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Rescooped by Jim Lerman from 21st Century Learning and Teaching
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Carol Dweck on How Growth Mindsets Can Bear Fruit in the Classroom – Association for Psychological Science – APS | #GrowthMindset

Carol Dweck on How Growth Mindsets Can Bear Fruit in the Classroom – Association for Psychological Science – APS | #GrowthMindset | Into the Driver's Seat | Scoop.it
From www.psychologicalscience.org - December 27, 2019 12:14 PM

There are two theories of intelligence, referred to simply as mindsets, that students can have about their intellectual abilities, although no one has purely one or the other, she said. Individuals with more of a fixed mindset believe that their intellectual abilities are simply fixed. They tend to approach learning with the goal of looking smart, and they often shy away from challenges because they believe that having to work hard at something or making mistakes means they don’t have high ability. Those with more of a growth mindset, on the other hand, believe that abilities can be developed—they are more likely to see effort as something that propels learning and to see setbacks as opportunities to build new skills.

These divergent mindsets are also reflected in how individuals process mistakes on a neurological level. In a study of 25 undergraduate students, Jason S. Moser (Michigan State University) and colleagues tasked participants with rapidly identifying the center letter in a string of similar text (e.g. “M” vs. “N”) while monitoring activity of the anterior cingulate cortex (ACC) and related brain areas associated with cognitive control of behavior, via electroencephalography. The students also completed a scale designed to measure fixed and growth mindsets.

Over the course of 480 trials, participants with growth mindsets demonstrated greater error positivity and greater electrical activity in the ACC and related brain regions associated with attending to mistakes compared with those with fixed mindsets. This boost in Pe was also associated with greater posterror accuracy, suggesting that these participants were processing errors more deeply, allowing them to make corrections immediately.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=carol+dweck

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

 


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Gust MEES's curator insight, December 8, 2019 10:35 AM

There are two theories of intelligence, referred to simply as mindsets, that students can have about their intellectual abilities, although no one has purely one or the other, she said. Individuals with more of a fixed mindset believe that their intellectual abilities are simply fixed. They tend to approach learning with the goal of looking smart, and they often shy away from challenges because they believe that having to work hard at something or making mistakes means they don’t have high ability. Those with more of a growth mindset, on the other hand, believe that abilities can be developed—they are more likely to see effort as something that propels learning and to see setbacks as opportunities to build new skills.

These divergent mindsets are also reflected in how individuals process mistakes on a neurological level. In a study of 25 undergraduate students, Jason S. Moser (Michigan State University) and colleagues tasked participants with rapidly identifying the center letter in a string of similar text (e.g. “M” vs. “N”) while monitoring activity of the anterior cingulate cortex (ACC) and related brain areas associated with cognitive control of behavior, via electroencephalography. The students also completed a scale designed to measure fixed and growth mindsets.

Over the course of 480 trials, participants with growth mindsets demonstrated greater error positivity and greater electrical activity in the ACC and related brain regions associated with attending to mistakes compared with those with fixed mindsets. This boost in Pe was also associated with greater posterror accuracy, suggesting that these participants were processing errors more deeply, allowing them to make corrections immediately.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=carol+dweck

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

 
Theresita Hernandez's curator insight, December 9, 2019 7:54 PM

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Rescooped by Jim Lerman from 21st Century Learning and Teaching
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Developing a Growth Mindset in Teachers and Staff | #ProfessionalDevelopment #ModernEDU

Developing a Growth Mindset in Teachers and Staff | #ProfessionalDevelopment #ModernEDU | Into the Driver's Seat | Scoop.it
From www.edutopia.org - May 26, 2017 10:28 AM
An idea that is beginning to gain a lot of favour in educational circles at the moment is the notion of fixed versus growth mindsets, and how they might relate to students and learning. Based on the work of Stanford University psychologist, Carol Dweck, the idea of mindset is related to our understanding of where ability comes from. It has recently been seized upon by educators as a tool to explore our knowledge of student achievement, and ways that such achievement might be improved.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

 


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Tea Vella's curator insight, May 31, 2017 7:26 PM
A really insightful article about Carol Dweck's Fixed vs Growth mindset theory. 
Alana Ford's comment, June 3, 2017 4:58 AM
Found this article very insightful.
Jillian Schaibly's curator insight, July 25, 2017 9:43 PM
This article talks about professional development with teachers and staff and understanding how to make us worth while for everyone. As a administrator professional development needs to be planned and thought out. Also needs to be relevant to the staff that is participating.
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Rescooped by Jim Lerman from Personalize Learning (#plearnchat)
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Mindset Matters

Mindset Matters | Into the Driver's Seat | Scoop.it
From www.personalizelearning.com - June 16, 2013 1:08 AM
You can have either a fixed or growth mindset according to Carol Dweck, Which mindset do you have?

