All Discussions Tagged 'Dweck' - Classroom 2.02024-03-29T01:56:39Zhttps://www.classroom20.com/forum/topic/listForTag?tag=Dweck&feed=yes&xn_auth=noMotivating Students with Mindset coaching and How Brains Work (Dweck)tag:www.classroom20.com,2008-10-07:649749:Topic:1970642008-10-07T19:04:56.184ZEmily Diehlhttps://www.classroom20.com/profile/EmilyDiehl
At my California school I am part of an Intervention Program designed to recapture at-risk students and make sure that they ALL earn their A-G credits to graduate. Our program will eventually be 4 years with varying levels of support depending on what students individaully require.<br />
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One way we are attempting to recapture students is to teach them how <i>to learn</i>!<br />
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A group of us is studying work by Carol Dweck, among others, and learning that in order to get smart kids, we have to do two…
At my California school I am part of an Intervention Program designed to recapture at-risk students and make sure that they ALL earn their A-G credits to graduate. Our program will eventually be 4 years with varying levels of support depending on what students individaully require.<br />
<br />
One way we are attempting to recapture students is to teach them how <i>to learn</i>!<br />
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A group of us is studying work by Carol Dweck, among others, and learning that in order to get smart kids, we have to do two things: 1. DON"T tell them that they are smart and 2. Teach them a Growth Mindset. Dweck's book, <i>Mindset: The New Psychology of Success</i> explains that there are two mindsets: Growth and Fixed. In a fixed mindset, people believe that intelligence and talent are fixed abilities. They believe and make life choices based on the assumption that people cannot change or improve their intelligence. In a growth mindset, people know and make life changes assuming that we can always learn and grow. That with hard work and good strategies, a person can become talented at everything s/he undertakes.<br />
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This work is very rewarding and transforming. The students respond in amazing ways. They cry, they giggle, they push back, and they sit in shock. One class has spent the last week fighting over who gets to wear the brain Jell-O mold (plastic) on their head all period (NINTH and TENTH graders!).<br />
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<a href="http://www.mindsetsineducation.inig.com">www.mindsetsineducation.inig.com</a><br />
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Do you have an interest in this work? Let's work together! We are all so swamped for time and resources. I used Dweck's book to write up a Mind-set quiz (not entirely accurate, but a good tool I think), some questions for a teachers' and/or student studying group, a list of what Growth feedback and questioning looks like, and a skeleton of a lesson plan model that reminds teachers to add growth-minded "stuff" to every lesson. I have not atttached it all (and all is borrowed from Dweck's research and book and articles) - but here is some of it.<br />
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<a href="http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids">http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids</a><br />
This is a great Dweck article too :-)<br />
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I am willing to share and hope you might be too :-) Scientific American article by Carol Dweck, "mindsets" authortag:www.classroom20.com,2007-11-30:649749:Topic:829612007-11-30T15:29:29.292ZConnie Weberhttps://www.classroom20.com/profile/connieweber
<a href="http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids&print=true">"The Secret to Raising Smart Kids," by Carol Dweck</a>, an article in Scientific American, is a must-read for educators. This is a great overview of the researcher's investigations and philosophy.<br />
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At the beginning of the article: "Our society worships talent, and many people assume that possessing superior intelligence or ability—along with confidence in that ability—is a recipe for success. In fact,…
<a href="http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids&print=true">"The Secret to Raising Smart Kids," by Carol Dweck</a>, an article in Scientific American, is a must-read for educators. This is a great overview of the researcher's investigations and philosophy.<br />
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At the beginning of the article: "Our society worships talent, and many people assume that possessing superior intelligence or ability—along with confidence in that ability—is a recipe for success. In fact, however, more than 30 years of scientific investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings."<br />
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From the article, you can learn about "mindsets," two views of intelligence.<br />
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Any reactions, or more links? Carol Dweck: ways to praisetag:www.classroom20.com,2007-10-16:649749:Topic:591132007-10-16T15:48:20.222ZConnie Weberhttps://www.classroom20.com/profile/connieweber
