracking the movement of blood can tell researchers which brain regions are active.

glia Non-nerve cells, these make up 85 percent of the cells in the brain. Some glial cells wrap around axons. This speeds the rate of neural signaling and helps to prevent confusing "cross-talk" between neighboring nerve cells.

hippocampus A seahorse-shaped region of the brain. It is thought to be the center of emotion, memory and the involuntary nervous system.

myelin (as in myelin sheath) A layer of fatty cells, called glia, that wraps around nerve-cell axons. The myelin sheath insulates axons, speeding the rate at which signals speed down them. The addition of this sheath is a process known as myelination or myelinating.

neuron (or nerve cell) Any of the impulse-conducting cells that make up the brain, spinal column and nervous system. These specialized cells transmit information to other neurons in the form of electrical signals.

neuroscience Science that deals with the structure or function of the brain and other parts of the nervous system. Researchers in this field are known as neuroscientists.

PET (short for positron emission tomography) A technology that uses radiation to create three-dimensional images of the inside of the body. The individual receives a radioactive "tracer" chemical in the blood that shows up during the scan. As the tracer moves through the body, it will accumulate in certain organs. This allows researchers and doctors to see create X-ray-like details of those organs.

prefrontal cortex A region containing some of the brain's gray matter. Located behind the forehead, it plays a role in making decisions and other complex mental activities, in emotions and in behaviors

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Brain cells actually change shape as we learn. It's one way we cement new knowledge. And much of the action happens as we sleep.

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8 Teaching Habits that Block Productive Struggle

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8 Teaching Habits that Block Productive Struggle

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Mentalidad de crecimiento: la mejora siempre es posible (Dweck)

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Mentalidad de crecimiento: la mejora siempre es posible (Dweck)

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Assessments for a Growth Mindset (Boaler)

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Assessments for a Growth Mindset (Boaler)

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5 Research Results to Transform Math Learning (Boaler)

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5 Research Results to Transform Math Learning (Boaler)

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For many years, I secretly worked on my research. I say "secretly" because, once upon a time, researchers simply published their research in professional journals-and there it stayed.

However, my colleagues and I learned things we thought people needed to know. We found that students' mindsets-how they perceive their abilities-played a key role in their motivation and achievement, and we found that if we changed students' mindsets, we could boost their achievement. More precisely, students who believed their intelligence could be developed (a growth mindset) outperformed those who believed their intelligence was fixed (a fixed mindset). And when students learned through a structured program that they could "grow their brains" and increase their intellectual abilities, they did better. Finally, we found that having children focus on the process that leads to learning (like hard work or trying new strategies) could foster a growth mindset and its benefits.

So a few years back, I published my book Mindset: The New Psychology of Success to share these discoveries with educators. And many educators have applied the mindset principles in spectacular ways with tremendously gratifying results.

This is wonderful, and the good word continues to spread. But as we've watched the growth mindset become more popular, we've become much wiser about how to implement it. This learning-the common pitfalls, the misunderstandings, and what to do about them-is what I'd like to share with you, so that we can maximize the benefits for our students.

A growth mindset isn't just about effort. Perhaps the most common misconception is simply equating the growth mindset with effort. Certainly, effort is key for students' achievement, but it's not the only thing. Students need to try new strategies and seek input from others when they're stuck. They need this repertoire of approaches-not just sheer effort-to learn and improve.

We also need to remember that effort is a means to an end to the goal of learning and improving. Too often nowadays, praise is given to students who are putting forth effort, but not learning, in order to make them feel good in the moment: "Great effort! You tried your best!" It's good that the students tried, but it's not good that they're not learning. The growth-mindset approach helps children feel good in the short and long terms, by helping them thrive on challenges and setbacks on their way to learning. When they're stuck, teachers can appreciate their work so far, but add: "Let's talk about what you've tried, and what you can try next."

Recently, someone asked what keeps me up at night. It's the fear that the mindset concepts, which grew up to counter the failed self-esteem movement, will be used to perpetuate that movement. In other words, if you want to make students feel good, even if they're not learning, just praise their effort! Want to hide learning gaps from them? Just tell them, "Everyone is smart!" The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student's current achievement and then, together, doing something about it, helping him or her become smarter.

I also fear that the mindset work is sometimes used to justify why some students aren't learning: "Oh, he has a fixed mindset." We used to blame the child's environment or ability.

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? Teachers who understand the growth mindset do everything in their power to unlock that learning.

A few years ago, my colleague in Australia, Susan Mackie, detected an outbreak of what she called "false growth mindset." She was seeing educators who claimed to have a growth mindset, but whose words and actions didn't reflect it. At first, I was skeptical. But before long, I saw it, too, and I understood why.

In many quarters, a growth mindset had become the right thing to have, the right way to think. It was as though educators were faced with a choice: Are you an enlightened person who fosters students' well-being? Or are you an unenlightened person, with a fixed mindset, who undermines them? So, of course, many claimed the growth-mindset identity. But the path to a growth mindset is a journey, not a proclamation.

Let's look at what happens when teachers, or parents, claim a growth mindset, but don't follow through. In recent research, Kathy Liu Sun found that there were many math teachers who endorsed a growth mindset and even said the words "growth mindset" in their middle school math classes, but did not follow through in their classroom practices. In these cases, their students tended to endorse more of a fixed mindset about their math ability. My advisee and research collaborator Kyla Haimovitz and I are finding many parents who endorse a growth mindset, but react to their children's mistakes as though they are problematic or harmful, rather than helpful. In these cases, their children develop more of a fixed mindset about their intelligence.

How can we help educators adopt a deeper, true growth mindset, one that will show in their classroom practices? You may be surprised by my answer: Let's legitimize the fixed mindset. Let's acknowledge that (1) we're all a mixture of fixed and growth mindsets, (2) we will probably always be, and (3) if we want to move closer to a growth mindset in our thoughts and practices, we need to stay in touch with our fixed-mindset thoughts and deeds.

If we "ban" the fixed mindset, we will surely create false growth-mindsets. (By the way, I also fear that if we use mindset measures for accountability, we will create false growth mindsets on an unprecedented scale.) But if we watch carefully for our fixed-mindset triggers, we can begin the true journey to a growth mindset.
What are your triggers?
Watch for a fixed-mindset reaction when you face challenges. Do you feel overly anxious, or does a voice in your head warn you away? Watch for it when you face a setback in your teaching, or when students aren't listening or learning. Do you feel incompetent or defeated? Do you look for an excuse? Watch to see whether criticism brings out your fixed mindset. Do you become defensive, angry, or crushed instead of interested in learning from the feedback? Watch what happens when you see an educator who's better than you at something you value. Do you feel envious and threatened, or do you feel eager to learn? Accept those thoughts and feelings and work with and through them. And keep working with and through them.

My colleagues and I are taking a growth-mindset stance toward our message to educators. Maybe we originally put too much emphasis on sheer effort. Maybe we made the development of a growth mindset sound too easy. Maybe we talked too much about people having one mindset or the other, rather than portraying people as mixtures. We are on a growth-mindset journey, too.

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Carol Dweck Revisits the 'Growth Mindset' (Opinion)

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Carol Dweck, who parsed the difference between a "fixed" and a "growth" mindset, clarifies her theories of intelligence.

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The Secret to Raising Smart Kids... (Dweck)

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The Secret to Raising Smart Kids... (Dweck)

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I'm a mom of two and wanted to see if I was saying something to my daughters that I shouldn't be.

In a post for the online platform Medium, Nicole Bryan, a vice president of product management for a technology firm, wrote that she started thinking about the messaging we give to our daughters about math after she volunteered to help with math enrichment at her daughter's school. She was surprised to learn only two of the eight kids in her daughter's fourth grade class identified as having a significant aptitude for math were girls.

When she asked friends who were raised in India if the ratio there was pretty much even in advanced math classes, they said it was.

While Bryan said in her family there was "absolute insistence" that she be as good at math as her brother, she remembers subtle messages suggesting otherwise, such as her mom deferring to her dad when it came to math, but not when it came to reading or writing.

"When I see only 25 percent of an advanced math class comprised of girls, I begin to question if things have really changed enough," she wrote.

Are we parents, both mothers and fathers, doing enough to keep our girls in math?

I've been thinking about this a lot lately, as a mother of two girls, ages 8 and 10, who are both good at math, but rarely name it as one of their favorite subjects.

We know how important it is to get more girls interested in STEM -- science, technology, engineering and math -- to not only provide them with innovative and well-paying career opportunities in a highly competitive world, but to also bring diversity to those fields.

While women took home 57% of bachelor's degrees in all fields in 2013, women earned just 43% of the degrees in math and just 19% and 18% of the degrees in engineering and computer science respectively, according to the National Girls Collaborative Project.

One big reason why more women aren't lining up to enter STEM fields and become engineers and scientists is math, said Jo Boaler, a professor of mathematics education at Stanford.

"I can't tell you how many women, undergraduates at Stanford and others I've spoken to, said to me, 'I was going to go into science, engineering, whatever, but I didn't because of math,'" said Boaler during an interview.

Part of the reason is the messaging that they get at school and home, said Boaler. "Many parents believe you can either do math or you can't and they'll say to their kids, 'Oh, you've got the math gene.' Or they tell them they don't have it," she said.

"We know that when mothers tell their daughters 'I wasn't good at math in school,' their daughter's achievement goes down," she said.

