Transcript Slide 1

CHANGING
MINDSET TO
CHANGE
MOTIVATION
*Based on the book Mindset by Carol Dweck
Marianne Auten & Sherry Baird
Paradise Valley Community College
What is something you’d love to
learn or accomplish or grow in
that you’re not currently doing?
the answer could be…
MINDSETA set of beliefs or a way of
thinking that determines
one’s behavior, outlook
and mental attitude.
“I don’t divide the world into
the weak and the strong, or the
successes and the failures… I
divide the world into the
learners and non-learners.”
-Benjamin Barber,
Sociologist
What would make
someone a non-learner???
The Two Mindsets
FIXED
• My intelligence is a fixed
trait.
• Strive to look smart.
• Challenges, mistakes, and
the need to exert effort are
threats to my ego.
• Lose confidence and
motivation when the work
is no longer easy for me.
GROWTH
• My intelligence can be
developed.
• Strive to learn and grow.
• Challenges, mistakes and
the need to exert effort are
opportunities to improve.
• Gain confidence as I work
hard and see progress.
SORTING OUT
The GROWTH and FIXED
MINDSET
GROWTH
FIXED
FIXED
GROWTH FIXED GROWTH FIXED
GROWTH GROWTH GROWTH
FIXED FIXED GROWTH
It’s just one of those days…
You go to a class that is really important to you and that
you like a lot. The professor returns the midterm
papers and you got a C+. You are very disappointed.
That evening on the way back to your home, you find
that you have gotten a parking ticket. Being very
frustrated, you call your best friend to share your
experience but they are busy and you are sort of
brushed off.
• What would a person with a FIXED mindset likely think/feel/do? What
possible results?
• What would a person with a GROWTH mindset likely think/feel/do?
What possible results?
Your MINDSET has a powerful influence
on your motivation, your outcomes and
whether or not you reach your full potential!
• New research shows the
brain is like a muscle
– it changes and gets
stronger when you use it.
• When you challenge your
brain through learning,
your neurons will
grow new and
stronger connections!
Scientists studied animals that
lived with other animals and toys
to play with versus animals that
lived alone in bare cages.
Animals in the challenging
environment:
•More connections between nerve
cells in their brains
•Bigger and stronger connections
•10% heavier brains
•Better at problem solving
•Old animals’ brain grew by 10% too!
Where do mindsets come from?
• 1990s – the Self-Esteem Movement. Tell kids
how smart and talented they are for confidence
and motivation.
• This type of praise actually makes self-esteem
fragile and undermines motivation to learn.
• IQ test. One group praised for being smart.
Another group praised for working hard. Results:
1st group wanted easy problems whereas 2nd
group wanted challenging problems.
Fixed versus Growth
FIXED
• When given more difficult
problems, intelligencepraised students lost
confidence, lost enjoyment
of the task, performance
dropped
• 40% lied about their score
• If cannot admit mistakes,
cannot correct them.
GROWTH
• Maintained faith in their
abilities, kept on enjoying
the task, showed marked
improvement over time.
• Didn’t worry about
intelligence, kept on striving
• Only 13% reported an
incorrect score
• Open to feedback so they
could improve
Messages That Children Hear:
• You learned that so quickly!
You’re so smart!
• Look at that drawing! You
are the next Picasso!
• You’re so brilliant! You got
an “A” without studying!
• If I don’t learn something
quickly, I am not smart.
• I shouldn’t try drawing
anything hard or they’ll see
I’m no Picasso.
• I’d better quit studying or
they won’t think I’m
brilliant.
When do you feel smart?
• “It’s when I don’t make
any mistakes.”
• “When I finish
something fast and it’s
perfect.”
• “When something is
easy for me, but other
people can’t do it.”
FIXED – It’s about being
perfect right now.
• “When it’s really hard,
and I try really hard,
and I can do something
I couldn’t do before.”
• “When I work on
something a long time
and I start to figure it
out.”
GROWTH – It’s about
confronting a challenge
and making progress.
Mindset and School Achievement
• Elementary kids: fixed do as well as growth
• Jr High – fixed suffer immediate drop in grades
and continue to slide in HS
• College Students: Fixed mindset had big drop
in interest and enjoyment as soon as subject
became difficult. Growth mindset same level
of interest when work was challenging.
Pre-Med Students in Chemistry
• Fixed Mindset – read the textbook & notes. If
material really hard, read it again. Tried to
memorize everything. If did poorly on a test,
concluded that chemistry not their subject.
• Growth Mindset – looked for themes
and underlying principles; went over
mistakes until certain I understood;
studying to LEARN, not just ace the
test
The Truth About Ability and
Accomplishment
Berlin School of
Music Violinists
1. Top Performance Level = 10,000+ hours of
practice
2. Very good but not the best = 8000+ hours of
practice
3. Music teachers = 4000+ hours of practice
4. ZERO “naturals” – someone who had not put in
the 10,000 hours but still made it to the top.
5. ZERO “grinders” – people who had put in the
10,000 hours but had not made it to the top!
How to
promote
a growth
mindset
The good
news is that
GROWTH
MINDSET
can be
taught!
(…and it
doesn’t
have to take
very long!)
It Is Essential For Educators To
Communicate A Growth Mindset!
• Fixed Mindset: Certain students are not capable,
therefore may not mentor. Learning is the students’
responsibility. If they don’t have what it takes, so be it.
Asked to respond to 7th grade who had done poorly on
1st math test: Comforted them and said “Not everyone
can be good at math.”
• Growth Mindset: Don’t put people in categories and
expect them to stay there. Learning is a collaboration
in which the teacher has great responsibility.
“I know you can do better. Step up the time you are
putting in. Here are some suggestions to
improve your study and learning strategies.”
Messages That Promote
A Growth Mindset
• I believe in your potential and am committed
to helping everyone get smarter
• I value (and praise) taking on challenges, exerting
effort, and surmounting obstacles more than I value
(and praise) “natural” talent and easy success
• Working hard to learn new things makes you smarter
– and it makes your brain grow new connections
• School is NOT a place that judges you. It is a place
where people help your brain grow new connections.
How to Praise
• P – Practice. You worked hard and keep
getting better and better!
• S – Study. You kept digging wider, farther,
deeper and your knowledge has really grown!
• P – Persistence. You kept trying even when it
was hard. You never gave up!
• S – Strategy. I like how you tried different
strategies until you found one that worked.
PSS – Positive, Specific, Sincere
Practicing Praise
• Think of one of your students or someone you
would like to encourage.
• Tell your partner a few things about this
person; then give a specific example of praise
that will foster a growth mindset.
Hint: Praise EFFORT,
not God-given brains or
beauty or talent!
How to Change from
Fixed to Growth
Step 1. Learn
to hear your
fixed mindset
“voice”.
Step 2.
Recognize that
you have a
choice!
Step 3. Talk
back with a
growth
mindset voice.
Step 4. Take
the growth
mindset
action.
Living the Growth Mindset
ASK YOURSELF THESE QUESTIONS:
1. What did you learn today?
2. What mistake did you make
that taught you something?
3. What did you try hard at
today?
4. What skills do you have today
that you didn’t have yesterday
because of the practice you
put in?
5. What are you struggling with
and making progress on?
Our MINDSET is not a personality
quirk; it creates the mental world
in which we live. It shapes our
goals and attitudes and predicts
whether or not we will fulfill our
potential.
- Carol Dweck, PhD