1. Suzanne Cruz Jessica Espinosa
Mindset
Suzanne Cruz
Jessica Espinosa

2. Block Party

3. 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

4. Video: Growth vs. Fixed Mindset

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

6. 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

7. 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

8. 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."

9. 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

10. 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."

11. 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

12. Mistakes Reflection activity

13. Video: 4 Steps to developing a Growth Mindset

14. 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?

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

16. Web Resources
TEDx Video: Change Your Mindset Change the Game: TEDx Video: The Power of Believing You Can Improve Article: Developing a Growth Mindset in Teachers and Staff: Article: How Praise Became a Consolation Prize: