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"content": "\u003cp>In the last 15 years, millions of dollars have been invested in training students to have a “growth mindset,” the belief that anyone’s intelligence can improve through hard work. But now the merit of one of the most popular ideas in education has been thrown into confusion with the publication of two conflicting studies in the same highly respected journal.\u003c/p>\n\u003cp>Each study is a meta-analysis, which means they are supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. How could two such studies come out within just three weeks of each other in \u003ca href=\"https://www.apa.org/pubs/journals/bul\" target=\"_blank\" rel=\"noopener noreferrer\">Psychological Bulletin\u003c/a> and arrive at opposite conclusions? Which one is right?\u003c/p>\n\u003cp>That question is currently the hottest topic in educational psychology. Scholars have been debating the conflicting claims by email and on Twitter. Some penned \u003ca>formal commentaries\u003c/a> on the debate. At least one commentary on the commentaries is in the works. (This is what happens when a scholarly controversy grows red hot.)\u003c/p>\n\u003cp>The theory of growth mindset was developed by Stanford University psychologist Carol Dweck over decades, and it exploded onto the education scene with her 2006 best-selling book, “Mindset: The New Psychology of Success.” In it, Dweck explained that students who believe their brains can change will be more motivated in their studies, take on greater challenges, persist through frustrations and ultimately thrive in school.\u003c/p>\n\u003cp>The optimistic philosophy had an intuitive appeal. Teachers ramped up their praise of student effort and tacked up motivational posters: “Don’t give up until you are PROUD” and “Every mistake you make is PROGRESS.” The concept spawned an industry of mindset consultants who explained neuroplasticity to educators and parents. Today, growth mindset is so accepted in education that it is infused into social-emotional lessons and even math books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But scholars have wondered how much boosting your mindset really helps students.\u003c/p>\n\u003cp>One team of seven researchers led by Jeni Burnette, a psychologist at North Carolina State University, found that the results were wildly different for students across 53 studies published between 2002 and 2020. Sometimes students benefited a lot from a short online lesson about mindset and their grades rose. Often they didn’t. In a few cases, student performance and well-being deteriorated after a mindset intervention.\u003c/p>\n\u003cp>In their final analysis, Burnette and her colleagues concluded that growth mindset interventions are helpful for \u003cem>some\u003c/em> but not all students. Low-achieving and disadvantaged students were most likely to benefit. High-achievers typically did not get a boost.\u003c/p>\n\u003cp>“Despite the large variation in effectiveness,” the researchers wrote, “we found positive effects on academic outcomes, mental health, and social functioning, especially when interventions are delivered to people expected to benefit the most.” Their paper, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000368\" target=\"_blank\" rel=\"noopener noreferrer\">A Systematic Review and Meta-Analysis of Growth Mindset Interventions: For Whom, How, and Why Might Such Interventions Work?\u003c/a>,” published online Oct. 13, 2022 in Psychological Bulletin, a journal of the American Psychological Association.\u003c/p>\n\u003cp>Then 21 days later, on Nov. 3, the same journal published a rival meta-analysis that concluded growth mindset interventions generally weren’t effective at all. Case Western Reserve University psychologist Brooke Macnamara and her co-author criticized the majority of the 63 studies they found for being poorly designed or conducted by researchers who are advocates for growth mindset and have financial incentives to report positive outcomes.\u003c/p>\n\u003cp>“We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias,” they wrote in their paper, entitled, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000352\" target=\"_blank\" rel=\"noopener noreferrer\">Do Growth Mindset Interventions Impact Students’ Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices\u003c/a>.”\u003c/p>\n\u003cp>Northwestern University statistician Elizabeth Tipton weighed in on Nov. 7, declaring in an \u003ca href=\"https://www.researchgate.net/publication/365186228_Why_Meta-Analyses_of_Growth_Mindset_and_Other_Interventions_Should_Follow_Best_Practices_for_Examining_Heterogeneity\" target=\"_blank\" rel=\"noopener noreferrer\">online commentary\u003c/a> that the more flattering meta-analysis was the correct one: growth mindsets work for low-achievers.\u003c/p>\n\u003cp>“I’m a statistician and I really don’t care if growth mindset works or not,” she said. “But I do care about meta-analysis.”\u003c/p>\n\u003cp>Tipton argues that results for different groups of students shouldn’t be “smooshed” together. To understand Tipton’s logic, it’s helpful to imagine growth mindset as a garden pesticide. One formula may help tomato plants thrive, but not lettuce or cucumbers. And it may have destroyed basil plants altogether.\u003c/p>\n\u003cp>“When you look across many people’s gardens, it doesn’t look like it works on average,” said Tipton. “But if you looked within everybody’s gardens and looked only at tomatoes, you would realize that it actually did work.”\u003c/p>\n\u003cp>To prove her point, Tipton recrunched all the data in the studies Macnamara had chosen using the methodology in the first Burnette meta-analysis and replicated the positive findings for low-income and low-achieving students. “You get remarkably similar results,” she said.\u003c/p>\n\u003cp>Indeed, Macnamara herself found this same dichotomy between low and high achievers back in her first meta-analysis of growth mindset published in 2018. In that earlier study, she had a skeptical conclusion, that \u003ca href=\"https://hechingerreport.org/should-taxpayers-and-schools-invest-in-growth-mindset-programs/\" target=\"_blank\" rel=\"noopener noreferrer\">mindsets were unlikely to produce large, consistent benefits for students\u003c/a>. But her previous numbers were similar to those of Burnette and Tipton.\u003c/p>\n\u003cp>Macnamara told me she didn’t systematically review the quality of those older studies, as she has now, and there are now more than twice as many studies since she last looked in 2016. “More data typically allows for better estimates,” she said by email.\u003c/p>\n\u003cp>Macnamara said she is writing a formal response to Tipton’s commentary. “Their claims do not hold up to scrutiny and this will be borne out in our official reply,” she wrote to me. She declined an interview because she said she didn’t want to violate Psychological Bulletin’s rules, which prohibit authors from talking to the media prior to peer review and publication.\u003c/p>\n\u003cp>As I went down this reporting rabbit hole, I began to understand that this scholarly debate is about far more than methodology; it’s about whether you buy the theory of growth mindset itself.