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Carol Dweck Mindset Presentation January 20 2015.pptx

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Let’s support effort, perseverance and strategy not intelligence PRESENTED BY: KATE KELSEY, TEACHER ST.PAULS SCHOOL COMMUNITY JANUARY 20TH, 2015 Mindset Work by Dr. Carol Dweck
Transcript
Page 1: Carol Dweck Mindset Presentation January 20 2015.pptx

Let’s support effort, perseverance and strategy

not intelligence

P R E S E N T E D B Y : K A T E K E L S E Y , T E A C H E R S T . P A U L S S C H O O L C O M M U N I T Y

J A N U A R Y 2 0 T H , 2 0 1 5

Mindset Work by Dr. Carol Dweck

Page 2: Carol Dweck Mindset Presentation January 20 2015.pptx

What you believe about yourself and your ability determines your success as well as your approach to learning

Page 3: Carol Dweck Mindset Presentation January 20 2015.pptx

AGENDA (reminder: be kind to yourself)

  Brief questionnaire

  Introduce Carol Dweck

  Explain the two mindsets of intelligence: Fixed and Growth

  Implications for our daily lives as caregivers and educators

Page 4: Carol Dweck Mindset Presentation January 20 2015.pptx

Questionnaire – 5 minutes

“Enhance students’ motivation to learn by changing their beliefs about intelligence” (Dweck, 2000)

Page 5: Carol Dweck Mindset Presentation January 20 2015.pptx

Our own self-theories of intelligence

Think about one role you have in your life

Husband Wife

Friend Grandparent Professional

Parent Sibling Student

Page 6: Carol Dweck Mindset Presentation January 20 2015.pptx

Our own self-theories of intelligence

What do you believe about your ability in this role?

• Do you believe you have a “gift” in this area, a natural talent?

• Do you believe that you have or can get better in this area if you work hard?

Page 7: Carol Dweck Mindset Presentation January 20 2015.pptx

Our own self-theories of intelligence

• When you succeed in this area, why do you think you are successful?

• Hard work or effort?

• Natural ability?

•  Luck?

Page 8: Carol Dweck Mindset Presentation January 20 2015.pptx

Our own self-theories of intelligence

• When things get difficult, what do you do?

• Try harder?

• Give up?

• Try a new strategy?

Page 9: Carol Dweck Mindset Presentation January 20 2015.pptx

WHY is it important what adults think?

FIRST step towards supporting kids:

Adults need to think about their own beliefs about learning and

intelligence…..

Page 10: Carol Dweck Mindset Presentation January 20 2015.pptx

“Aunt Katie, do YOU think I am smart, pretty, a good girl?”

Olivia, age 4

Page 11: Carol Dweck Mindset Presentation January 20 2015.pptx

Carol Dweck PhD

  Professor in Psychology Dept. at Stanford (2004-2011) – has taught for 40 years

 Previously taught at Harvard, Columbia and Illinois

 Area of interest has mostly been with theory of intelligence and it’s implications on motivation

 Created Brainology – which focuses on teaching children on how their brain works in order to develop a growth mindset

Page 12: Carol Dweck Mindset Presentation January 20 2015.pptx

Thoughts on Intelligence: Fixed or Malleable?

  Belief that intelligence is fixed = Entity Theory   “intelligence is portrayed as an entity that dwells within us and

that we can’t change” (Dweck, C. pg. 2, 2000)

  Belief that intelligence is malleable = Incremental Theory (growth mindset)

  “intelligence is portrayed as something that can be increased through one’s efforts” (Dweck, C. pg. 3, 2000)

Page 13: Carol Dweck Mindset Presentation January 20 2015.pptx

Dr. Carol Dweck on TED

  http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en

Page 14: Carol Dweck Mindset Presentation January 20 2015.pptx

Entity Theorists Incremental Theorists

  Does not encourage a hardy can-do mentality

  Helpless Orientated Patterns

  See difficulty as sign of inadequacy

  Pessimistic outlook

  Encourages a hardy can-do mentality

  Mastery Oriented Patterns

  See difficulty as something to overcome, does not consider themselves as failing

  Optimistic outlook

Characteristics of Each Theory

Page 15: Carol Dweck Mindset Presentation January 20 2015.pptx

Should we be praising both intelligence and effort?

  What can happen when we praise a student’s intelligence?

  What can happen when we praise a student’s effort?

Page 16: Carol Dweck Mindset Presentation January 20 2015.pptx

Emotional Implications of Believing in an Entity Theory of Intelligence

  Fixed Mindset – See success and failure as

a reflection of self worth

  When faced with difficulty or an heighted stress, these individuals are at risk for:

 Anxiety, depression

  Growth Mindset – See success and failure

separate from their self worth

  When faced with difficulty or heightened stress, they see it as a learning or growth opportunity

Page 17: Carol Dweck Mindset Presentation January 20 2015.pptx

Entity Theory (focus on performance)

Incremental Theory (focus on learning)

Difficult task

Withhold effort

Can still preserve the idea that you

could have done well if

you had tried

Difficult task

Effort

Achieve mastery OR

trouble shoot new strategies

What might we see in the classroom?