Bryan, who has two kids, a 10-year-old daughter and 12-year-old son, believes that a lot of women don't realize the messages they are sending their daughters. After reading her post, one mom told her, "Guilty as charged. I'm doing things differently with girl #2."

Even if you don't actually understand your children's math homework, Bryan suggests you guide your kids to resources to help them. "It's not that you can't say 'Hey, let's work through this together' ... and solve it as a team. Just never start with 'I'm no good at it.' That is a very different message than 'Hey, let's figure this out together.'"

But this "widespread myth of the math person" extends far beyond the home and into classrooms across the country, said Boaler.

I'm sure many of you reading this story have either been told math was for you or it wasn't.

If you are a woman and you struggled with math while growing up, you probably came across a teacher at some point who told you not to worry, that math wasn't for you and that English was your subject.

"I taught Stanford young women, and many other women as well, who said to me that they were on a math pathway until one teacher ... told them math wasn't for them and that just switched their whole career ideas," she said.

The way we teach math puts off girls

Messaging alone though won't change the gender gap in math. What's also needed is a fundamental change in the way we teach the subject, said Boaler, who co-founded the non-profit organization youcubed, which aims to inspire, educate and teach teachers how to teach math.

"Math is taught in such a dry, procedural, abstract way," said Boaler. "Unfortunately though, that dry, procedural math particularly puts off girls and we know that girls, for whatever reason more than boys, want a connected subject. They want to see the connections not only between math and the world and life, but they want to see the connections within math as well. They want to see math as this connected, conceptual subject, which is the subject it really is. But it's not taught in that way and that is a big part of the problem."

She gives a very straightforward example: A teacher asks students to figure out the area of an 8 x 3 rectangle. In that case, it's a calculation with one answer. But, if the teacher wanted to make the problem more conceptual and the exercise more inquiry-based, the teacher could ask students to figure out how many rectangles they can find with an area of 24. (Check out this new video from Boaler to get a sense of how teachers can move math beyond memorization.)

"Suddenly, the kids' eyes will light up because they're having to make choices," said Boaler, author of "Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching." "They're thinking about the dimensions and how the length and width relate to each other. They're coming up with a whole variety of different ways of thinking about it."

Another big issue in the teaching of math is that the subject has been set up as one that values speed, said Boaler. Timed tests -- such as how many facts can you solve in three minutes -- lead to math anxiety in classrooms and a general sense that speed is what is most important.

"With the emphasis on speed, we turn away those slow, deep thinkers, many of whom are girls, and those are the kids we want to go to high levels in math," she said. "We put them off math from an early age by presenting it as a sort of shallow speed-based subject."

In one of the courses she teaches at Stanford, Boaler says she has many "math traumatized students," many of whom are women. When asking them what caused them to be so traumatized about math, "they will pinpoint the moment, usually between second or third grade, when they started doing timed tests and some of them will say I just wasn't a good memorizer and we know that good memorizers don't have more math potential."

'We know what works'

Last summer, Boaler and her colleagues convened a summer camp at Stanford. The goal was to test out the impact of new teaching methods and messages that anyone can learn math.

Eighty-one kids from disadvantaged backgrounds came together for an 18-day summer camp. The incoming seventh graders were taught open, creative math lessons and were told there is no such thing as a math person and how everyone's brains can grow and change. Every one of the kids, no matter their achievement level, came in saying they were not a math person, said Boaler.

After the 18 days, they improved their test scores by the equivalent of 1.6 years in schooling, she said.

"We know how to do it well. We know the extensive research evidence. We know what works, but it's not happening in schools and classrooms. That's why it's so important to get evidence out to teachers and to parents."

At youcubed, Boaler and her colleagues provide resources and lessons to teachers, parents and students. One of their online classes focuses on how everyone's brain grows and changes, how believing in yourself actually changes the way your brain operates and how stereotypes about girls and math just aren't supported by the research.

Boaler and her colleagues worked with middle school math teachers to study the effectiveness of that online class. Students in one of the classes saw the online course at youcubed, while students in the other class did not. Everything else -- the teaching and messaging -- was the same.

At the end of the year, they analyzed the kids' test performances. The students who took the online course did significantly better in all aspects of the Common Core assessments, and they also scored higher grade point averages in math, science and English -- just from taking that online course.

"It just shows you again that when you change kids' beliefs, that changes everything."

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how 'boys are better at math' thinking causes stem gender gap  - cnn

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How 'boys are better at math' mindset causes STEM gender gap

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I'm a mom of two and wanted to see if I was saying something to my daughters that I shouldn't be. In a post for the online platform Medium, Nicole Bryan, a vice president of product management for a technology firm, wrote that she started thinking about the messaging we give to our daughters about math after she volunteered to help with math enrichment at her daughter's school.