\u003c/p>\n\u003cp>There are legitimate questions about what exactly we mean by \u003ca href=\"https://psyarxiv.com/mp84a/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset and its link to academic performance\u003c/a>, according to another commentary on the dueling meta-analyses by two educational psychologists at the University of Texas at Austin, Veronica Yan and Brendan Schuetze.\u003c/p>\n\u003cp>The biggest problem is that the word “intelligence” can mean different things to different people. Researchers who study intelligence tend to think of it as cognitive abilities, such as brain processing speed and memory, which are relatively stable over time. But lay people often think of intelligence as a mix of knowledge and skills, which we can readily gain, and “is the purpose of schooling,” Yan and Schuetze wrote.\u003c/p>\n\u003cp>This ambiguity matters because growth mindset is measured through surveys by asking students how much they agree with statements such as, “You have a certain amount of intelligence, and you can’t really do much to change it,” “Your intelligence is something about you that you can’t change very much,” and “You can learn new things, but you can’t really change your basic intelligence.”\u003c/p>\n\u003cp>Students who think of intelligence as a cognitive ability tend to produce lower growth mindset scores. But their mindset scores might have been much higher if they defined intelligence as the ability to learn new things and gain knowledge. So, growth mindset scores, which researchers use to prove their theories, may greatly depend on semantics and be unreliable.\u003c/p>\n\u003cp>The connection between mindset and academic achievement can be a tenuous one. Some studies have found that students can hold a “fixed mindset,” believing that intelligence is a fixed trait, but still feel that they can make up for a lack of innate intelligence by working hard. Perhaps a fixed mindset and strong academic achievement can go hand in hand, too.\u003c/p>\n\u003cp>Critics also question whether improvements in growth mindset are really driving the academic gains that are seen in studies. That’s because many experiments have found that students’ grades can improve after an intervention even when their mindsets haven’t changed.\u003c/p>\n\u003cp>The confounding issue is that mindset interventions rarely focus on mindset alone, but combine it with other helpful tips, such as encouraging students to work hard, set goals and use strategies when facing challenges. Maybe it’s all the other things that are included in a mindset intervention, but not growth mindset in and of itself, that are effective.\u003c/p>\n\u003cp>This is a tricky theoretical knot to unravel. Imagine that someone complimented your beauty and also suggested you get a haircut. Then a week later you are asked out on a date. Was it the praise or the haircut that gave you more confidence and made you more attractive?\u003c/p>\n\u003cp>Mindset proponents argue that changing mindsets alone won’t accomplish much by itself. The change in belief is only powerful if it is combined with productive ways to put a growth mindset into practice. Indeed, Dweck and other mindset researchers are now expanding their mindset interventions, not only to change students, but also to work with educators on changing how they teach, assign work and grade students. Mindset interventions are swelling into school reform.\u003c/p>\n\u003cp>I interviewed Dweck about the academic maelstrom over her work. She said that neither she nor any of the leading mindset researchers, as far as she knows, have a financial interest in growth mindset products. “None of us make money from any product,” Dweck said.\u003c/p>\n\u003cp>Dweck was a co-founder of Mindset Works, which sells mindset interventions and training programs to schools, but she said she divested “years ago” when she realized it was a conflict of interest. The company continues to tout that its products are based on Dweck’s research and charges $50 or less per student for short online video lessons, but teacher training can run $1,000 per hour. There are also cheaper alternatives. Schools can obtain \u003ca href=\"https://www.perts.net/orientation/hg\" target=\"_blank\" rel=\"noopener noreferrer\">mindset products and training\u003c/a> from a foundation-funded nonprofit, PERTS, at no cost.\u003c/p>\n\u003cp>Dweck agrees that low-achieving students benefit far more than high achievers, who often see no academic boost in studies. But she says that’s because academic gains are usually measured by grades. “There’s a little bit of a ceiling effect,” she said. “If you’re getting As, you don’t have anywhere to go. And also, if you’re highly motivated already, you may not need a motivation booster.”\u003c/p>\n\u003cp>Still, Dweck recommends that schools give the intervention to all students and not restrict it to low-achievers. She says that kids of all achievement levels can benefit in ways that grades do not capture.\u003c/p>\n\u003cp>As evidence, Dweck cites the\u003ca href=\"https://www.nature.com/articles/s41586-019-1466-y\" target=\"_blank\" rel=\"noopener noreferrer\"> largest single study of growth mindset\u003c/a> to date, published in 2019, in which more than 13,000 ninth graders across the nation were randomly assigned to receive a mindset boost. Though it primarily benefited low performers, even high-achieving students who watched short online lessons in ninth grade were more likely to take advanced math courses in 10th grade than high achievers who didn’t watch the videos.\u003c/p>\n\u003cp>In her own teaching practice, Dweck continues to give a mindset boost to Stanford University freshmen who take her fall seminar. “They got into a lot of top schools, but as they enter this new environment, they need a mindset booster,” said Dweck. “They’re struggling. They’re blaming themselves. They’re socially comparing themselves with others and judging themselves.”\u003c/p>\n\u003cp>If education were studied in business schools, growth mindset would make for an ideal case study of what happens when an academic concept spreads through pop culture and explodes like wildfire. Growth mindset seems simple, but it’s easy to misunderstand and \u003ca href=\"https://hechingerreport.org/growth-mindset-guru-carol-dweck-says-teachers-and-parents-often-use-her-research-incorrectly/\" target=\"_blank\" rel=\"noopener noreferrer\">misapply\u003c/a>. Many of us, including academic scholars, have strong gut feelings on whether to accept or reject the theory. Researchers are still figuring out how best to incorporate the philosophy in schools. Classroom adoption has gotten ahead of the research and a healthy skepticism is warranted.\u003c/p>\n\u003cp>At the same time, there is a growing body of evidence that these short, online interventions might convince low-performing teens to believe in themselves and their ability to learn. A shift in mindset isn’t going to close the achievement gap; it’s no silver bullet. We still need to improve how schools teach. But small psychological boosts like this might help some students on the margin. And that makes this field of research worth watching.