Page 18: Carol Dweck Mindset Presentation January 20 2015.pptx

Performance Goals (PG) (Seen within Entity mindset)

Learning Goals (LG) (Seen within Incremental mindset)

  Focus is on their level of intelligence

  Want to LOOK smart and not dumb

  PG’s become a problem when proving ability becomes the only focus – it shifts entire focus away from learning goals

  Focus is on increasing competence

  A desire to GET smarter

  Students don’t need to think they are already good at something – they WORK TOWARDS understanding and mastery

How do these two beliefs play out in goal setting?

Page 19: Carol Dweck Mindset Presentation January 20 2015.pptx

Myth Busting

Kids who do well in school are likely to persist in the face

of difficulty. FALSE

In fact, these kids are more likely to doubt their own

abilities in the face of difficulty.

Page 20: Carol Dweck Mindset Presentation January 20 2015.pptx

Myth Busting

When you praise kids’ intelligence, they become more confident and able to achieve greater

goals

FALSE

Praise can often lead to risk

avoidant behavior and fear of failure.

Page 21: Carol Dweck Mindset Presentation January 20 2015.pptx

Myth Busting

Kids who think they are smart are less affected by failure

FALSE

Children’s confidence is often

tied to their success. Fear of failure can be

crippling.

Page 22: Carol Dweck Mindset Presentation January 20 2015.pptx

Myth Busting

Smart kids love to learn and seek out

challenges. FALSE

Many of these smart kids are worried about failure and avoid tasks that might challenge

their track record.

Page 23: Carol Dweck Mindset Presentation January 20 2015.pptx

Myth about IQ tests

  IQ tests can measure current skills, but nothing can measure someone's potential.

  It is impossible to tell what people are capable of in the future if they catch fire and apply themselves.

(Dr. Carol Dweck)

Page 24: Carol Dweck Mindset Presentation January 20 2015.pptx

In general, do you think that working hard and putting in effort towards something

makes a difference in the outcome?

What happens if you are not successful even though you think you put in EFFORT?

A few questions on effort

Page 25: Carol Dweck Mindset Presentation January 20 2015.pptx

Thoughts on Effort …

•  Believe that effort won’t do much for you if your ability level isn’t high

Entity Theory

Do not value effort

•  Believe that with prolonged effort, mastery can be accomplished

Incremental Theory Value effort

Page 26: Carol Dweck Mindset Presentation January 20 2015.pptx

“What appears to be important isn’t the confidence you bring to a situation, but the abil ity to maintain a confident and nondefensive stance in the face of obstacles.

This is much more diff icult to do in the entity-theory framework.” ( D w e c k , p g . 5 2 , 2 0 0 0 )

Dweck’s View on Confidence

Page 27: Carol Dweck Mindset Presentation January 20 2015.pptx

Praising the person Praising a person’s strategy

  Attach praise to self worth

  More vulnerable to the effects of failure

  More deeply praised = more vulnerable

  Praise is not attached to self worth

  Rate themselves significantly more positively

  Best position to deal with obstacles

Person orientated Praise VS Strategy Praise

Page 28: Carol Dweck Mindset Presentation January 20 2015.pptx

LEARNED HELPLESSNESS

•  Feelings of failure •  Self blame •  Negative feelings •  Anxiety •  Doubt

•  Plummeting Expectations •  Low persistence •  Lack of constructive

strategies

Page 29: Carol Dweck Mindset Presentation January 20 2015.pptx

Commentary on how praise effects girls and boys differently

  Early experiences in school differ for boys and girls

  As a result, boys are praised more for effort and girls on their self

  As level of difficulty increases, boys find more success and high achieving girls find less success

  Related to growth and fixed mindsets

Page 30: Carol Dweck Mindset Presentation January 20 2015.pptx

Be descriptive… Be curious…

Show positive interest…

When students succeed – attention and approval should be directed at their

efforts and their strategies

Key Message about Praise

Page 31: Carol Dweck Mindset Presentation January 20 2015.pptx

1.  Expend effort 2.  Study 3.  Acquire new learning strategies

Therefore, we need to:

1.  Provide the appropriate tutoring 2.  Model the appropriate att i tudes and habits 3.  Then it is up to the students…

Implications for Practice

If students want to learn and achieve they will need to:

Page 32: Carol Dweck Mindset Presentation January 20 2015.pptx

•  Be KIND and FORGIVING to yourself

•  This is a NEW language that needs time to learn

• Habits also take time to break –

Conclusion

Page 33: Carol Dweck Mindset Presentation January 20 2015.pptx

“I am advocating teaching our students an alternative framework in which effort is expected and enjoyed, and

setbacks are informative and challenging”

Carol Dweck, 2000

Page 34: Carol Dweck Mindset Presentation January 20 2015.pptx

Questions, comments

Page 35: Carol Dweck Mindset Presentation January 20 2015.pptx

D w e c k , C . S . ( 2 0 0 0 ) . S e l f T h e o r i e s : T h e i r R o l e s i n M o t i v a t i o n , P e r s o n a l i t y a n d D e v e l o p m e n t . N Y : P s y c h o l o g y P r e s s .

D w e c k , C . S . ( 2 0 0 6 ) . M i n d s e t : T h e N e w P s y c h o l o g y o f S u c c e s s . N Y : B a l l a n t i n e B o o k s .

D w e c k , C . S . & M a s t e r , A . ( 2 0 0 9 ) . S e l f - T h e o r i e s a n d M o t i v a t i o n : S t u d e n t s ’ B e l i e f s a b o u t I n t e l l i g e n c e . I n W e n t z e l

& W i g f i e l d , C h a p t e r 7

References


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