Changing Mindsets, Motivating Students For more on our series of Professional Development webinars go to www.edweek.org/go/pdwebinars Gerald Herbert/AP
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Changing Mindsets, Motivating Students
For more on our series of Professional Development webinars go to www.edweek.org/go/pdwebinars
Gerald Herbert/AP
Liana Heitin Associate editor of Education Week Teacher
www.edweek.org/tm www.teachersourcebook.org
Featured Guests
Carol Dweck, Ph.D. author of Mindset: The New Science of
Success, is the Lewis and Virginia Eaton Professor of Psychology at
Stanford University. She is a member of the American Academy of Arts
and Sciences and recently won the Distinguished Scientific Contribution
Award from the American Psychological Association—the highest honor
in psychology.
An on-demand archive of this webinar is going to be available at www.edweek.org/go/PDarchives
in less than 24hrs.
As a participant of this webinar, you have earned a certificate of completion from Education Week PD Webinars. To claim your certificate, please send an email to [email protected] with the names and titles of those who attended, and the mailing address to which you would like the certificates sent.
Changing Mindsets, Motivating
Students
Carol Dweck
Professor, Stanford University
Author of “Mindset”
Education Week Webinar
February 16, 2012
Yet a few years later many students
have turned away from learning.
And many of the well-meaning
things we do make it worse.
How do we make sure our
students remain motivated to
learn?
Mindsets Matter
Fixed Mindset: Intelligence is a fixed
trait
Growth Mindset: Intelligence is a
malleable quality; a potential that can
be developed
Mindsets Matter
• Which mindset is correct?
The Plastic Brain
News About The Adolescent Brain (Ramsden et al., 2011, Nature)
• Tracked students over adolescence
• Many showed large changes in IQ-test
performance
• Linked to changes in density of neurons in
relevant parts of the brain
Making Students Smarter: Jaeggi, Buschkuel, Jonides, & Perrig, 2008
Alfred Binet
Mindsets Matter
•
• Do students hold the same mindset in
different areas?
• Can mindsets be changed?
How Do Mindsets
Work?
Transition to 7th Grade
• Followed hundreds of students across
difficult transition
• Measured their mindsets
• Measured their attitudes toward learning
• Monitored their grades in math for two
years
1.
Fixed Mindset:
LOOK SMART AT ALL COSTS
Growth Mindset:
LEARN AT ALL COSTS
Looking Smart vs. Learning Blackwell, Trzesniewski, & Dweck, 2007
Fixed Mindset Student:
“The main thing I want when I do my school
work is to show how good I am at it.”
Growth Mindset Student:
“It’s much more important for me to learn
things in my classes than it is to get the best
grades.”
Blackwell, Trzesniewski, & Dweck, 2007
2.
Beliefs About Effort
Fixed Mindset: Effort is bad
IT SHOULD COME NATURALLY
“To tell the truth, when I work hard at my school work it makes me feel like I’m not very smart.”
Growth Mindset: Effort is good
WORK HARD, EFFORT IS KEY
“The harder you work at something, the better
you’ll be at it.”
Do Geniuses Work-- Or Does it Just Come Naturally?
MARIE CURIE
3. Resilience: In the face of setbacks…
Fixed Mindset: It’s about me
Hide Mistakes
Conceal Deficiencies
Growth Mindset: It’s part of learning
Capitalize On Mistakes
Confront Deficiencies
After Setback
Fixed Mindset: “I’d spend less time on this subject from now on.”
“I would try not to take this subject ever again.”
“I would try to cheat on the next test.”
Growth Mindset:
“I would work harder in this class from now on.”
“I would spend more time studying for the tests.”
Blackwell, Trzesniewski and Dweck, 2007
Math Grades in Adolescents Blackwell, Dweck, & Trzesniewski (2007)
Mat
h G
rad
es
72.0
72.5
73.0
73.5
74.0
74.5
75.0
75.5
76.0
76.5
77.0
Entering Academic Year
Fall Year 1 Spring Year 1 Fall Year 2 Spring Year 2
Fixed
Growth
Growth Mindset
Fixed Mindset
Fixed Mindset provides no recipe for recovering from
failures or deficiencies:
• Giving up, retreating to comfort zone
• Blaming others
• Trying to feel superior
Rebuilding Self-Esteem After
Setbacks
• Students failed a hard test
• Afterwards could look at tests of other
students.
• Did they look at students who had
performed better or those who had
performed worse?
Pre-Medical Students Grant & Dweck, 2003
Organic Chemistry Grades
The Fixed Mindset Turns
Students Away From Learning
Mangels, Butterfield, Lamb, Good & Dweck, 2006
Question “What is the capital of Australia?”
*
Person types
answer
1.5 s 2 s
* Correct answer
1.5 s
Ability-Relevant
Feedback
Learning-Relevant
Feedback
1 s
The Fixed Mindset Turns Students
Away From Learning
or
Where Do Mindsets
Come From?
Our language conveys what we believe
and what we value Mueller & Dweck, 1998; Kamins & Dweck,1 999; Cimpian, Arce,
Markman, & Dweck, 2007.
