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Growth Mindset-- Mathematics

Growth Mindset-- Mathematics. Development Day, Sept. 1, 2016 Amy Wehe, Mathematics Dept. Scenario.

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Growth Mindset-- Mathematics

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  1. Growth Mindset-- Mathematics Development Day, Sept. 1, 2016 Amy Wehe, Mathematics Dept

  2. Scenario You start a new class at the beginning of the year and you really like the subject and the teacher. You think you know the subject pretty well, so you study a medium amount for the first quiz. Afterward, you think you did okay, even though there were some questions you didn’t know the answer for. Then the class gets their quizzes back and you find out your score: you only got a 54, and that’s an F.

  3. Questions • What would you think and what would you do in this situation? • What would your students think and do?

  4. Mindset • A person’s view about the malleability of human characteristics in themselves (and others). • Academic • Social • Athletic • Etc.

  5. Mindset • Fixed– see _________ ability as something of which people have a fixed, unchangeable amount. • Growth– see _______ ability as something that can be grown or developed over time. (Blanks could be academic, social, athletic, etc.)

  6. Classify Comments from Scenerio • Fixed– Orange • Growth– Blue

  7. Impact of Intervention Graph Graph from “Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention” by Lisa S. Backwell, Kali H. Trzesniewski, and Carol SorichDweck. Intervention: Eight 25 minute weekly periods, beginning in the spring term of 7th grade. Four sessions involved lessons on growing your intelligence.

  8. What can we do? • Productive Failure Assignment • Show a video: • https://www.youcubed.org/four-boosting-math-messages-from-jo-and-her-students/ • Productive Failure Videos • Carol Dweck 4-minute Interview • Praise the Process of Learning

  9. Show this list to students and/or encourage them to use the phrases on the right.

  10. Thank you! • This PowerPoint will be on the website. • The study I used most heavily in this talk is: “Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention” by Lisa S. Backwell, Kali H. Trzesniewski, and Carol SorichDweck. This Presentation is on the Development Day website: http://www.fitchburgstate.edu/offices-services-directory/academic-affairs/development/

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