Suzanne Cruz Jessica Espinosa Mindset Suzanne Cruz Jessica Espinosa

Block Party

What we believe matters Learning is influenced by both our students’ and our own epistemologies.* *Epistemology = What we believe about knowledge and ways of knowing

Video: Growth vs. Fixed Mindset https://www.youtube.com/watch?v=KUWn_TJTrnU

What do you believe about being smart? Fill in the blanks: Intelligence or “being smart” = ____ % effort + ____ % ability

Fixed v. Growth 35% effort + 65% ability = fixed mind-set 65% effort + 35% ability = growth mind-set The different proportions indicate persistent mind-sets. Research has shown that most populations divide evenly between these extremes, with only about 15% falling the in middle. For discussion: Where do your beliefs about “being smart” come from? What evidence would you cite to support your mind-set? How does your mind-set influence your approach to learning and teaching? See Carol Dweck, Self-Theories: Their Role in Motivation, Personality, and Development (2000), Chapters 4 & 5

A fixed mindset An individual with a fixed mindset believes: Traits are permanent Challenges are to be feared Effort isn't valuable Intelligence and ability are fixed Feedback isn't useful

fixed mindset Statements… Consider the following fixed-mindset statements: "I'm not a math person. That's why I teach social studies." "I don't want to attempt this lesson again. It was a total flop, and I looked really stupid in front of my students." "If I'm already good at teaching intensive reading, why would I take on an honors course?" "I didn't become certified in science because I'm not smart enough to pass the certification exam."

A growth mindset An individual with a growth mindset believes: Failure is valuable for learning Challenges are an opportunity for growth Effort leads to achievement Abilities can be learned Feedback is useful

Growth mindset Statements… Consider the following growth-mindset statements: "Learning about math is a skill, like learning about social studies is a skill. By applying myself, I could become a ‘math person' too." "That lesson didn't work out the way I planned. What can I do to make it better in the future?" "Teaching an honors course is a new challenge for me, but it's an opportunity to challenge myself and grow as an English instructor." "If I want to become certified in science, I will put effort into preparing for the certification exam."

When faced with difficult tasks… Fixed mindsets… give up more easily conclude they must not be smart enough Growth mindsets… work harder and longer believe they could master the task eventually

Mistakes Reflection activity

Video: 4 Steps to developing a Growth Mindset https://www.youtube.com/watch?v=aNHas97iE78

What? So What? Now What? Work in groups of 4-5 to answer the following questions on your chart paper: What is one thing about today’s learning that stood out to you? Why? What is one action that you are going to take as a result of today’s learnings?

Resources Dweck, Carol S. 2000. Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia: Psychology Press. Dweck, Carol S. 2006. Mindset: The New Psychology of Success. New York: Random House. Halpern, Diane F., and Milton D. Hakel. 2003. “Applying the Science of Learning to the University and Beyond.” Change Jul/Aug 35.4, pp. 36-41.

Web Resources TEDx Video: Change Your Mindset Change the Game: https://www.youtube.com/watch?v=0tqq66zwa7g TEDx Video: The Power of Believing You Can Improve https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en#t-17450 Article: Developing a Growth Mindset in Teachers and Staff: https://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff Article: How Praise Became a Consolation Prize: https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/