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Growth Mindset How to Foster Enthusiastic Learning & Encourage Students to Set Goals

Growth Mindset How to Foster Enthusiastic Learning & Encourage Students to Set Goals First Year Conference September 27, 2013. Sharon L. Silverman, Ed.D . Martha E. Casazza , Ed.D . TRPP Associates www.trppassociates.com. Today’s objectives.

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Growth Mindset How to Foster Enthusiastic Learning & Encourage Students to Set Goals

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  1. Growth Mindset How to Foster Enthusiastic Learning & Encourage Students to Set Goals First Year Conference September 27, 2013 Sharon L. Silverman, Ed.D. Martha E. Casazza, Ed.D. TRPP Associates www.trppassociates.com

  2. Today’s objectives • Understand mindset theory and the distinction between growth and fixed mindsets • Examine the research related to mindset theory and its application to college students • Learn how to integrate theory and research related to mindset in order to develop principles for practice

  3. Today’s objectives • Develop at least one strategy for promoting a growth mindset in students • Become aware of specific feedback techniques that promote a growth • mindset • Apply growth mindset approaches with relevant case studies

  4. What is Mindset? • A belief about your ability • A belief that affects an outcome • A belief that can change • All except # 3 • All of the above

  5. Mindset Concept • Fixed • Growth

  6. Risk and effort • What do risk and effort have to do with mindset? • Think of a time when you took a risk. How did you feel? • Think of a time when you exerted a significant amount of effort to accomplish something. What happened?

  7. Fixed VS Growth Mindset • Belief • Capabilities are primarily seen as inborn talents which are hardly changeable • Capabilities are seen as mutable by effort and effective learning strategies • Tendency • To try to appear as capable as much as possible • To try to learn and improve as much as possible • Challenges • Are avoided because, in case of failure, they can give an impression of lack of talent • Are embraced because you can learn from them and they can lead to growth

  8. Fixed vs growth mindset • View on Effort • Is seen as an indication of a lack of talent • Is seen as normal and a necessary step to growth • Response to Adversity/Failure • Response to Adversity and Failure • Is seen as an indication of a lack of talent, often leads to giving up early • Is seen as an indication that more effort and/or better strategies are needed • Response to Criticism • Response to Criticism • Self-defeating defensiveness; own mistakes are not recognized or admitted • Inquisitive and interested, eager to learn and open to feedback and suggestions

  9. Charles

  10. Charles’ mindset Think about this as you listen to Charles: What caused him to have a fixed mindset? How did it affect him? What happened to move him from fixed to growth? How do you think he will respond the next time he is faced with a challenge?

  11. TRPP: a Framework to guide Us

  12. Theory and research • Locus of Control and Attribution Theory • What is it? • How is it connected to Mindset? • What is the research?

  13. Theory and research • Self-efficacy • What is it? • How is it connected to Mindset? • What is the research?

  14. Theory and research • Mindset • Carol Dweck • Research findings • Website www.mindsetonline.com

  15. Principles for practice • Using Theory and Research to Construct Principles • To promote growth mindsets, • give feedback that emphasizes internal control. • Let’s discuss.

  16. Practice to promote a growth mindset • To promote growth mindsets, give feedback that emphasizes internal control. • What is needed for this strategy to be effective? • What is likely to get in the way of its effectiveness? • How can the barrier be overcome?

  17. Back to charles • What factors do you think interfered with Charles’ success early on? • How did he lose his way? • How did he find his way? • How do you think he will interact with his own students now?

  18. Critical reflection • What situations in your practice are you facing now • where a fixed mindset is present? • How do you think this fixed mindset can evolve to a • growth mindset? • What actions will you take to accomplish this?

  19. Critical reflection • What situations in your practice are you facing now • where a fixed mindset is present? • How do you think this fixed mindset can evolve to a • growth mindset? • What actions will you take to accomplish this?

  20. What’s next • What do you still want to know?

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