I am at NCWIT - a conference for women in computer science. I attended an interesting presentation by Carol Dweck about mindsets. It was so compelling!
She said that people fall into two categories. Those with a fixed mindset believe that intelligence is fixed, an inherent trait. Those with a growth mindset believe that intelligence is something that grows with practice. Alfred Binet was the inventor of the IQ test. He believed that intelligence increases with practice (a plastic brain) and was enraged to see the way the IQ test has been used - to measure a "fixed" trait.
Research has shown that the more someone exercises their brain, the more connections are formed, and the higher the intellect. You must exercise it like a muscle. People who adapt the growth mindset have a huge advantage. Growth mindset people believe that learning is the most important thing. In contrast, those with the fixed mindset believe you should look talented at all costs. They put faith in their ability, not in hard work Those with the growth mindset study more deeply as they are studying to learn, rather than just getting the right answer.
Those in the fixed mindset believe it should come naturally. Effort makes them feel dumb. Those in the growth mindset believe in hard work and effort. We have heard of the 10,000 hours of effort to become good at something. However, this is 10,000 hours of pushing our comfort zone.
Homer Simpson: trying is the first step towards failure.
Those in the fixed mindset view setbacks as something to be hidden. Those in the growth mindset confront difficulties.
As teachers/parents, we should praise EFFORT not intelligence. Praising intelligence puts children in a fixed mindset. It backfires. We give the wrong message about what is valued. Those of the fixed mindset want to do something they are good at. Those of the growth mindset want to be challenged.
When praised for the process, kids want a hard task - as they have nothing to lose. Those in the fixed mindset were upset if they struggled and made mistakes. In fact, those of the fixed mindset were likely (38%) to lie about their score, if they hadn't done well. The more the process of learning was praised, the greater the desire for challenge.
Don't say: You did that so quickly and easily you must be smart.
Do say: You did that so quickly and easily. I'm sorry I wasted your time. Let's do something we can learn from.
Impact of encouragement: you grow your math brain. The more practice the more you learn. You look for a new kind of math problem.
Instead of saying someone failed, say, "You haven't learned that YET." Yet is a powerful word, as it assumes the skill will be mastered.
Examples. I'm not good at ________ YET.
I tried but it didn't work YET.
Don't comfort students who are doing poorly - as that reinforces the fixed mindset. It is writing them off.
It is important to train people to acquire the growth mindset. Her website has some resources for doing so. This is particularly important for people that are part of an underrepresented group. Those in the fixed mindset say, "The talents for this major are fixed and your group doesn't have the skill." Thus, they are more likely to give up at the first hint of problems.
If the message a major puts out is that "This major is about raw talent and genius", they are less likely to attract women and minorities. If they are told the major requires hard work, dedication and learning, it is more appealing to those who are in the minority. Instead of saying minorities under-perform in an area, talk about the reasons - they weren't mentored, had no opportunity, etc.
Fixed mindset managers are less likely to mentor and don't notice improvements.
Growth mindset managers know that effort and learning are a cause of talent.
Look at: http://www.mindsetworks.com/brainology/ It teaches students the growth mindset.
Say things like, "Everyone can improve greatly in this course." The brain changes with learning. Think of someone you thought had low ability and now are at the pinnacle of their profession. It happens all the time.
Those with the fixed mindset "hit a wall" when things get hard. Praise effort not achievement.
Wednesday, May 22, 2013
Growth mindset
I am at NCWIT - a conference for women in computer science. I attended an interesting presentation by Carol Dweck about mindsets. It was so compelling!
She said that people fall into two categories. Those with a fixed mindset believe that intelligence is fixed, an inherent trait. Those with a growth mindset believe that intelligence is something that grows with practice. Alfred Binet was the inventor of the IQ test. He believed that intelligence increases with practice (a plastic brain) and was enraged to see the way the IQ test has been used - to measure a "fixed" trait.
Research has shown that the more someone exercises their brain, the more connections are formed, and the higher the intellect. You must exercise it like a muscle. People who adapt the growth mindset have a huge advantage. Growth mindset people believe that learning is the most important thing. In contrast, those with the fixed mindset believe you should look talented at all costs. They put faith in their ability, not in hard work Those with the growth mindset study more deeply as they are studying to learn, rather than just getting the right answer.
Those in the fixed mindset believe it should come naturally. Effort makes them feel dumb. Those in the growth mindset believe in hard work and effort. We have heard of the 10,000 hours of effort to become good at something. However, this is 10,000 hours of pushing our comfort zone.
Homer Simpson: trying is the first step towards failure.
Those in the fixed mindset view setbacks as something to be hidden. Those in the growth mindset confront difficulties.
As teachers/parents, we should praise EFFORT not intelligence. Praising intelligence puts children in a fixed mindset. It backfires. We give the wrong message about what is valued. Those of the fixed mindset want to do something they are good at. Those of the growth mindset want to be challenged.
When praised for the process, kids want a hard task - as they have nothing to lose. Those in the fixed mindset were upset if they struggled and made mistakes. In fact, those of the fixed mindset were likely (38%) to lie about their score, if they hadn't done well. The more the process of learning was praised, the greater the desire for challenge.
Don't say: You did that so quickly and easily you must be smart.
Do say: You did that so quickly and easily. I'm sorry I wasted your time. Let's do something we can learn from.
Impact of encouragement: you grow your math brain. The more practice the more you learn. You look for a new kind of math problem.
Instead of saying someone failed, say, "You haven't learned that YET." Yet is a powerful word, as it assumes the skill will be mastered.
Examples. I'm not good at ________ YET.
I tried but it didn't work YET.
Don't comfort students who are doing poorly - as that reinforces the fixed mindset. It is writing them off.
It is important to train people to acquire the growth mindset. Her website has some resources for doing so. This is particularly important for people that are part of an underrepresented group. Those in the fixed mindset say, "The talents for this major are fixed and your group doesn't have the skill." Thus, they are more likely to give up at the first hint of problems.
If the message a major puts out is that "This major is about raw talent and genius", they are less likely to attract women and minorities. If they are told the major requires hard work, dedication and learning, it is more appealing to those who are in the minority. Instead of saying minorities under-perform in an area, talk about the reasons - they weren't mentored, had no opportunity, etc.
Fixed mindset managers are less likely to mentor and don't notice improvements.
Growth mindset managers know that effort and learning are a cause of talent.
Look at: http://www.mindsetworks.com/brainology/ It teaches students the growth mindset.
Say things like, "Everyone can improve greatly in this course." The brain changes with learning. Think of someone you thought had low ability and now are at the pinnacle of their profession. It happens all the time.
Those with the fixed mindset "hit a wall" when things get hard. Praise effort not achievement.
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