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How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford

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Article: Boaler Article Fingers and Math

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Article: Boaler Article Fingers and Math

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A few weeks ago I (Jo Boaler) was working in my Stanford office when the silence of the room was interrupted by a phone call. A mother called me to report that her 5-year-old daughter had come home from school crying because her teacher had not allowed her to count on her fingers. This is not an isolated event-schools across the country regularly ban finger use in classrooms or communicate to students that they are babyish. This is despite a compelling and rather surprising branch of neuroscience that shows the importance of an area of our brain that "sees" fingers, well beyond the time and age that people use their fingers to count.

In a study published last year, the researchers Ilaria Berteletti and James R. Booth analyzed a specific region of our brain that is dedicated to the perception and representation of fingers known as the somatosensory finger area. Remarkably, brain researchers know that we "see" a representation of our fingers in our brains, even when we do not use fingers in a calculation. The researchers found that when 8-to-13-year-olds were given complex subtraction problems, the somatosensory finger area lit up, even though the students did not use their fingers. This finger-representation area was, according to their study, also engaged to a greater extent with more complex problems that involved higher numbers and more manipulation. Other researchers have found that the better students' knowledge of their fingers was in the first grade, the higher they scored on number comparison and estimation in the second grade. Even university students' finger perception predicted their calculation scores. (Researchers assess whether children have a good awareness of their fingers by touching the finger of a student-without the student seeing which finger is touched-and asking them to identify which finger it is.)

Evidence from both behavioral and neuroscience studies shows that when people receive training on ways to perceive and represent their own fingers, they get better at doing so, which leads to higher mathematics achievement. The tasks we have developed for use in schools and homes (see below) are based on the training programs researchers use to improve finger-perception quality. Researchers found that when 6-year-olds improved the quality of their finger representation, they improved in arithmetic knowledge, particularly skills such as counting and number ordering. In fact, the quality of the 6-year-old's finger representation was a better predictor of future performance on math tests than their scores on tests of cognitive processing.
Many teachers have been led to believe that finger use is useless and something to be abandoned as quickly as possible.
Neuroscientists often debate why finger knowledge predicts math achievement, but they clearly agree on one thing: That knowledge is critical. As Brian Butterworth, a leading researcher in this area, has written, if students aren't learning about numbers through thinking about their fingers, numbers "will never have a normal representation in the brain."

One of the recommendations of the neuroscientists conducting these important studies is that schools focus on finger discrimination -not only on number counting via their fingers but also on helping students distinguish between those fingers. Still, schools typically pay little if any attention to finger discrimination, and to our knowledge, no published curriculum encourages this kind of mathematical work. Instead, thanks largely to school districts and the media, many teachers have been led to believe that finger use is useless and something to be abandoned as quickly as possible. Kumon, for example, an after-school tutoring program used by thousands of families in dozens of countries, tells parents that finger-counting is a "no no" and that those who see their children doing so should report them to the instructor.

Stopping students from using their fingers when they count could, according to the new brain research, be akin to halting their mathematical development. Fingers are probably one of our most useful visual aids, and the finger area of our brain is used well into adulthood. The need for and importance of finger perception could even be the reason that pianists, and other musicians, often display higher mathematical understanding than people who don't learn a musical instrument.

Teachers should celebrate and encourage finger use among younger learners and enable learners of any age to strengthen this brain capacity through finger counting and use. They can do so by engaging students in a range of classroom and home activities, such as:

Give the students colored dots on their fingers and ask them to touch the corresponding piano keys:

Give the students colored dots on their fingers and ask them to follow the lines on increasingly difficult mazes:

(The full set of activities is given here.)

The finger research is part of a larger group of studies on cognition and the brain showing the importance of visual engagement with math. Our brains are made up of "distributed networks," and when we handle knowledge, different areas of the brain communicate with each other. When we work on math, in particular, brain activity is distributed among many different networks, which include areas within the ventral and dorsal pathways, both of which are visual. Neuroimaging has shown that even when people work on a number calculation, such as 12 x 25, with symbolic digits (12 and 25) our mathematical thinking is grounded in visual processing.

A striking example of the importance of visual mathematics comes from a study showing that after four 15-minute sessions of playing a game with a number line, differences in knowledge between students from low-income backgrounds and those from middle-income backgrounds were eliminated.

Number-line representation of number quantity has been shown to be particularly important for the development of numerical knowledge, and students' learning of number lines is believed to be a precursor of children's academic success.