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-does-growth-mindset-matter-the-debate-heats-up/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>growth mindset\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the last 15 years, millions of dollars have been invested in training students to have a “growth mindset,” the belief that anyone’s intelligence can improve through hard work. But now the merit of one of the most popular ideas in education has been thrown into confusion with the publication of two conflicting studies in the same highly respected journal.\u003c/p>\n\u003cp>Each study is a meta-analysis, which means they are supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. How could two such studies come out within just three weeks of each other in \u003ca href=\"https://www.apa.org/pubs/journals/bul\" target=\"_blank\" rel=\"noopener noreferrer\">Psychological Bulletin\u003c/a> and arrive at opposite conclusions? Which one is right?\u003c/p>\n\u003cp>That question is currently the hottest topic in educational psychology. Scholars have been debating the conflicting claims by email and on Twitter. Some penned \u003ca>formal commentaries\u003c/a> on the debate. At least one commentary on the commentaries is in the works. (This is what happens when a scholarly controversy grows red hot.)\u003c/p>\n\u003cp>The theory of growth mindset was developed by Stanford University psychologist Carol Dweck over decades, and it exploded onto the education scene with her 2006 best-selling book, “Mindset: The New Psychology of Success.” In it, Dweck explained that students who believe their brains can change will be more motivated in their studies, take on greater challenges, persist through frustrations and ultimately thrive in school.\u003c/p>\n\u003cp>The optimistic philosophy had an intuitive appeal. Teachers ramped up their praise of student effort and tacked up motivational posters: “Don’t give up until you are PROUD” and “Every mistake you make is PROGRESS.” The concept spawned an industry of mindset consultants who explained neuroplasticity to educators and parents. Today, growth mindset is so accepted in education that it is infused into social-emotional lessons and even math books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But scholars have wondered how much boosting your mindset really helps students.\u003c/p>\n\u003cp>One team of seven researchers led by Jeni Burnette, a psychologist at North Carolina State University, found that the results were wildly different for students across 53 studies published between 2002 and 2020. Sometimes students benefited a lot from a short online lesson about mindset and their grades rose. Often they didn’t. In a few cases, student performance and well-being deteriorated after a mindset intervention.\u003c/p>\n\u003cp>In their final analysis, Burnette and her colleagues concluded that growth mindset interventions are helpful for \u003cem>some\u003c/em> but not all students. Low-achieving and disadvantaged students were most likely to benefit. High-achievers typically did not get a boost.\u003c/p>\n\u003cp>“Despite the large variation in effectiveness,” the researchers wrote, “we found positive effects on academic outcomes, mental health, and social functioning, especially when interventions are delivered to people expected to benefit the most.” Their paper, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000368\" target=\"_blank\" rel=\"noopener noreferrer\">A Systematic Review and Meta-Analysis of Growth Mindset Interventions: For Whom, How, and Why Might Such Interventions Work?\u003c/a>,” published online Oct. 13, 2022 in Psychological Bulletin, a journal of the American Psychological Association.\u003c/p>\n\u003cp>Then 21 days later, on Nov. 3, the same journal published a rival meta-analysis that concluded growth mindset interventions generally weren’t effective at all. Case Western Reserve University psychologist Brooke Macnamara and her co-author criticized the majority of the 63 studies they found for being poorly designed or conducted by researchers who are advocates for growth mindset and have financial incentives to report positive outcomes.\u003c/p>\n\u003cp>“We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias,” they wrote in their paper, entitled, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000352\" target=\"_blank\" rel=\"noopener noreferrer\">Do Growth Mindset Interventions Impact Students’ Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices\u003c/a>.”\u003c/p>\n\u003cp>Northwestern University statistician Elizabeth Tipton weighed in on Nov. 7, declaring in an \u003ca href=\"https://www.researchgate.net/publication/365186228_Why_Meta-Analyses_of_Growth_Mindset_and_Other_Interventions_Should_Follow_Best_Practices_for_Examining_Heterogeneity\" target=\"_blank\" rel=\"noopener noreferrer\">online commentary\u003c/a> that the more flattering meta-analysis was the correct one: growth mindsets work for low-achievers.\u003c/p>\n\u003cp>“I’m a statistician and I really don’t care if growth mindset works or not,” she said. “But I do care about meta-analysis.”\u003c/p>\n\u003cp>Tipton argues that results for different groups of students shouldn’t be “smooshed” together. To understand Tipton’s logic, it’s helpful to imagine growth mindset as a garden pesticide. One formula may help tomato plants thrive, but not lettuce or cucumbers. And it may have destroyed basil plants altogether.\u003c/p>\n\u003cp>“When you look across many people’s gardens, it doesn’t look like it works on average,” said Tipton. “But if you looked within everybody’s gardens and looked only at tomatoes, you would realize that it actually did work.”\u003c/p>\n\u003cp>To prove her point, Tipton recrunched all the data in the studies Macnamara had chosen using the methodology in the first Burnette meta-analysis and replicated the positive findings for low-income and low-achieving students. “You get remarkably similar results,” she said.\u003c/p>\n\u003cp>Indeed, Macnamara herself found this same dichotomy between low and high achievers back in her first meta-analysis of growth mindset published in 2018. In that earlier study, she had a skeptical conclusion, that \u003ca href=\"https://hechingerreport.org/should-taxpayers-and-schools-invest-in-growth-mindset-programs/\" target=\"_blank\" rel=\"noopener noreferrer\">mindsets were unlikely to produce large, consistent benefits for students\u003c/a>. But her previous numbers were similar to those of Burnette and Tipton.\u003c/p>\n\u003cp>Macnamara told me she didn’t systematically review the quality of those older studies, as she has now, and there are now more than twice as many studies since she last looked in 2016. “More data typically allows for better estimates,” she said by email.\u003c/p>\n\u003cp>Macnamara said she is writing a formal response to Tipton’s commentary. “Their claims do not hold up to scrutiny and this will be borne out in our official reply,” she wrote to me. She declined an interview because she said she didn’t want to violate Psychological Bulletin’s rules, which prohibit authors from talking to the media prior to peer review and publication.\u003c/p>\n\u003cp>As I went down this reporting rabbit hole, I began to understand that this scholarly debate is about far more than methodology; it’s about whether you buy the theory of growth mindset itself.\u003c/p>\n\u003cp>There are legitimate questions about what exactly we mean by \u003ca href=\"https://psyarxiv.com/mp84a/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset and its link to academic performance\u003c/a>, according to another commentary on the dueling meta-analyses by two educational psychologists at the University of Texas at Austin, Veronica Yan and Brendan Schuetze.\u003c/p>\n\u003cp>The biggest problem is that the word “intelligence” can mean different things to different people. Researchers who study intelligence tend to think of it as cognitive abilities, such as brain processing speed and memory, which are relatively stable over time. But lay people often think of intelligence as a mix of knowledge and skills, which we can readily gain, and “is the purpose of schooling,” Yan and Schuetze wrote.\u003c/p>\n\u003cp>This ambiguity matters because growth mindset is measured through surveys by asking students how much they agree with statements such as, “You have a certain amount of intelligence, and you can’t really do much to change it,” “Your intelligence is something about you that you can’t change very much,” and “You can learn new things, but you can’t really change your basic intelligence.”\u003c/p>\n\u003cp>Students who think of intelligence as a cognitive ability tend to produce lower growth mindset scores. But their mindset scores might have been much higher if they defined intelligence as the ability to learn new things and gain knowledge. So, growth mindset scores, which researchers use to prove their theories, may greatly depend on semantics and be unreliable.\u003c/p>\n\u003cp>The connection between mindset and academic achievement can be a tenuous one. Some studies have found that students can hold a “fixed mindset,” believing that intelligence is a fixed trait, but still feel that they can make up for a lack of innate intelligence by working hard. Perhaps a fixed mindset and strong academic achievement can go hand in hand, too.\u003c/p>\n\u003cp>Critics also question whether improvements in growth mindset are really driving the academic gains that are seen in studies. That’s because many experiments have found that students’ grades can improve after an intervention even when their mindsets haven’t changed.\u003c/p>\n\u003cp>The confounding issue is that mindset interventions rarely focus on mindset alone, but combine it with other helpful tips, such as encouraging students to work hard, set goals and use strategies when facing challenges. Maybe it’s all the other things that are included in a mindset intervention, but not growth mindset in and of itself, that are effective.\u003c/p>\n\u003cp>This is a tricky theoretical knot to unravel. Imagine that someone complimented your beauty and also suggested you get a haircut. Then a week later you are asked out on a date. Was it the praise or the haircut that gave you more confidence and made you more attractive?\u003c/p>\n\u003cp>Mindset proponents argue that changing mindsets alone won’t accomplish much by itself. The change in belief is only powerful if it is combined with productive ways to put a growth mindset into practice. Indeed, Dweck and other mindset researchers are now expanding their mindset interventions, not only to change students, but also to work with educators on changing how they teach, assign work and grade students. Mindset interventions are swelling into school reform.\u003c/p>\n\u003cp>I interviewed Dweck about the academic maelstrom over her work. She said that neither she nor any of the leading mindset researchers, as far as she knows, have a financial interest in growth mindset products. “None of us make money from any product,” Dweck said.\u003c/p>\n\u003cp>Dweck was a co-founder of Mindset Works, which sells mindset interventions and training programs to schools, but she said she divested “years ago” when she realized it was a conflict of interest. The company continues to tout that its products are based on Dweck’s research and charges $50 or less per student for short online video lessons, but teacher training can run $1,000 per hour. There are also cheaper alternatives. Schools can obtain \u003ca href=\"https://www.perts.net/orientation/hg\" target=\"_blank\" rel=\"noopener noreferrer\">mindset products and training\u003c/a> from a foundation-funded nonprofit, PERTS, at no cost.\u003c/p>\n\u003cp>Dweck agrees that low-achieving students benefit far more than high achievers, who often see no academic boost in studies. But she says that’s because academic gains are usually measured by grades. “There’s a little bit of a ceiling effect,” she said. “If you’re getting As, you don’t have anywhere to go. And also, if you’re highly motivated already, you may not need a motivation booster.”\u003c/p>\n\u003cp>Still, Dweck recommends that schools give the intervention to all students and not restrict it to low-achievers. She says that kids of all achievement levels can benefit in ways that grades do not capture.\u003c/p>\n\u003cp>As evidence, Dweck cites the\u003ca href=\"https://www.nature.com/articles/s41586-019-1466-y\" target=\"_blank\" rel=\"noopener noreferrer\"> largest single study of growth mindset\u003c/a> to date, published in 2019, in which more than 13,000 ninth graders across the nation were randomly assigned to receive a mindset boost. Though it primarily benefited low performers, even high-achieving students who watched short online lessons in ninth grade were more likely to take advanced math courses in 10th grade than high achievers who didn’t watch the videos.\u003c/p>\n\u003cp>In her own teaching practice, Dweck continues to give a mindset boost to Stanford University freshmen who take her fall seminar. “They got into a lot of top schools, but as they enter this new environment, they need a mindset booster,” said Dweck. “They’re struggling. They’re blaming themselves. They’re socially comparing themselves with others and judging themselves.”\u003c/p>\n\u003cp>If education were studied in business schools, growth mindset would make for an ideal case study of what happens when an academic concept spreads through pop culture and explodes like wildfire. Growth mindset seems simple, but it’s easy to misunderstand and \u003ca href=\"https://hechingerreport.org/growth-mindset-guru-carol-dweck-says-teachers-and-parents-often-use-her-research-incorrectly/\" target=\"_blank\" rel=\"noopener noreferrer\">misapply\u003c/a>. Many of us, including academic scholars, have strong gut feelings on whether to accept or reject the theory. Researchers are still figuring out how best to incorporate the philosophy in schools. Classroom adoption has gotten ahead of the research and a healthy skepticism is warranted.\u003c/p>\n\u003cp>At the same time, there is a growing body of evidence that these short, online interventions might convince low-performing teens to believe in themselves and their ability to learn. A shift in mindset isn’t going to close the achievement gap; it’s no silver bullet. We still need to improve how schools teach. But small psychological boosts like this might help some students on the margin. And that makes this field of research worth watching.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-does-growth-mindset-matter-the-debate-heats-up/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>growth mindset\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Carol Dweck has become the closest thing to an education celebrity because of her work on \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>. Her research shows that children who have a growth mindset welcome challenges as opportunities to improve, believing that their abilities can change with focused effort. Kids with fixed mindsets, on the other hand, believe they have a finite amount of talent that can't be altered and shy away from challenges that might reveal their inabilities.\u003c/p>\n\u003cp>Dweck believes educators flocked to her work because many were tired of drilling kids for high-stakes tests and recognized that student motivation and love for learning was being lost in the process. But Dweck is worried that as her research became more popular, many people \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">oversimplified its message\u003c/a>.\u003c/p>\n\u003cp>In an interview with \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/\">\u003cspan style=\"text-decoration: underline\">The Atlantic\u003c/span>\u003c/a>, Dweck explained to reporter Christine Gross-Loh all the ways she sees growth mindset being misappropriated. She says often teachers and parents aren't willing to take the longer, more difficult path of helping students identify strategies and connect success to those strategies. Instead, her complicated psychological research has gotten boiled down to, \"praise the effort, not the outcome.\" Dweck also explained what she means by a \"false\" growth mindset:\u003c/p>\n\u003cblockquote>\u003cp>False growth mindset is saying you have growth mindset when you don't really have it or you don’t really understand [what it is]. It’s also false in the sense that nobody has a growth mindset in everything all the time. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait. Something really challenging and outside your comfort zone can trigger it, or, if you encounter someone who is much better than you at something you pride yourself on, you can think “Oh, that person has ability, not me.” So I think we all, students and adults, have to look for our fixed-mindset triggers and understand when we are falling into that mindset.\u003c/p>\n\u003cp>I think a lot of what happened [with false growth mindset among educators] is that instead of taking this long and difficult journey, where you work on understanding your triggers, working with them, and over time being able to stay in a growth mindset more and more, many educators just said, “Oh yeah, I have a growth mindset” because either they know it’s the right mindset to have or they understood it in a way that made it seem easy.\u003c/p>\u003c/blockquote>\n\u003cp>The interview is full of tips for parents and educators, including the differences between young children and older ones.\u003c/p>\n\u003cp>https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Carol Dweck has become the closest thing to an education celebrity because of her work on \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>. Her research shows that children who have a growth mindset welcome challenges as opportunities to improve, believing that their abilities can change with focused effort. Kids with fixed mindsets, on the other hand, believe they have a finite amount of talent that can't be altered and shy away from challenges that might reveal their inabilities.\u003c/p>\n\u003cp>Dweck believes educators flocked to her work because many were tired of drilling kids for high-stakes tests and recognized that student motivation and love for learning was being lost in the process. But Dweck is worried that as her research became more popular, many people \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">oversimplified its message\u003c/a>.\u003c/p>\n\u003cp>In an interview with \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/\">\u003cspan style=\"text-decoration: underline\">The Atlantic\u003c/span>\u003c/a>, Dweck explained to reporter Christine Gross-Loh all the ways she sees growth mindset being misappropriated. She says often teachers and parents aren't willing to take the longer, more difficult path of helping students identify strategies and connect success to those strategies. Instead, her complicated psychological research has gotten boiled down to, \"praise the effort, not the outcome.\" Dweck also explained what she means by a \"false\" growth mindset:\u003c/p>\n\u003cblockquote>\u003cp>False growth mindset is saying you have growth mindset when you don't really have it or you don’t really understand [what it is]. It’s also false in the sense that nobody has a growth mindset in everything all the time. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait. Something really challenging and outside your comfort zone can trigger it, or, if you encounter someone who is much better than you at something you pride yourself on, you can think “Oh, that person has ability, not me.” So I think we all, students and adults, have to look for our fixed-mindset triggers and understand when we are falling into that mindset.\u003c/p>\n\u003cp>I think a lot of what happened [with false growth mindset among educators] is that instead of taking this long and difficult journey, where you work on understanding your triggers, working with them, and over time being able to stay in a growth mindset more and more, many educators just said, “Oh yeah, I have a growth mindset” because either they know it’s the right mindset to have or they understood it in a way that made it seem easy.\u003c/p>\u003c/blockquote>\n\u003cp>The interview is full of tips for parents and educators, including the differences between young children and older ones.\u003c/p>\n\u003cp>https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Catherine Good has experienced stereotype threat herself, although she didn’t know it at the time. She started her academic career in pure math, expecting to get a Ph.D. But somewhere along the way she started to feel like it just wasn’t for her, even though she was doing well in all her classes. Thinking that she’d just chosen the wrong application for her love of math, Good switched to math education, where she first encountered the idea of stereotype threat from a guest psychology speaker.\u003c/p>\n\u003cp>“As he talked about students feeling that they don’t really belong, I had an epiphany,” Good said. She realized the discomfort she’d felt studying mathematics had nothing to do with her ability or qualifications and everything to do with a vague sense that she didn’t belong in a field dominated by men. \u003ca href=\"http://users.nber.org/~sewp/events/2005.01.14/Bios+Links/Good-rec2-Steele_&_Aronson_95.pdf\" target=\"_blank\">Stereotype threat\u003c/a> is a term coined by psychologists Joshua Aronson and Claude Steele. They found that pervasive cultural stereotypes that marginalize groups, like “girls aren’t good at math,” create a threatening environment and affects academic achievement.