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ratzelster's curator insight, June 25, 2013 11:34 AM

We've all heard these terms.  I thought this diagram illustrates the main ideas and might be something you can save and use in future presentations.
Cynthia Alvarado's curator insight, July 12, 2013 8:25 PM

Mindset makes a difference!
Stephen Gwilliam's curator insight, July 23, 2013 8:49 AM

Carol Dweck: The Effect of Praise on Mindsets - http://youtu.be/TTXrV0_3UjY really interesting stuff!
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Rescooped by Jim Lerman from 21st Century Learning and Teaching
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Movers shakers & policy makers - Carol Dweck, author, professor of psychology | #GrowthMindset #ModernEDU

Movers shakers & policy makers - Carol Dweck, author, professor of psychology | #GrowthMindset #ModernEDU | Into the Driver's Seat | Scoop.it
From au.educationhq.com - August 14, 2017 2:41 PM
What would you say are a few of the biggest myths about growth mindset?

OK, myth No.1 is the myth that it’s all about effort, and that you instil it by praising effort. Effort is one factor that leads to learning. So the ultimate value is growth, progress, learning. And effort is one thing that leads there but there are many other things – strategies, using resources, getting advice, guidance and mentorship, and when people leave that out and just praise effort, it’s not transmitting a growth mindset. Adults have nagged children for centuries to try harder. That’s not a growth mindset, it’s an adult nagging a child to try harder!

Also, we find that when teachers think it’s just about effort and praising effort they may praise effort that isn’t even there, or that’s not effective. So if a child tries hard at something and you say ‘great job, you tried hard’, but they didn’t make progress, they didn’t advance, you’re actually conveying a fixed mindset because you’re saying ‘great effort, I didn’t really expect you to do that, and I don’t expect you to do that, so I’m trying to make you feel good about not doing it’. So we need people to understand that it’s appreciating a variety of process variables that lead to learning.

The second myth is that you can teach students a lesson on growth mindset and put a poster up in the front of the room, and that’s that, that they will have a growth mindset from then on. And we know if the teacher doesn’t then embody a growth mindset, if teachers don’t embody growth mindsets in their teaching practices, in the way that they give feedback when the child is stuck, and the way they present a new unit, in the way that they give opportunities for revision and growth of understanding – if they don’t embody that growth mindset, they are not teaching it. And in fact, if their behaviour contradicts the poster at the front of the room, then maybe they’re doing a disservice.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=carol+dweck

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

 


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Joyce Valenza's curator insight, August 14, 2017 8:57 AM
An interview with Dr. Dweck that offers insights and counters myths.
Rosemary Tyrrell, Ed.D.'s curator insight, August 14, 2017 12:27 PM
Interview with always interesting Carol Dweck. I appreciate the nuance of what she is discussing here. 
 
Ian Berry's curator insight, August 14, 2017 7:15 PM
Great reminders of several aspects what I call appreciative leadership.  "Effort is one factor that leads to learning. So the ultimate value is growth, progress, learning. And effort is one thing that leads there but there are many other things – strategies, using resources, getting advice, guidance and mentorship, and when people leave that out and just praise effort, it’s not transmitting a growth mindset."
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Rescooped by Jim Lerman from 21st Century Learning and Teaching
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Carol Dweck Explains The “False” Growth Mindset That Worries Her | #LEARNing2LEARN #ModernEDU 

Carol Dweck Explains The “False” Growth Mindset That Worries Her | #LEARNing2LEARN #ModernEDU  | Into the Driver's Seat | Scoop.it
From ww2.kqed.org - December 27, 2016 12:07 AM
False growth mindset is saying you have growth mindset when you don’t really have it or you don’t really understand [what it is]. It’s also false in the sense that nobody has a growth mindset in everything all the time. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait.

 

Something really challenging and outside your comfort zone can trigger it, or, if you encounter someone who is much better than you at something you pride yourself on, you can think “Oh, that person has ability, not me.” So I think we all, students and adults, have to look for our fixed-mindset triggers and understand when we are falling into that mindset.

I think a lot of what happened [with false growth mindset among educators] is that instead of taking this long and difficult journey, where you work on understanding your triggers, working with them, and over time being able to stay in a growth mindset more and more, many educators just said, “Oh yeah, I have a growth mindset” because either they know it’s the right mindset to have or they understood it in a way that made it seem easy.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

 

https://gustmees.wordpress.com/2016/11/14/pssst-the-most-important-in-education-understanding/

 

https://gustmees.wordpress.com/2016/11/01/getting-ready-for-modern-education-first-try-to-understand-what-it-is/

 

 


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Gust MEES's curator insight, December 16, 2016 3:38 PM
False growth mindset is saying you have growth mindset when you don’t really have it or you don’t really understand [what it is]. It’s also false in the sense that nobody has a growth mindset in everything all the time. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait.

 

Something really challenging and outside your comfort zone can trigger it, or, if you encounter someone who is much better than you at something you pride yourself on, you can think “Oh, that person has ability, not me.” So I think we all, students and adults, have to look for our fixed-mindset triggers and understand when we are falling into that mindset.

I think a lot of what happened [with false growth mindset among educators] is that instead of taking this long and difficult journey, where you work on understanding your triggers, working with them, and over time being able to stay in a growth mindset more and more, many educators just said, “Oh yeah, I have a growth mindset” because either they know it’s the right mindset to have or they understood it in a way that made it seem easy.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

 

https://gustmees.wordpress.com/2016/11/14/pssst-the-most-important-in-education-understanding/

 

https://gustmees.wordpress.com/2016/11/01/getting-ready-for-modern-education-first-try-to-understand-what-it-is/

 
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