Visual math is powerful for all learners. A few years ago Howard Gardner proposed a theory of multiple intelligences, suggesting that people have different approaches to learning, such as those that are visual, kinesthetic, or logical. This idea helpfully expanded people's thinking about intelligence and competence, but was often used in unfortunate ways in schools, leading to the labeling of students as particular type of learners who were then taught in different ways. But people who are not strong visual thinkers probably need visual thinking more than anyone. Everyone uses visual pathways when we work on math. The problem is it has been presented, for decades, as a subject of numbers and symbols, ignoring the potential of visual math for transforming students' math experiences and developing important brain pathways.

It is hardly surprising that students so often feel that math is inaccessible and uninteresting when they are plunged into a world of abstraction and numbers in classrooms. Students are made to memorize math facts, and plough through worksheets of numbers, with few visual or creative representations of math, often because of policy directives and faulty curriculum guides. The Common Core standards for kindergarten through eighth grade pay more attention to visual work than many previous sets of learning benchmarks, but their high-school content commits teachers to numerical and abstract thinking. And where the Common Core does encourage visual work, it's usually encouraged as a prelude to the development of abstract ideas rather than a tool for seeing and extending mathematical ideas and strengthening important brain networks.

To engage students in productive visual thinking, they should be asked, at regular intervals, how they see mathematical ideas, and to draw what they see. They can be given activities with visual questions and they can be asked to provide visual solutions to questions. When the youcubed team (a center at Stanford) created a free set of visual and open mathematics lessons for grades three through nine last summer, which invited students to appreciate the beauty in mathematics, they were downloaded 250,000 times by teachers and used in every state across the U.S. Ninety-eight percent of teachers said they would like more of the activities, and 89 percent of students reported that the visual activities enhanced their learning of mathematics. Meanwhile, 94 percent of students said they had learned to "keep going even when work is hard and I make mistakes." Such activities not only offer deep engagement, new understandings, and visual-brain activity, but they show students that mathematics can be an open and beautiful subject, rather than a fixed, closed, and impenetrable subject.

Some scholars note that it will be those who have developed visual thinking who will be "at the top of the class" in the world's new high-tech workplace that increasingly draws upon visualization technologies and techniques, in business, technology, art, and science. Work on mathematics draws from different areas of the brain and students need to be strong with visuals, numbers, symbols and words-but schools are not encouraging this broad development in mathematics now. This is not because of a lack of research knowledge on the best ways to teach and learn mathematics, it is because that knowledge has not been communicated in accessible forms to teachers. Research on the brain is often among the most impenetrable for a lay audience but the knowledge that is being produced by neuroscientists, if communicated well, may be the spark that finally ignites productive change in mathematics classrooms and homes across the country.

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Using Fingers to Count in Math Class Is Not 'Babyish'

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A few weeks ago I (Jo Boaler) was working in my Stanford office when the silence of the room was interrupted by a phone call. A mother called me to report that her 5-year-old daughter had come home from school crying because her teacher had not allowed her to count on her fingers.

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Article: 14 Science Books that show struggling scientists

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Article: 14 Science Books that show struggling scientists

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Ada Byron Lovelace was the world's first computer programmer, creating a coding algorithm years before the modern computer was invented. This picture book biography describes how measles left her temporarily blind and paralyzed and how she overcame society's negative attitudes towards women in the sciences.

Rachel Carson and Her Book That Changed the World, by Laurie Lawler and Laura Beingessner

Rachel Carson's writing and research helped launch the modern environmental movement. This picture book shares her struggles growing up in poverty during the Great Depression, the sacrifices her family made to send her to college, and the challenges she faced entering a male-dominated field.

On a Beam of Light, by Jennifer Berne and Vladimir Radunsky

Through simple text and stunning illustrations, this book explores Albert Einstein's early struggles with learning and school - and how they propelled his later accomplishments. The New York Times described this book as ""something of an It Gets Better Project for mathematically precocious children."

Snowflake Bentley, by Jacqueline Briggs Martin and Mary Azarian

Wilson Bentley was a nature photographer who showed the world that "no two snowflakes are alike." This picture book describes his unstoppable grit in pursuit of his dream and includes sidebars with more information about the methods and science behind his work.

The Tree Lady: The True Story of How One Tree-Loving Woman Changed a City Forever by H. Joseph Hopkins and Jill McElmurry

Botanist Kate Sessions, the first woman to graduate from the University of California with a science degree, is best known for transforming San Diego from a desert town to a green paradise. The picture book describes obstacles and social taboos that she faced and overcame, utilizing the refrain: "but she did."