\u003c/p>\n\u003cp>Good was so fascinated by how powerful psychological forces can be on learning, including her own, that she switched fields again to study social psychology, and she ended up working closely with Carol Dweck for several years when Dweck’s growth mindset work was in its early stages and not yet well-known among educators. Good now works at a psychology professor at \u003ca href=\"http://www.baruch.cuny.edu/wsas/academics/psychology/cgood.htm\" target=\"_blank\">Baruch College\u003c/a>.* Originally, Dweck and Good hypothesized that believing intelligence is flexible -- what we now call a growth mindset -- could \u003ca href=\"https://www.nsf.gov/awardsearch/showAward?AWD_ID=0813817\" target=\"_blank\">protect students from stereotype threat\u003c/a>, an inherently fixed idea.\u003c/p>\n\u003cp>“If students are first really encouraged and taught to believe in brain plasticity, our hypothesis was that they could be protected,” Good said. While that hypothesis was shown to be true, Dweck and Good also began to uncover forces that seemed to undermine individual mindsets.\u003c/p>\n\u003cp>“What we found was that students’ perception of what’s going on in their learning environments are often more important than their own beliefs,” Good said. In other words, if a classroom climate is one of fixed ability, it will override a student’s own beliefs about his brain plasticity. This effect was even more pronounced when stereotype threat was present. Students were less likely to feel belonging and were less likely to engage with content. That, in turn, led to lower achievement and lower grades.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When you are looking at a long-term trajectory that’s when the culture really becomes much more important,” Good said -- especially in certain fields of study, like math and science, where stereotype threat exists and traditional classroom structures favor a laddered approach to learning that screens out the unworthy and is inherently sending fixed mindset messages.\u003c/p>\n\u003cp>\u003cstrong>APPLYING GROWTH MINDSET\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf\" target=\"_blank\">Education Week Research Center survey\u003c/a> of 600 K-12 teachers nationwide found that over three-quarters of respondents felt “familiar” or “very familiar” with growth mindset as a concept, and nearly all reported feeling it had a positive potential for teaching and learning. A large portion of respondents also connected growth mindset with a range of positive outcomes and behaviors, but only 20 percent felt strongly that they themselves were good at cultivating a growth mindset in their students. Still fewer had confidence in their colleagues and administrators.\u003c/p>\n\u003cp>The gap between awareness of growth mindset as a good thing to incorporate into the classroom and the confidence to actually do so, especially in specific courses, may be why \u003ca href=\"http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html\" target=\"_blank\">Carol Dweck and others are warning that growth mindset has been misinterpreted\u003c/a>, sometimes to ill effect.\u003c/p>\n\u003cp>“People are much more likely to fall back on negative stereotypes with a naive understanding [of growth mindset],” Good said. She described a study one of her graduate students recently completed that tested teachers' perspectives on student success. The graduate student gave one group of teachers an article to read that could be described as a “pop culture” understanding of growth mindset. The other group read a paper explaining that the most important way to increase student learning is for teachers to be reflective on their own pedagogical practices. Then that group reflected on new approaches they might try to help a struggling student.\u003c/p>\n\u003cp>Teachers who received only a broad brush understanding of growth mindset were less likely to reflect on their practice and more likely to shift blame back onto the struggling student for not having a growth mindset. Author, and critic of many traditional education practices like grades and standardized testing, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/06/does-the-focus-on-student-mindsets-let-schools-off-the-hook/\" target=\"_blank\">Alfie Kohn, has also written\u003c/a> about this danger.\u003c/p>\n\u003cp>Often teachers take away two messages from growth mindset articles or trainings: Effort is important and mistakes should be celebrated. But when applied simplistically, both these takeaways can be damaging. For example, for a student who is trying hard, but not achieving success, being told to try harder could be demoralizing. And celebrating mistakes without taking time to reflect on new strategies to try again doesn’t lead to the same learning gains.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">Confusion about growth mindset\u003c/a> and traditional structure of many classrooms are particularly apparent in math class, and to some extent science as well. As a former mathematician turned social psychologist with a deep interest in helping marginalized groups succeed and feel welcome in science, technology, engineering and math fields, Good has some specific ideas about how growth mindset could be incorporated into the fabric of math class.\u003c/p>\n\u003cp>\u003cstrong>CULTURE\u003c/strong>\u003cbr>\nThe first big obstacle is embedded in American culture. Somehow it has become acceptable to brag about not being \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">“a math person.”\u003c/a> Good says that has to stop, especially when that type of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\" target=\"_blank\">math anxiety\u003c/a> is coming from teachers and parents. “It’s almost like an infection model where the class fixates on that anxiety and is infected as well,” Good said.\u003c/p>\n\u003cp>\u003cstrong>PROBLEMS WITH ERRORS\u003c/strong>\u003cbr>\nOne concrete mathematical teaching strategy that inherently promotes a growth mindset is to present students with worked-out problems that have errors. Students follow the thinking in the problem, identify the mistakes and rework them. “Embedded in that worked example is a lovely opportunity to talk about growth mindset and mistakes and process,” Good said.\u003cbr>\n\u003cstrong>\u003cbr>\nTHINK LIKE A MATHEMATICIAN \u003c/strong>\u003cbr>\nSchool math has become almost entirely about demonstrating how to solve a problem, rather than actually engaging in \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/06/could-this-digital-math-tool-change-instruction-for-the-better/\" target=\"_blank\">the kind of problem-solving\u003c/a> that is at the heart of what professional mathematicians do. In other subject areas teachers encourage students to “think like historians” or to become writers. In those disciplines students create their own variations on expert texts and are encouraged to become practitioners. Not so in math. Good said the discussion around math should be about pushing through challenge, the same way real mathematicians do every day.