Growth Mindset : Strategies for Helping our Kids Succeed in School and Life Paul Dexter, Ph.D.
This evening we’ll discuss: • The power of a ”growth mindset” • A brief overview of how learning works • Ways to create an environment conducive to learning • Examples of active (and effective) learning strategies • Tips for creating a positive learning environment at home
Mindset Why do some people keep moving forward while others give up? Carol Dweck, Ph.D. Stanford University
Fixed Mindset “A fixed mindset comes from the belief that your qualities are carved in stone. Who you are is who you are, period.” • Intelligence • Personality • Creativity • Talent Belief: “I either have it, or I don’t.” Dweck, Carol S. Mindset . New York: Random House Publishing, 2006
Growth Mindset “A growth mindset comes from the belief that your basic qualities are things you can cultivate through effort.” Regardless of: • Aptitude • Talent • Interests • Temperament Belief: “I can change and grow (through application and experience).” Dweck, Carol S. Mindset . New York: Random House Publishing, 2006
Fixed vs. Growth Mindset Fixed Mindset Growth Mindset • We are who we are, • Anyone can change and I can’t change. with enough effort. • I blame others for • I own the outcomes, unwanted outcomes. and learn from action. • I focus upon what I • I focus upon and what I have done. will do. • I aim to prove. • I aim to improve. • I praise talent/ability. • I praise effort. • I want to protect myself • I can learn from failure. from failure. Dweck, Carol S. Mindset . New York: Random House Publishing, 2006
Responses to Error or “Failure” Fixed Mindset Growth Mindset • Run from the error • Process the error • Feel better by finding • Learn from and correct someone who did the error worse • Embrace the challenge • Avoid similar tasks in the of doing better next future time How the learner perceives and responds to challenges is a big predictor of success!
“Now” vs. “Not Yet” • “If I’m not good at X • “If I’m not good at now, I’ll never be X, it’s a challenge good at it.” for me to overcome.” Progress focused: Results focused: immediate results as not about getting it an indicator of ability “right”, but making incremental improvement
Making The Connections • Effort and difficulty result in the neurons making new connections • The brain literally gets smarter Dweck, Carol S. Mindset . New York: Random House Publishing, 2006
Emotional Intelligence Often a greater predictor of success in life than • traditional intelligence Fostering a growth mindset creates opportunities to • build EI
Key EI components • Persist in the face of frustration • Control impulses and delay gratification • Self-motivate • Have the capacity to hope Think about how this relates to “studying”.
Studying vs. Learning What is the difference, if any, between studying and learning ?
What mode has your student been in? A. Study Mode or B. Learning Mode
Here’s a question… For which task would your learner work harder? A. Making an A on the test B. Teaching a review session on the material for the next exam
Most students are not taught HOW to learn Anyone can become an “expert learner”!
Memory: Attention, Practice, and Making MEANING
Attention Starts with the Learning Environment • In class: sit up front • Out of class: find the place(s) for time on task • Only have what you need for THAT task • Remove any distractions • Build in “cues”
The Science is Clear • Our attention is limited • Involves holding irrelevant information at bay • Sensory stimuli can grab our attention • We remember very little in the absence of focused attention • Anxiety or other emotional states can drain off attentional resources (including our attitude)
Multi-tasking Attempting two cognitive • tasks simultaneously Often driven by competing • demands • Checking email during a class • Texting at the dinner table • Answering a phone call while writing a paper “Can’t I be efficient, and equally present, by multi-tasking?”
Attention Shifting • The brain does not “multi-task”, rather shifts its attention • If we shift the attention from deep thought, it takes the brain 20 minutes to get back to deep thought
Multi-Tasking Prevents Deep Work • Device use as a flight from boredom • “State of fragmented attention” • Lowers the brain’s ability to concentrate and contemplate • Attention residue: some attention remains stuck thinking about the previous or the next
Single-Tasking for Learning • Do a “brain dump” prior to a learning session (reduce residue) • Have a clear goal for the time on task • Put away devices • Only open necessary apps
“Work” the Information • The brain prioritizes where we put our focus • We begin to forget almost immediately • “Working” the information interrupts the forgetting process
Assigned Reading What are some common behaviors when doing academic reading? (Honestly!)
Reading for Making Meaning 1. Read the headings 2. Ask 3-4 questions based on the headings 3. Read a paragraph 4. Summarize 5. Repeat 3 and 4 until finished 6. Go back and work the examples Ask why, how, and what if questions while reading.
Attending to Cues • Pay attention to what you “hear” your mind tell you while reading • Write down the cues: it’s your brain trying to make connections!
Active Note Taking Consider the Cornell approach: • Similar attention to cues as while reading • Take time to summarize • Interrupt the forgetting
Mind Mapping: Making Connections
Learning in Groups • Form a group • Choose a location and time • Organize the group • Set a goal for each session • Teach concepts to each other • If answers are different, explore WHY
As a parent, what can I do to contribute to the learning process and create a positive environment?
Establish A Learning “Place” • Cues associated only with learning • Expectation of single tasking • Minimize distractions • Family buy in
Provide An Audience Ask your learner to: • Explain concepts • Make connections between ideas • Summarize “chunks” of assigned reading • Use flash cards interactively – Ask the questions – Prompt for connections
Ask Open-Ended Reflective Questions Closed-Ended Questions Open-Ended Questions • Are your classes going • What are you learning well? about this week? • Are you ready for the • Talk to me about what exam on Thursday? will be on the exam. • Do you understand this • Teach the concept to concept? me in your own words. • How are your ukulele • Show me something lessons going? you weren’t able to do a few weeks ago!
Make Specific Observations Praise PROCESS Not CHARACTERISTICS • Effort • Intelligence • Strategy • Talent • Focus • Grades • Perseverance • Improvement Remember: belief in characteristics is more of a fixed mindset!
A “Not Yet” Perspective “You stuck with it, even • though it was frustrating.” “Two weeks ago, you • weren’t able to explain that.” “You read for a whole hour!” • “You just played the first • stanza from memory!” “This process praise creates kids who are hearty and resilient…it builds their confidence.” - Carol Dweck, 2014
Conclusion • A “growth mindset” builds confidence and emotional intelligence • Learning involves single-tasking, attention, and working the information • A “not yet” approach celebrates incremental steps and successes • Learning is life long!
Additional Resources Make It Stick Brown, P. C., Roediger, H. L., & McDaniel, M.A. (2014). Make it stick: The science of successful learning . Cambridge, MA: Harvard University Press. Mindset Dweck, Carol S. Mindset . New York: Random House Publishing, 2006 Mindset Toolkit https://www.mindsetkit.org/topics/abo ut-growth-mindset McGuire, Saundra Y. Teach yourself how to learn: Strategies you can use to ace any paul.dexter@maine.edu course at any level. Sterling, Virginia: Stylus Publishing, 2018.
Recommend
More recommend
