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

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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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Growth vs Fixed Mindset

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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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How to Encourage a Growth Mindset

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

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La mentalidad que puede cambiar la vida de un niño (Dweck)

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La mentalidad que puede cambiar la vida de un niño (Dweck)

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La mentalidad que puede cambiar la vida de un niño. Carol Dweck, psicóloga e investigadora

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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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Famous Failures - YouTube

https://www.youtube.com/watch?v=zLYECIjmnQs

Nov 24, 2020 · FAMOUS FAILURES (All Parts) ... Failure Motivation: Failure of Successful People before Success. Failure Stories, Failure to Success Story of ...

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Please click here if you are not redirected within a few seconds. Famous Failures - YouTube https://www.youtube.com/watch?v=zLYECIjmnQs Nov 24, 2020 · FAMOUS FAILURES (All Parts) ... Failure Motivation: Failure of Successful People before Success. Failure Stories, Failure to Success Story of ...

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Bystander Revolution: Salma Hayek | Own Your Mistakes

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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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The pint-sized cowgirl shows real determination! She tries to hop up not once. Not twice. But 15 whole times before she finally makes it!

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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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Assessments for a Growth Mindset (Boaler)

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Assessments for a Growth Mindset (Boaler)

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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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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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8 Teaching Habits that Block Productive Struggle

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8 Teaching Habits that Block Productive Struggle

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Dweck's Power of Yes with Spanish Subtitles

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Dweck's Power of Yes with Spanish Subtitles

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Carol Dweck: El poder de creer que se puede mejorar

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Carol Dweck investiga "la mentalidad del desarrollo", la idea de que podemos aumentar la capacidad de nuestro cerebro para aprender y resolver problemas. En esta charla, nos presenta dos maneras de acercarnos a un problema un tanto difícil de resolver: ¿No eres lo suficientemente inteligente como para resolverlo, o simplemente no lo has resuelto todavía?

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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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Growth Mindset for College Students by PERTS

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Growth Mindset for College Students by PERTS

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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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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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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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Growth mindsets aren't just for students. It helps for teachers to have a growth mindset about their students' mindsets, too.

A teacher's classroom approach shapes whether their students believe they are born with fixed academic skills or can grow them through practice and experience, according to Carol Dweck, the Stanford University researcher who pioneered the study of academic mindsets.

"Mindsets create a psychological world with very different meanings," Dweck said in a keynote at the annual Association of Psychological Science conference this weekend. "Those with a fixed mindset tend to think that if you have to work hard at something, you're not good at it. ... When you have a growth mindset, you're not fearful about your abilities all the time; setbacks promote challenge-seeking and greater learning."

For example, she pointed to "one high school chemistry teacher who told the class, 'Within a week, I know who will get an 'A' and who will get a 'C.' Further, I will know the difference between a real 'A' and a fake 'A'-a fake 'A' is one you had to work for."

This kind of approach can make students hesitant in class or prompt them to disengage completely, particularly if they already fear they will end up fulfilling negative stereotypes about their gender or race.

She pointed to one new study by researchers at the University of Indiana-Bloomington, which analyzed the academic mindsets of 150 college instructors in science, technology, engineering, and math, and tracked the achievement of some 15,000 of their students. In surveys after the classes, the students in classes taught by fixed-mindset and growth-mindset instructors reported their classes required about the same amount of time. But those students taught by fixed-mindset instructors also reported feeling less motivated to do their work than the students of growth-mindset teachers. In particular, the students of fixed-mindset teachers said their classes had not emphasized their own learning and development as much as their peers did in growth-mindset classes.

Not only were racial achievement gaps more than twice as large among students taught by instructors who believed STEM talent was fixed, but students of all ethnicities performed better in the classes taught by instructors with growth mindsets. Even after controlling for other teacher characteristics, like teaching experience, tenure, gender, or race, instructors' academic mindsets predicted their students' motivation and achievement.

Dweck said she uses a few basic class assignments to get students to question their own academic mindsets. She asks them to:

Identify contexts that tend to trigger a fixed mindset. Students and teachers alike can believe skills are more or less fixed depending on the context; someone who feels math skills are innate may believe reading ability can be developed. Dweck said that teachers can help students recognize when and why they feel differently about different subjects or skills.

Plan and do something "outrageously growth mindset" such as tackling a challenging project in an area outside their comfort zone.

Try to change another student's mindset. Dweck described activities in which each student around the class said one area they were struggling with; other students often jumped in with both support and suggestions, such as study groups.

Write a letter from yourself, 20 years in the future, identifying the most important thing you have learned. Students, she said, "torture themselves all the time with upward social comparison. There's always going to be someone better than you; so what? You need this set of skills, so do it."

The focus of assignments like these, Dweck said, is to focus students on underlying reasons they are learning. "I tell students, 'you are quitting your old job and starting your new job. Your old job was getting as many 'A's as possible. Your new job is to use all the resources ... to become the person you want to be, and to contribute something important to the world."

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Building Growth Mindset in the Classroom: Assignments From Carol Dweck

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New research describes how a teacher's classroom approach can shape whether their students believe their academic skills are fixed at birth or they can grow them through practice and experience.

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Mindset Kit - Professional development activities and resources, Growth Mindset for Educator Teams

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This page provides a list of downloadable professional development activities and resources.

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10 Moves to Support Language Learners in Math Class

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10 Moves to Support Language Learners in Math Class

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

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