The College Classroom Fa15 Meeting 4: Fixed and Growth Mindset, and Assessment that Supports Learning

on target by hans_s on flickr CC-BY-ND
What do you notice?
What do you wonder?
mindset and assessment collegeclassroom.ucsd.edu1

The College Classroom Meeting 4:
Fixed and Growth Mindset &
Assessment that Supports Learning
October 20 & 22, 2015
Peter Newbury
Center for EngagedTeaching, UC San Diego
pnewbury@ucsd.edu commons.ucsd.edu
Unless otherwise noted, content is
licensed under a Creative Commons Attribution-
Non Commercial 3.0 License.

Your experiences of
fixed and growth mindset

Vocabulary Check: Mindsets [1]
Entity, Helpless,
Performance-oriented,
Fixed
Mastery-oriented,
Incremental, Malleable,
Growth
mindset and assessment collegeclassroom.ucsd.edu
The helpless [children]
believe that intelligence is a
fixed trait: you have only a
certain amount, and that’s
that.
The mastery-oriented
children think intelligence
is malleable and can be
developed through
education and hard work.
4

Diagnosing Fixed/Growth Mindset
Each card has a fixed mindset behavior on one side and a
contrasting growth mindset behavior on the other side.
With the others at your table:
1. sort the cards to show the fixed mindset
behaviors
2. one by one, flip all the cards over to see the
contrasting growth mindset behaviors
fixed
growth

Graphic by Nigel Holmes [2]

Agency “Human agency is the capacity for human beings to make
choices. It is normally contrasted to natural forces, which are causes
involving only unthinking deterministic processes.”
Wikipedia en.wikipedia.org/wiki/Agency_(philosophy)

mindset
deliberate
practice
more
expert-like

In your opinion, which of these is true?
A) you must have a growth mindset to engage in
deliberate practice
B) if you have a growth mindset, then you’ll engage in
deliberate practice
C) both
D) neither

If you need a growth mindset to engage in deliberate
practice to become more expert-like in your discipline…
…what about your students?
What is their mindset towards your class?
Likely a mix of fixed, growth, and no mindset.
How do you help your students
become more expert-like?

Feedback and Practice that Enhance
Learning (How Learning Works)
16
When Practice Does Not Make Perfect…
Students’ writing in public policy course
The instructors don’t recognize
their own expertize, fail to give
useful practice and feedback.
expert blindness
curse of knowledge
They Just Do Not Listen!
Students’ presentations in medical anthropology course

17
Goal-directed practice coupled with targeted feedback are
critical to learning. [3]
Music by Piulet on flickr CCExcellent Shot byVarsity Life on flickr CC

18
Goals can direct the nature of focused practice,provide the basis
for evaluating observed performance, and shape the targeted
feedback that guides students’future efforts.
[p. 127]
Targeted feedback gives students prioritized information about
how their performance does or does not meet the criteria so they
can understand how to improve their future performance.
[p. 141]

19
 practice is goal-directed
 practice is productive
 timely feedback
 feedback at an appropriate level
recall 5
characteristics
of deliberate
practice

Aside: exploring these characteristics
 analogy
Students come to the classroom with preconceptions about how
the world works…Teachers must draw out and work with the
preexisting understandings that their students bring with
them. (How People Learn [1])
 contrasting cases
Teachers must teach some subject matter in depth,providing
many examples in which the same concept is at work and
providing a firm foundation of factual knowledge
(How People Learn [1])

Contrasting Cases
feedback not at
appropriate level
feedback at
appropriate level
unproductive practice productive practice
practice is not goal-directed practice is goal-directed
untimely feedback timely feedback

I feedback not at appropriate level II feedback at appropriate levelsport/hobby
sport/hobby
III feedback not at appropriate level IV feedback at appropriate level
teachingandlearning
teachingandlearning
example
example
example
example
Make up an example for each scenario.
Everyone, write all 4 examples on your sheet.