Carol Dweck's article, <a href="http://www.ascd.org/publications/educational_leadership/oct07/vol65/num02/The_Perils_and_Promises_of_Praise.aspx">"The Perils and Promise of Praise"</a> in Educational Leadership is about the "right ways" and the "wrong ways" to praise students. Dweck discusses what she considers the potentially vast difference between praising a student for "being smart" ("you're good at that," "you are so talented") vs. praising a student for effort put in ("you took immense…
Carol Dweck's article, <a href="http://www.ascd.org/publications/educational_leadership/oct07/vol65/num02/The_Perils_and_Promises_of_Praise.aspx">"The Perils and Promise of Praise"</a> in Educational Leadership is about the "right ways" and the "wrong ways" to praise students. Dweck discusses what she considers the potentially vast difference between praising a student for "being smart" ("you're good at that," "you are so talented") vs. praising a student for effort put in ("you took immense care with that project", "you kept going when things were really hard", "you are such an active learner"). Dweck's recent book <u>Mindset</u> provides a more in-depth look at what's summarized in the article.<br />
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From "The Perils and Promise of Praise":<br />
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"Praise is intricately connected to how students view their intelligence. Some students believe that their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that. Students with this fixed mind-set become excessively concerned with how smart they are, seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999, 2006). The desire to learn takes a backseat."<br />
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"The fixed and growth mind-sets create two different psychological worlds. In the fixed mind-set, students care first and foremost about how they'll be judged: smart or not smart. Repeatedly, students with this mind-set reject opportunities to learn if they might make mistakes (Hong, Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). When they do make mistakes or reveal deficiencies, rather than correct them, they try to hide them (Nussbaum & Dweck, 2007)."<br />
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"They are also afraid of effort because effort makes them feel dumb. They believe that if you have the ability, you shouldn't need effort (Blackwell, Trzesniewski, & Dweck, 2007), that ability should bring success all by itself. This is one of the worst beliefs that students can hold. It can cause many bright students to stop working in school when the curriculum becomes challenging."<br />
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Dweck provides a lot of research to back up her claims. At the end of the article she discusses an intervention performed at first one and then 20 New York City schools.<br />
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"If students learned a growth mind-set, we reasoned, they might be able to meet this challenge with increased, rather than decreased, effort. We therefore developed an eight-session workshop in which both the control group and the growth-mind-set group learned study skills, time management techniques, and memory strategies (Blackwell et al., 2007). However, in the growth-mind-set intervention, students also learned about their brains and what they could do to make their intelligence grow."<br />
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"They learned that the brain is like a muscle—the more they exercise it, the stronger it becomes. They learned that every time they try hard and learn something new, their brain forms new connections that, over time, make them smarter. They learned that intellectual development is not the natural unfolding of intelligence, but rather the formation of new connections brought about through effort and learning."<br />
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"Students were riveted by this information. The idea that their intellectual growth was largely in their hands fascinated them. In fact, even the most disruptive students suddenly sat still and took notice, with the most unruly boy of the lot looking up at us and saying, 'You mean I don't have to be dumb?'"<br />
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"Indeed, the growth-mind-set message appeared to unleash students' motivation. Although both groups had experienced a steep decline in their math grades during their first months of junior high, those receiving the growth-mind-set intervention showed a significant rebound. Their math grades improved. Those in the control group, despite their excellent study skills intervention, continued their decline."<br />
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All of the above are quotes from Dweck's article. Reactions? Do you think the ways we praise students (and teachers, others, even ourselves) makes all that much difference? Do you buy this difference between "fixed mindset" and "active mindset"? (Another possible question for reaction: how much is the "active mindset" required for web 2.0 work, and if it is, how do we get into--and encourage-- that mindset?)