\u003c/p>\n\u003cp>\u003cstrong>RETHINK ASSESSMENTS\u003c/strong>\u003cbr>\nOne of the biggest ways math teachers can embed a growth mindset into the structure and environment of class is to change the role of assessment. Rather than taking tests whose scores accumulate into a final grade, students should get credit for \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/15/how-deprogramming-kids-from-how-to-do-school-could-improve-learning/\" target=\"_blank\">returning to problems they didn’t get right\u003c/a>, recognizing their mistakes and reworking the problems. Growth over the course of the year should be rewarded. Students shouldn’t be penalized in their final grade for doing poorly at the beginning of the year if they worked hard to learn the material over time. Assessments send very clear mindset messages that are far more powerful than anything a teacher says about growth mindset.\u003c/p>\n\u003cp>“Yes, we have to give assessments,” Good said, “Yes, we have to give grades. But when teachers say this grade doesn’t mark you or indicate what you are capable of in the long term, it shifts the whole meaning of the assessment for students,” Good said.\u003c/p>\n\u003cp>She favors a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\">mastery approach\u003c/a> that allows students to go back, relearn concepts that they got wrong and earn points for that work, in part because it ensures students actually learn the material before moving on, but also because it is important for teaching a growth mindset. It shows the teacher has high expectations, but believes the students can succeed and will provide support as they work to understand.\u003c/p>\n\u003cp>“This is where assessment can drive learning, but only if you go back and look at what you did and learn from it,” Good said.\u003c/p>\n\u003cp>\u003cstrong>HELPFUL FEEDBACK\u003c/strong>\u003cbr>\nFeedback is one of the most effective ways to help a student grow, but teachers must be mindful that students will always receive critical feedback through the lens of their stereotype threat. Human brains are also wired to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/14/how-to-get-past-negativity-bias-and-hardwire-positive-experiences/\" target=\"_blank\">pay more attention to negative inputs \u003c/a>than positive ones. When teachers couch feedback with assurances that they will continue to hold the student to high standards and that they know he can get there, it helps protect him from the stereotype.\u003c/p>\n\u003cp>On the flip side, teachers who have fixed mindsets themselves are more likely to give comforting feedback meant to make the student feel better. Comments like, “It’s OK, let’s look at where you do have strengths,” are meant well, but communicate a fixed mindset to the student. “Things we do for students to boost their self-esteem actually have these ironic effects of making students feel you don’t believe in them,” Good said.\u003cbr>\n\u003cstrong>\u003cbr>\nRETHINK ADVANCEMENT\u003c/strong>\u003cbr>\nGood sees the current practice of looking at math learning as a ladder with progressively more difficult rungs as a detrimental approach. It encourages teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/29/intro-college-science-classes-that-enable-instead-of-weed/\" target=\"_blank\">act as gatekeepers to higher- level classes\u003c/a>, funneling the “smart” kids into advanced courses and keeping out those who struggle. That in turn communicates low expectations and a fixed mindset about students’ abilities. Good said there should be multiple entry points, as opposed to a linear progression.\u003c/p>\n\u003cp>\u003cstrong>PREPARE EVERYONE\u003c/strong>\u003cbr>\nGrowth mindsets are often discussed in relationship to kids who struggle, but the concept is just as \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">relevant to kids who breeze through the material\u003c/a>. Telling those kids they are smart is not setting them up for success later when they do struggle. For Good, that struggle didn’t come until graduate school, but she distinctly remembers feeling “not smart anymore” because she was struggling. Math teachers need to give high achievers opportunities to struggle and persevere early and often so the experience is not foreign to them.\u003c/p>\n\u003cp>Embedded in all of this growth mindset work is a general culture shift around how math is taught and who can excel at it. It’s no surprise that teachers are struggling to integrate growth mindset into their teaching practice because every child is different. When it comes to perceptions of intelligence, belonging and whether a teacher cares, many factors come into play. Most teachers were educated in math classrooms with fixed mindset messages, as were\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\"> most parents\u003c/a>, so \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">shifting the culture of classrooms and schools \u003c/a>is work that takes time and incremental changes. But when \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/02/how-one-school-changed-its-math-culture-starting-with-teachers/\" target=\"_blank\">teachers commit to that work\u003c/a>, the shift is possible.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>* \u003cem>Catherine Good is currently on leave from Baruch College, serving as \u003ca href=\"http://www.turnaroundusa.org/team/catherine-good/\">Senior Research Scientist\u003c/a> at the organization Turnaround for Children.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Catherine Good has experienced stereotype threat herself, although she didn’t know it at the time. She started her academic career in pure math, expecting to get a Ph.D. But somewhere along the way she started to feel like it just wasn’t for her, even though she was doing well in all her classes. Thinking that she’d just chosen the wrong application for her love of math, Good switched to math education, where she first encountered the idea of stereotype threat from a guest psychology speaker.\u003c/p>\n\u003cp>“As he talked about students feeling that they don’t really belong, I had an epiphany,” Good said. She realized the discomfort she’d felt studying mathematics had nothing to do with her ability or qualifications and everything to do with a vague sense that she didn’t belong in a field dominated by men. \u003ca href=\"http://users.nber.org/~sewp/events/2005.01.14/Bios+Links/Good-rec2-Steele_&_Aronson_95.pdf\" target=\"_blank\">Stereotype threat\u003c/a> is a term coined by psychologists Joshua Aronson and Claude Steele. They found that pervasive cultural stereotypes that marginalize groups, like “girls aren’t good at math,” create a threatening environment and affects academic achievement.