I unproductive practice II productive practicesport/hobby
sport/hobby
III unproductive practice IV productive practice
teachingandlearning
teachingandlearning

I practice is not goal-directed II practice is goal-directedsport/hobby
sport/hobby
III practice is not goal-directed IV practice is goal-directed
teachingandlearning
teachingandlearning

I untimely feedback II timely feedbacksport/hobby
sport/hobby
III untimely feedback IV timely feedback
teachingandlearning
teachingandlearning

Tear your sheet into quarters
I
Arrange yourselves into groups of 4,
one person bringing each color.
Share your examples with
others in your group.

I assessment that does not support learning II assessment that supports learningsport/hobby
sport/hobby
III assessment that does not support learning IV assessment that supports learning
teachingandlearning
teachingandlearning
I II
IVIII
I II
III IV
I II
III IV
I II
IVIII

What kind of assessment gives
timely feedback at an
appropriate level to support
goal-directed and
productive practice?

Fixed or Growth?
30
Does this grading scheme foster a
A) fixed mindset (performance-oriented)
B) growth mindset (mastery-oriented)
C) both
D) neither

RobertTalbert
tinyurl.com/RobertTalbertRubric32

Rubric = Instructional Scaffolding
33
 supports growth mindset
 goal-directed
Goals can direct the nature of focused practice, provide the basis for
evaluating observed performance, and shape the targeted feedback
that guides students’future efforts.
 targeted feedback
Targeted feedback gives students prioritized information about how
their performance does or does not meet the criteria so they can
understand how to improve their future performance.
 path to improvement: rubric needs to be given before, and built
into, assignments (not just a grading scheme at the end.)

CarlWieman
Science Education Initiative
cwsei.ubc.ca
Take Away
34
 align your learning outcomes, assessment, instruction
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?

Take Away
35
 align your learning outcomes, assessment, instruction
 growth mindset is necessary for deliberate practice and
the development of expertise
 monitor howYOU behave in the classroom
 celebrate failure (“try, fail, get feedback, try again…”)
 take care to support and be sensitive to minority experiences
 watch for microaggressions “the everyday verbal, nonverbal,
and environmental slights, snubs, or insults, whether
intentional or unintentional, which communicate hostile,
derogatory, or negative messages to target persons based
solely upon their marginalized group membership.”[4]

Mindset for your students
You
must foster
a growth mindset
in your students.

Email from a faculty member in
"Our discussions on undergraduate education seem to focus mostly
on where we want students to be and how to teach to get them there. In my
view,this ignores an important dimension,namely the raw intellectual quality
of a student and the fact that this varies hugely across our student body. This
creates intrinsic limitations.
“Our discussions seem to assume that we can, in principle, teach all
students all things,if we have the right methods.In my view,every student has
an inherent intellectual range,and the best we can do is push them to the top
of this range. This range varies enormously from student to student. Some
students will never understand the difference between a _____________
and a ____________ and there isn't anything to do about it.
“If the goal of education is to enable each student to realize their
potential,we need to appreciate the vast differences in these potentials."

Mindset for your students
You must have a
growth mindset about your
students’ ability to learn.
You
must foster
a growth mindset
in your students.
and you

Watch the blog for next week’s
readings and tasks
Next time
Meeting 5: Active Learning

References
1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18,
6, 36-43.
2. Nigel Holmes http://nigelholmes.com/home.htm
3. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman,
M.K. (2010).How LearningWorks. San Fransisco: Jossey-Bass.
4. Wing Sue, D. Microaggressions in Everyday Life. Retrieved June 19, 2015, from
https://www.psychologytoday.com/blog/microaggressions-in-everyday-
life/201011/microaggressions-more-just-race

RobertTalbert
tinyurl.com/RobertTalbertRubric

The College Classroom Fa15 Meeting 4: Fixed and Growth Mindset, and Assessment that Supports Learning

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Similar a The College Classroom Fa15 Meeting 4: Fixed and Growth Mindset, and Assessment that Supports Learning

Similar a The College Classroom Fa15 Meeting 4: Fixed and Growth Mindset, and Assessment that Supports Learning (20)

Más de Peter Newbury

Más de Peter Newbury (20)

Último

Último (20)

The College Classroom Fa15 Meeting 4: Fixed and Growth Mindset, and Assessment that Supports Learning