Mindset How we approach teaching, leading, learning, and life Goals for Today Develop an understanding of Carol Dweck s definitions of Mindsets as belief systems Understand tools for recognizing Mindsets in ourselves and others Understand language/tools for beginning to shift Mindset What about Intelligence? Decide whether you mostly agree with or disagree with each statement: Your intelligence (IQ) is something very basic about you that you can t change much. You can learn new things, but you can t really change how intelligent you are. No matter how much intelligence (IQ) you have, you can always change it quite a bit. You can always substantially change how intelligent you are. 1
What About Personality? Decide whether you mostly agree with or disagree with each statement: You are a certain kind of person, and there is not much that can be done to really change that. No matter what kind of person you are, you can always change substantially. You can do things differently, but the important parts of who you are can t really be changed. You can always change basic things about the kind of person you are. What About Talent & Creativity? Decide whether you mostly agree with or disagree with each statement: You have a certain amount of talent, and you can t really do much to change it. No matter who you are, you can significantly change your level of talent. To be honest, you can t really change how much talent you have. You can learn new things, but you can t really change your basic level of talent. Mindset 2
Take the Mindset Challenge Decide whether you mostly agree with or disagree with each statement: What About Intelligence? Your intelligence (IQ) is something very basic about you that you can t change much. You can learn new things, but you can t really change how intelligent you are. No matter how much intelligence (IQ) you have, you can always change it quite a bit. You can always substantially change how intelligent you are. What About Personality, Character, and Moral Code? You are a certain kind of person, and there is not much that can be done to really change that. No matter what kind of person you are, you can always change substantially. You can do things differently, but the important parts of who you are can t really be changed. You can always change basic things about the kind of person you are. What About Talent and Creativity? You have a certain amount of talent, and you can t really do much to change it. No matter who you are, you can significantly change your level of talent. To be honest, you can t really change how much talent and creativity you have. You can learn new things, but you can t really change your basic level of talent.
What are the Mindsets? Fixed Mindset Belief system Ability and personaltiy are what they are You are born with it and/or Product of your environment Growth Mindset Belief System Ability and personality are malleable Can and will grow and change throughout your life Fixed Mindset Believing qualities are set in stone: Creates an urgency to prove yourself over and over If you only have this much You must spend you life proving it is enough Can t be seen to have a lack or can t feel a lack Growth Mindset Basic qualities are things you can cultivate through effort: People differ in every way-in initial talents and aptitudes, interests, and temperaments A person s true potential is unknown No one can know what can be accomplished through passion, toil, and training All situations, challenges, set-backs are opportunities for learning 3
Why Does it Matter? Because these beliefs result in very different behaviors Video: Dsicovering Mindset http://www.youtube.com/watch?v=2jdvd-nceyc Table Discussion What is your reaction of the author s IQ order experience? How do we or people we know face obstacles? How do we or people we know react to set-backs? What is the goal for people with a fixed vs. A growth mindset? 4
Some Examples John McEnroe Some Examples Michael Jordan Some Examples Albert Einstein 5
Some Examples Lee Iacocca Some Examples Patti Softball coach High Effort: Big Risk Fixed mindset in work or school: Effort is only for people with deficiencies If you put in a great deal of effort, then fail... You are without excuses I could have been... Fixed mindset in relationships: Fear of getting close to people because then they will know the truth 6
Table Discussion Thinking about yourself, your family, your leaders, staff, students: Can you think of any examples of language or actions that are evidence of: Fixed thinking Growth thinking Mindset How Do We Change Mindset? The Danger of Praise Should you tell children You are smart You are really good at that 7
Video: Championship Newsletter http://www.youtube.com/watch?v=nwv1vddeory Table Discussion Possible Scenarios At your table, read the scenarios and brainstorm possible responses that support development of a growth mindset. Grading Considerations: Discuss prompts related to grading (on handout) Mindset Gender Differences 8
Scenarios: Read each scenario and discuss ideas for how you might respond in each of the following situations to help develop a growth mindset. A college aged student went home for the weekend and found his 12-year-old sister ecstatic about school. When asked what she was so excited about, she said, I got 102 on my social studies test! The brother heard her repeat this about 5 more times. The previous year, her grades had gradually dropped over the course of the school year. Your pre-schooler proudly shows you his latest artistic creation. Your 9 th grade child shows you his/her essay and tells you he/she received the highest grade in the class. What about a student who worked hard and didn t do well? A student who performs well at a dance or music recital. A student who performs poorly at a dance or music recital/competition. What about when you are talking in front of your child about someone else s performance on academics, sports, or arts, and they did not do well. A child or student completes something very quickly. A child or student completes something with zero errors. A child who rushes through a homework assignment and does a poor job. A student or child with test anxiety. Consider grading practices: How do our current approaches to assigning grades contribute to development of a fixed mindset? How about a growth mindset? What practices in a balanced assessment system might support a growth mindset?
Video: Underserved Minorities and Gender Differences http://www.youtube.com/watch?v=7x1lmlcp97e Video: Underserved Populations and Gender Differences http://www.youtube.com/watch?v=4xi6plo58g4 Table Discussion What is your reaction to the author s research on gender? Discuss the differences in the message we send to boys vs. girls that may relate to mindset. What is the impact of putting trust in other people s opinions? How might these strategies impact underserved student groups? 9
THINK-PAIR-SHARE What are the implications and things to think about for parents, teachers, those who provide professional development? How do you start listening for evidence of mindset in children, students, teachers? How do we start changing mindsets? Resources Books: Mindset by Carol Dweck Self-Theories by Carol Dweck Online: You Tube, search for Mindset, Carol Dweck Interview Series: http://www.youtube.com/watch?v=mtsf2taeaja Web Sites: http://mindsetonline.com/ http://www.mindsetworks.com/ For all the hard work you do to have a positive impact on students. Pam Varga, School Improvement Consultant Muskegon Area ISD pvarga@muskegonisd.org 10