Summer Birds: The Butterflies of Maria Merian by Margarita Engle and Julie Paschkis

In the seventeenth century Europe -- when many thought butterflies were evil creatures that generated spontaneously from mud --entomolygist Maria Merian made her mission to study them. After years of study, she wrote and illustrated a groundbreaking book about the life-cycle of a butterfly. This picture book describes how she conducted much of her work in secret because of the negative perceptions around this insect.
Life in the Ocean: The Story of Oceanographer Sylvia Earle by Claire A. Nivola
As her biography at National Geographic notes, " called 'Her Deepness' by the and the New York Times , 'Living Legend' by the Library of Congress, and first 'Hero for the Planet' by magazine, [Sylvia Earle] is an oceanographer, explorer, author, and lecturer." This beautifully illustrated picture book describes how a difficult move to a new state during her childhood awakened a life-long passion. The author's note would also make a good read-aloud for teens, describing her scientific work in more depth and how she "defied conventional expectations at every stage of her life."

At 144 pages, this brief memoir is broken into several small chapters in which theoretical physicist and cosmologist Stephen Hawking writes about his childhood, his research and - of course - his life with ALS, which gradually paralyzed him over the course of decades and required him to develop compensatory methods for engaging in his research. Teachers could use or read aloud excerpts of this compelling autobiography.

Written for teens, this graphic novel vividly portrays the life of the vivacious physicist Richard Feynman. It captures his tenacity in the face of trying circumstances -- from working on the Manhattan project to uncovering the cause of the Challenger explosion to caring for his ailing wife.

This is another graphic novel for teens, tracing the lives of three primatologists who were students of Richard Leakey and who lived among the primates. As the Booklist review notes, "For all the playful mugging and gratifying discoveries, though, Ottaviani doesn't shy away from the struggles of living and working in the bush."

Breakthrough! How Three People Saved "Blue Babies" and Changed Medicine Forever, by Jim Murphy

Knapp describes this short nonfiction narrative as a "wonderfully written story of a black man, a white man and a woman, who all struggled in different ways (personally and professionally) to pioneer a surgery that saved the lives of 'blue babies.'"

This collection features several short life-sketches of African-American inventors - from Henry Sampson (who created the gamma-electric cell) to Percy Julian (who synthesized cortisone from soy). The stories emphasize the perseverance of these inventors in the face of racism and other life challenges.

These short biographical sketches average four pages in length - an easy read aloud - and highlight female scientists in the following fields: medicine, biology and the environment, genetics and development, physics, earth and stars, math and technology, and invention. Several stories note obstacles they faced, including gender bias, illness, and family disapproval.

Brilliant Blunders: From Darwin to Einstein - Colossal Mistakes by Great Scientists That Changed Our Understanding of Life and the Universe, by Mario Livio

In this 300+ page book, astrophysicist Mario Livio draws on the lives of five scientists (Charles Darwin, Lord Kelvin, Linus Pauling, Fred Hoyle, and Albert Einstein) to show how great progress often comes in the wake of "colossal mistakes." This is a great resource book for high school science teachers who want to infuse their classes with stories about how can setbacks set the stage for progress -- if we let them.

Bonus Resource: The PBS/NOVA web-series, The Secret Life of Scientist "provides a humanizing snapshot of scientists who are shaping our world." Each episode profiles a contemporary scientists in three or four discrete, one-to-three minute video clips. The site is searchable by topic and includes blog posts and a teacher's guide.

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14 Books That Connect Students With Valuable Scientists' Struggles | KQED

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Ada Byron Lovelace was the world's first computer programmer, creating a coding algorithm years before the modern computer was invented. This picture book biography describes how measles left her temporarily blind and paralyzed and how she overcame society's negative attitudes towards women in the sciences.

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Poster for Teachers & Students: Dweck's Both Mindsets 

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Poster for Teachers & Students: Dweck's Both Mindsets 

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Task: What doesn't belong graphing #1, grades 7-12

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Task: What doesn't belong graphing #1, grades 7-12

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Este video no tiene desperdicio: Carol Dweck nos presenta la "Mentalidad de Crecimiento" que es enfoque donde en vez de asumir que "se es" o "no se es" bueno en algo, se asume que "practicando se mejora" y punto, independientemente del nivel, y sin competir con nadie. Un ejemplo práctico:

Podemos mejorar, crecer y avanzar siempre
Suscríbete y te avisaré sobre nuevo contenido con capacidades y herramientas útiles de coaching (haz click en "I´m not a robot" antes de enviar ;)

Donde antes se decía: "qué inteligente eres, que bien se te dan las mátemáticas"

Se comenzó a decir: "qué bien se te dan las matemáticas, se nota que practicas mucho".

Si este cambio de enfoque se usa en todos los ámbitos, los peques interiorizan que si se practica y se pone esfuerzo, se logra más, en vez de interiorizar la idea de que tienes o no talento para algo (por lo que para qué poner esfuerzo en algo donde no tienes talento). En los estudios de Carol Dweck este cambio de enfoque resultó en diferencias claras de mejoría en nivel de conocimiento en todas las áreas estudiadas.