Non-Verbal IQ Test
Messages About What We Value
• Intelligence Praise: “Wow, that’s a really
good score. You must be smart at this.”
• Effort (Process) Praise: “Wow, that’s a
really good score. You must have tried
really hard.”
• Control Group: “Wow, that’s a really
good score.”
Intelligence vs. Effort Praise
• Mindset: Fixed vs. Growth
• Goals: Looking smart vs. Learning
After Difficult Trial:
• Confidence/ Enjoyment/Performance
Lying Students who misrepresented their scores
0
0.1
0.2
0.3
0.4
Intelligence Control Effort
Type of Praise Given
New Study With Babies (Gunderson et al., 2011)
• Observed mothers’ praise to their baby over
a 2-year period (1-3 years old).
• Measured the child’s mindset and desire for
challenge 5 years later (8 years old).
• Process praise growth mindset and
greater desire for challenge
What to Praise
• Effort, struggle, persistence despite
setbacks: • Great effort!
• Who had a terrific struggle?
• Great persistence! There were so many hard things
and you worked you way through them.
• Boy, were you growing your neurons!
What to Praise
• But not just effort…also strategies,
choices, choosing difficult tasks
• Wow, nice strategies. You kept trying
different things until it worked!
• Great choices!
• You chose a nice hard task. You’ll learn a
lot!
What to Praise
• Effort, struggle, persistence despite
setbacks, but not just effort…
• Strategies, choices
• Choosing difficult tasks
• All in the context of learning and
improving
Yesterday’ Praise:
• Look, you got an A without
• really working. You’re really good at
math!
• You did that so quickly and easily. That’s
impressive!
Tomorrow
• You got an A without working. An A is
nice, but you must not be learning much.
• You did that so quickly and easily. I’m
sorry I wasted your time. Let’s do
something you can learn from.
The Power of Yet
• I’m not good at _____...
• I can’t do ______...
• I tried but it didn’t work…
Changing Mindsets
A Mindset Workshop
• Control Group: 8 sessions of great
study skills.
• Growth Mindset Group: 8 sessions
of study skills + the growth
mindset.
Math Grades (Blackwell, Trzesniewski, & Dweck)
2.2
2.3
2.4
2.5
2.6
2.7
2.8
Before After
Control
BraInology
Percent Showing Increased
Motivation
9
27
0
5
10
15
20
25
30
Control Growth
Medical School Entrance Exams
Mindset Instructions Before MCAT
Exam (Aronson)
5
7.5
10
12.5
15
17.5
20
Fixed Growth
25.9% increase
5 Computer Modules
Teachers’ Guide
www.brainology.us
The Brainology approach
www.brainology.us
In Brainology, students meet Chris and
Dahlia
Copyright © 2008 Brainology, LLC. All rights reserved. www.brainology.us
Guided by the Brain Orb, they take on a series of
quests to understand how their brains work.
They visit the Brain Lab…
where Dr. Cerebrus shows them how the
brain works…
and develops by growing new connections
when you learn.
They learn new brain-based study
strategies…
write reflections in their online e-journal…
use the online Brain Book to look up
information…
Copyright © 2008 Brainology, LLC. All rights reserved. www.brainology.us
and use the Map to navigate the program.
Copyright © 2008 Brainology, LLC. All rights reserved. www.brainology.us
At the end of the program, they earn
the BrainMaster certificate.
www.brainology.us
Brainology
• Scotland: Increased reading achievement;
attitudes toward setbacks; life satisfaction.
• U.S.: Increase grades; classroom conduct
and engagement
Have you changed your mind about
anything?
• My favorite thing from Brainology is the
neurons part … I always picture them when
I’m in school
• Yes … I imagine neurons making
connections in my brain and I feel like I am
learning something.
Summary
• Embrace learning and growth
• Understand the role of effort in creating
talent
• Maintain confidence and effectiveness in
the face challenges and setbacks
…and it can be taught.
One Final Note A Growth Mindset for Educators Too
• As educators, we must constantly be
learning and improving.
• If we don’t fulfill our potential as teachers
how can we make sure our students fulfill
their potential?
www.edweek.org/go/pdwebinars
Gerald Herbert/AP
Reaching All Learners: Tools and Strategies for Teaching Diverse-Needs Students
Available On-Demand
Vicki Gibson, Ph. D., author of Differentiated Instruction: Grouping for Success. Ms. Gibson is the chair and president of Gibson Hasbrouck & Associates.
Making Differentiated Instruction Work for You
Katie Hull Sypnieski, English and English Language Development teacher at Luther Burbank High School in Sacramento, Calif.
Feb. 1, 2012
www.edweek.org/go/pdwebinars
Gerald Herbert/AP
Reaching All Learners: Tools and Strategies for Teaching Diverse-Needs Students
Available On-Demand
Amanda M. VanDerHeyden, Ph.D., private consultant and researcher , co-author of Essentials of Response to Intervention
Reading Interventions: When Core Instruction Isn’t Enough
Jeanne Wanzek, Ph.D., assistant professor at Florida State University and on the research faculty at the Florida Center for Reading Research
Feb. 7, 2012
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