1. Growth Mindset

2. What is a “Mindset” A way of looking at the world
A bunch of beliefs that hang together

3. A Ready Reckoner
Think to yourself: Which of the following sentences do you agree with? Which do you disagree with?
“Your intelligence is something very basic about you that you can’t change very much”
You can learn new things, but you can’t really change how intelligent you are.”
“No matter how much intelligence you have, you can always change it quite a bit.”
“You can always substantially change how intelligent you are”
… Now spend 2 minutes discussing these with the others at your table, to see what they think. Do you all agree? What causes the differences of opinion, if any?

4. Imagine Jen Jen is a normal child
One day, Jen tells you that she’s doing well in math
She does all the sums correctly
The other children don’t seem to do the work as easily
She finishes much before them and has more time to play
What would you say to Jen?

5. Praising Jen
Some people would say, “Wow, Jen, you’re really good at maths! You must be very smart!”
Others might say… what?

6. “Fixed” vs. “Growth” Mindset
Intelligence is fixed for all time
“Your intelligence is something very basic about you that you can’t change very much”
“You can learn new things, but you can’t really change how intelligent you are.”
Intelligence can grow over time (with effort)
“No matter how much intelligence you have, you can always change it quite a bit.”
“You can always substantially change how intelligent you are”

7. Self-Theories of Intelligence Dweck, 1999
Fixed Mindset
Growth Mindset
Intelligence is fixed
Trait largely determined by nature
Intelligence is malleable
Quality that can be increased through nurture
Desire similar outcome
achieving good scores, doing “well”
Different motivation for pursuing this outcome
Learning goals
seeking to develop ability
Performance goals
seeking to validate ability as good relative to others
“When I take a course in school, it is very important for me to validate that I am smarter than other students.”
“In school I am always seeking opportunities to develop new skills and acquire new knowledge.”

8. Why does it matter?
Because these mindsets influence how we respond to failure
Fixed Mindset
Growth Mindset
Inference
“I did badly because I’m not smart enough”
“I did badly because I did not try hard enough”
Emotional reaction
Depression, withdrawal
Feeling of energy, maybe even anger at self
Behavioral reaction
Seek out easier tasks to regain self-esteem
Persist at difficult tasks to attain mastery
My research: These mindsets also influence how we respond to success
Fixed Mindset
Growth Mindset
Inference
“I did well because I’m smart(-er than others)”
“I did well because I tried really hard.”
Emotional reaction
“Hubristic pride” – based on who I am
“Authentic pride” – derived from what I did
Social implication
“Get ahead” at the expense of others
“Get along” with others

9. Pros of “Growth” and cons of “Fixed”
People who have a growth mindset:
Can focus on the idea that everyone, with effort and guidance, can increase their intellectual abilities
Less concerned with looking smart than with learning something new
Even if they have low confidence in their intelligence, they can throw themselves whole-heartedly into difficult tasks – and stick with them
In contrast (fixed mindset):
We encourage vulnerabilities in our students when we try to boost their self-esteem in the wrong way
Giving them easy successes and praising their intelligence does not encourage a resilient, can-do mentality
It fosters an over-concern for looking smart, a distaste for challenge and a decreased ability to cope with setbacks

10. Pitfalls: Creating an Fixed-Mindset Environment
Extolling the “genius” of famous scientists and mathematicians.
Valuing quick, effortless solutions.
De-emphasizing the hard work that underlies scientific discovery.
Creating a culture of talent.
“Oh wow, you’re so smart!”

11. Developing a Growth Mindset in Your Children
Communicate right! Don’t say “You have permanent traits and I’m judging them”. Instead, say, “You’re a developing person and I’m interested in your development.”
Always praise effort. Focus not on outcomes, but on processes – their strategies, choices, and persistence.
Give them goals they can work towards. Don’t set goals that are already achievable. Praise progress.
Encourage comparisons with their past standards. Discourage comparisons with other children.
Make them not scared of failure!

12. “You must learn to fail intelligently
“You must learn to fail intelligently. Failing is one of the greatest arts in the world. One fails forward to success.”
-- Thomas Alva Edison
(inventor of the phonograph, light bulb, motion pictures… and a thousand other patents.)