Yo personalmente, gracias a que leí su libro en 2007, cambié el "chip" que tenía programado desde la infancia donde unos era o no inteligente y comencé a decirle a mis peques "se nota que practicas mucho eres un crack" y algo que conocen de mi es que cuando están aprendiendo algo les digo "dale, dale, dale, dale, dale" y con la práctica serás mejor que cualquiera... porque la mayoría no practica lo suficiente y si practicas más que la mayoría, te convertirás en más inteligente, brillante o talentoso porque practicas! 😉

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Este video no tiene desperdicio: Carol Dweck nos presenta la "Mentalidad de Crecimiento" que es enfoque donde en vez de asumir que "se es" o "no se es" bueno en algo, se asume que "practicando se mejora" y punto, independientemente del nivel, y sin competir con nadie.

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STRATEGIES FOR GROWTH MINDSET AND CONVERSATIONS[1]

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Task: What doesn't belong graphing #2, grades 7-12

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Task: What doesn't belong graphing #2, grades 7-12

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Tasks: Performance Assessment MARS-type tasks

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Tasks: Performance Assessment MARS-type tasks

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Performance Assessment Tasks | Inside Mathematics

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These tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics and discussion of student work samples. They are aligned to the Common Core State Standards for Mathematics. You may download and use these tasks for professional development purposes without modifyi…

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Poster for Teachers: Teacher Self-Check in 

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Poster for Teachers: Teacher Self-Check in 

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Poster for Teachers: Sample Bulletin Board K-8

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Poster for Teachers & Students: Encouraging Messages 

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Poster for adults: Dr. Darling's Growth Mindset for Teachers and other Adults 

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Poster for Students: Fixed vs Growth Statements 

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Poster for Students: Growth Alternate Thoughts Poster

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Poster for Students: What can I do instead? 

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Poster for Students: Jordan and Mistakes

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Poster for Students: Fixed vs Growth Mindset and Success 

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Poster for Students: What can I say instead for Grade 3 

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Poster for Students: Fixed vs Growth Mindset Beliefs 

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Poster for Students: Fixed Vs Growth Mindset

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Poster for Students: Bohrs and Edison Struggling and Effort 

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Video: Boaler on Brain Science for Kids or Parents

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ormie the pig - Yahoo Video Search Results

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The search engine that helps you find exactly what you're looking for. Find the most relevant information, video, images, and answers from all across the Web.

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Jo Teaching a Visual Dot Card Number Talk - YouCubed

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Remember that old saying "If at first you don't succeed...?" Well try, try (try, try, try, try) again is exactly what 3-year-old Crosslyn Vest did when she wanted to get back on her horse Bo.

The pint-sized cowgirl is the embodiment of determination! She tries to hop up not once. Not twice. But 16 whole times before she finally makes it!
RELATED: Boy tears up after meeting pony he saved up for - by selling lemonade for 2 years
Even better than her unwavering dedication is the look of pure joy on Crosslyn's face after finally achieving her goal!

Crosslyn is a natural when it comes to riding horses - she's been riding for roughly 18 months now - but she's just starting to practice getting up on her own.
RELATED: Family saves baby wild horse, forms 'amazing' bond
"She wouldn't let me help," Crosslyn's mom Teah Vest told TODAY. "She's very independent."

The toddler had been practicing earlier that day and was proud to show off her new trick, but when mom started filming, it took more than a few tries to get it right - but that didn't stop Crosslyn!
RELATED: Want to buy a farm? See why a horse will decide if you make the cut
"She never quit until she accomplished it," Vest said. "She never gave up and lots of people I've noticed (from the reaction online) were shocked."
RELATED: World's cutest trespasser caught on camera hugging dog in neighbor's garage
It just goes to show that even if everyone thinks it can't be done - none of that matters when you put your mind to it! Thanks for the inspiration, Crosslyn!

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This little cowgirl trying to climb on her pony is the cutest thing in the Wild West

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Remember that old saying "If at first you don't succeed...?" Well try, try (try, try, try, try) again is exactly what 3-year-old Crosslyn Vest did when she wanted to get back on her horse Bo. The pint-sized cowgirl is the embodiment of determination! She tries to hop up not once.

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Poster for Teachers to foster productive struggle

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Poster for Teachers to foster productive struggle

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Boalers 4 Mindset Messages

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Article: Dweck's Perils and Promise of Praise Article for adults

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Commentary

For many years, I secretly worked on my research. I say "secretly" because, once upon a time, researchers simply published their research in professional journals-and there it stayed.

However, my colleagues and I learned things we thought people needed to know. We found that students' mindsets-how they perceive their abilities-played a key role in their motivation and achievement, and we found that if we changed students' mindsets, we could boost their achievement. More precisely, students who believed their intelligence could be developed (a growth mindset) outperformed those who believed their intelligence was fixed (a fixed mindset). And when students learned through a structured program that they could "grow their brains" and increase their intellectual abilities, they did better. Finally, we found that having children focus on the process that leads to learning (like hard work or trying new strategies) could foster a growth mindset and its benefits.

