4. Learner or Non-learner?
“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
11. #1
Fixed Mindset:
LOOK SMART AT ALL COSTS
Growth Mindset:
LEARN AT ALL COSTS
12. #2
Fixed Mindset : Effort is bad
IF YOU HAVE TO WORK HARD, YOU’RE
NOT SMART
Growth Mindset: Effort is good
WORKING HARD MAKES YOU
SMARTER
13. #3
IN THE FACE OF SETBACKS…
Fixed Mindset: It’s about you
GIVE UP, BECOME DEFENSIVE
Growth Mindset: It’s about learning
SHOW RESILIENCE
14. After Setback
Fixed Mindset:
“I’d spend less time on this subject from now
on.”
“I would try to cheat on the next test.”
Growth Mindset:
“I would work harder in this class from now on.”
Blackwell, Trzesniewski and Dweck, 2007
15. How Are Mindsets
Transmitted?
Mueller & Dweck, 1998; Kamins & Dweck,1 999; Cimpian, Arce,
Markman, & Dweck, 2007.
16.
17. Intelligence vs. “Process” Praise
• Fixed (vs. Growth) Mindset
• Non-learner vs. Learner!
In the face of difficulty:
• Not resilient
AND NEUROSCIENCE IS INDEED SHOWING HOW OUR BRAINS CAN GROW AND EVEN REORGANIZE WITH LEARNING
GRADES ARE A BY-PRODUCT OF LEARNING
THE FIXED MINDSET sabotages RESILIENCE
YOU CAN SEE HOW THIS WOULD LEAD TO DIFFERENCES IN MOT AND ACHIEVEMENT
HAVE YOU EVER PRAISED KIDS FOR THEIR INTELLIGENCE OR TALENT? THAT ’S WHAT THE SELF-ESTEEM MOVEMENT TOLD US TO DO
AND WE ’VE LEARNED HOW TO CHANGE STUDENTS’ MINDSET
EVERY TIME YOU WORK YOUR BRAIN HARD
EVERY TIME YOU STRETCH YOURSELF TO LEARN NEW THINGS, THE NEURONS IN YOUR BRAIN…
FORM NEW CONNECTIONS….
AND YOU GET SMARTER.
SKILLS ALONE ARE NOT ENOUGH; NEED A GROWTH MINDSET TO POWER THEM
With David Yeager and Dave Paunesku… NEED TO ARM THEM WITH A GROWTH MINDSET FOR THEM TO STICK TO THEIR LEARNING N = 288, Z = 2.87, p = .004
GROWTH MINSET PROGRAMS TRANSFORM THE MEANING OF EFFORT AND DIFFICULTY. INSTEAD OF FEELING DUMB, STUDENTS FEEL THEIR NEURONS GROWING NEW CONNECTIONS AND MAKING THEM SMARTER. CAN YOU FEEL THE DIFFERENCE?
I ’d like to end with a proposal: The more research shows us that human abilities are capable of growth, the more it becomes a basic human right for our children—ALL CHILDREN-- to be in schools that create that growth, that truly help them fulfill their potential.