So a few years back, I published my book Mindset: The New Psychology of Success to share these discoveries with educators. And many educators have applied the mindset principles in spectacular ways with tremendously gratifying results.

This is wonderful, and the good word continues to spread. But as we've watched the growth mindset become more popular, we've become much wiser about how to implement it. This learning-the common pitfalls, the misunderstandings, and what to do about them-is what I'd like to share with you, so that we can maximize the benefits for our students.

A growth mindset isn't just about effort. Perhaps the most common misconception is simply equating the growth mindset with effort. Certainly, effort is key for students' achievement, but it's not the only thing. Students need to try new strategies and seek input from others when they're stuck. They need this repertoire of approaches-not just sheer effort-to learn and improve.

We also need to remember that effort is a means to an end to the goal of learning and improving. Too often nowadays, praise is given to students who are putting forth effort, but not learning, in order to make them feel good in the moment: "Great effort! You tried your best!" It's good that the students tried, but it's not good that they're not learning. The growth-mindset approach helps children feel good in the short and long terms, by helping them thrive on challenges and setbacks on their way to learning. When they're stuck, teachers can appreciate their work so far, but add: "Let's talk about what you've tried, and what you can try next."

Recently, someone asked what keeps me up at night. It's the fear that the mindset concepts, which grew up to counter the failed self-esteem movement, will be used to perpetuate that movement. In other words, if you want to make students feel good, even if they're not learning, just praise their effort! Want to hide learning gaps from them? Just tell them, "Everyone is smart!" The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student's current achievement and then, together, doing something about it, helping him or her become smarter.

I also fear that the mindset work is sometimes used to justify why some students aren't learning: "Oh, he has a fixed mindset." We used to blame the child's environment or ability.

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? Teachers who understand the growth mindset do everything in their power to unlock that learning.

A few years ago, my colleague in Australia, Susan Mackie, detected an outbreak of what she called "false growth mindset." She was seeing educators who claimed to have a growth mindset, but whose words and actions didn't reflect it. At first, I was skeptical. But before long, I saw it, too, and I understood why.

In many quarters, a growth mindset had become the right thing to have, the right way to think. It was as though educators were faced with a choice: Are you an enlightened person who fosters students' well-being? Or are you an unenlightened person, with a fixed mindset, who undermines them? So, of course, many claimed the growth-mindset identity. But the path to a growth mindset is a journey, not a proclamation.

Let's look at what happens when teachers, or parents, claim a growth mindset, but don't follow through. In recent research, Kathy Liu Sun found that there were many math teachers who endorsed a growth mindset and even said the words "growth mindset" in their middle school math classes, but did not follow through in their classroom practices. In these cases, their students tended to endorse more of a fixed mindset about their math ability. My advisee and research collaborator Kyla Haimovitz and I are finding many parents who endorse a growth mindset, but react to their children's mistakes as though they are problematic or harmful, rather than helpful. In these cases, their children develop more of a fixed mindset about their intelligence.

How can we help educators adopt a deeper, true growth mindset, one that will show in their classroom practices? You may be surprised by my answer: Let's legitimize the fixed mindset. Let's acknowledge that (1) we're all a mixture of fixed and growth mindsets, (2) we will probably always be, and (3) if we want to move closer to a growth mindset in our thoughts and practices, we need to stay in touch with our fixed-mindset thoughts and deeds.

If we "ban" the fixed mindset, we will surely create false growth-mindsets. (By the way, I also fear that if we use mindset measures for accountability, we will create false growth mindsets on an unprecedented scale.) But if we watch carefully for our fixed-mindset triggers, we can begin the true journey to a growth mindset.
What are your triggers?
Watch for a fixed-mindset reaction when you face challenges. Do you feel overly anxious, or does a voice in your head warn you away? Watch for it when you face a setback in your teaching, or when students aren't listening or learning. Do you feel incompetent or defeated? Do you look for an excuse? Watch to see whether criticism brings out your fixed mindset. Do you become defensive, angry, or crushed instead of interested in learning from the feedback? Watch what happens when you see an educator who's better than you at something you value. Do you feel envious and threatened, or do you feel eager to learn? Accept those thoughts and feelings and work with and through them. And keep working with and through them.

My colleagues and I are taking a growth-mindset stance toward our message to educators. Maybe we originally put too much emphasis on sheer effort. Maybe we made the development of a growth mindset sound too easy. Maybe we talked too much about people having one mindset or the other, rather than portraying people as mixtures. We are on a growth-mindset journey, too.

Published in Print: September 23, 2015, as Growth Mindset, Revisited

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