\u003c/p>\n\u003cp>Good was so fascinated by how powerful psychological forces can be on learning, including her own, that she switched fields again to study social psychology, and she ended up working closely with Carol Dweck for several years when Dweck’s growth mindset work was in its early stages and not yet well-known among educators. Good now works at a psychology professor at \u003ca href=\"http://www.baruch.cuny.edu/wsas/academics/psychology/cgood.htm\" target=\"_blank\">Baruch College\u003c/a>.* Originally, Dweck and Good hypothesized that believing intelligence is flexible -- what we now call a growth mindset -- could \u003ca href=\"https://www.nsf.gov/awardsearch/showAward?AWD_ID=0813817\" target=\"_blank\">protect students from stereotype threat\u003c/a>, an inherently fixed idea.\u003c/p>\n\u003cp>“If students are first really encouraged and taught to believe in brain plasticity, our hypothesis was that they could be protected,” Good said. While that hypothesis was shown to be true, Dweck and Good also began to uncover forces that seemed to undermine individual mindsets.\u003c/p>\n\u003cp>“What we found was that students’ perception of what’s going on in their learning environments are often more important than their own beliefs,” Good said. In other words, if a classroom climate is one of fixed ability, it will override a student’s own beliefs about his brain plasticity. This effect was even more pronounced when stereotype threat was present. Students were less likely to feel belonging and were less likely to engage with content. That, in turn, led to lower achievement and lower grades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When you are looking at a long-term trajectory that’s when the culture really becomes much more important,” Good said -- especially in certain fields of study, like math and science, where stereotype threat exists and traditional classroom structures favor a laddered approach to learning that screens out the unworthy and is inherently sending fixed mindset messages.\u003c/p>\n\u003cp>\u003cstrong>APPLYING GROWTH MINDSET\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf\" target=\"_blank\">Education Week Research Center survey\u003c/a> of 600 K-12 teachers nationwide found that over three-quarters of respondents felt “familiar” or “very familiar” with growth mindset as a concept, and nearly all reported feeling it had a positive potential for teaching and learning. A large portion of respondents also connected growth mindset with a range of positive outcomes and behaviors, but only 20 percent felt strongly that they themselves were good at cultivating a growth mindset in their students. Still fewer had confidence in their colleagues and administrators.\u003c/p>\n\u003cp>The gap between awareness of growth mindset as a good thing to incorporate into the classroom and the confidence to actually do so, especially in specific courses, may be why \u003ca href=\"http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html\" target=\"_blank\">Carol Dweck and others are warning that growth mindset has been misinterpreted\u003c/a>, sometimes to ill effect.\u003c/p>\n\u003cp>“People are much more likely to fall back on negative stereotypes with a naive understanding [of growth mindset],” Good said. She described a study one of her graduate students recently completed that tested teachers' perspectives on student success. The graduate student gave one group of teachers an article to read that could be described as a “pop culture” understanding of growth mindset. The other group read a paper explaining that the most important way to increase student learning is for teachers to be reflective on their own pedagogical practices. Then that group reflected on new approaches they might try to help a struggling student.\u003c/p>\n\u003cp>Teachers who received only a broad brush understanding of growth mindset were less likely to reflect on their practice and more likely to shift blame back onto the struggling student for not having a growth mindset. Author, and critic of many traditional education practices like grades and standardized testing, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/06/does-the-focus-on-student-mindsets-let-schools-off-the-hook/\" target=\"_blank\">Alfie Kohn, has also written\u003c/a> about this danger.\u003c/p>\n\u003cp>Often teachers take away two messages from growth mindset articles or trainings: Effort is important and mistakes should be celebrated. But when applied simplistically, both these takeaways can be damaging. For example, for a student who is trying hard, but not achieving success, being told to try harder could be demoralizing. And celebrating mistakes without taking time to reflect on new strategies to try again doesn’t lead to the same learning gains.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">Confusion about growth mindset\u003c/a> and traditional structure of many classrooms are particularly apparent in math class, and to some extent science as well. As a former mathematician turned social psychologist with a deep interest in helping marginalized groups succeed and feel welcome in science, technology, engineering and math fields, Good has some specific ideas about how growth mindset could be incorporated into the fabric of math class.\u003c/p>\n\u003cp>\u003cstrong>CULTURE\u003c/strong>\u003cbr>\nThe first big obstacle is embedded in American culture. Somehow it has become acceptable to brag about not being \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">“a math person.”\u003c/a> Good says that has to stop, especially when that type of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/10/21/why-kids-take-on-adults-math-anxiety/\" target=\"_blank\">math anxiety\u003c/a> is coming from teachers and parents. “It’s almost like an infection model where the class fixates on that anxiety and is infected as well,” Good said.\u003c/p>\n\u003cp>\u003cstrong>PROBLEMS WITH ERRORS\u003c/strong>\u003cbr>\nOne concrete mathematical teaching strategy that inherently promotes a growth mindset is to present students with worked-out problems that have errors. Students follow the thinking in the problem, identify the mistakes and rework them. “Embedded in that worked example is a lovely opportunity to talk about growth mindset and mistakes and process,” Good said.\u003cbr>\n\u003cstrong>\u003cbr>\nTHINK LIKE A MATHEMATICIAN \u003c/strong>\u003cbr>\nSchool math has become almost entirely about demonstrating how to solve a problem, rather than actually engaging in \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/06/could-this-digital-math-tool-change-instruction-for-the-better/\" target=\"_blank\">the kind of problem-solving\u003c/a> that is at the heart of what professional mathematicians do. In other subject areas teachers encourage students to “think like historians” or to become writers. In those disciplines students create their own variations on expert texts and are encouraged to become practitioners. Not so in math. Good said the discussion around math should be about pushing through challenge, the same way real mathematicians do every day.\u003c/p>\n\u003cp>\u003cstrong>RETHINK ASSESSMENTS\u003c/strong>\u003cbr>\nOne of the biggest ways math teachers can embed a growth mindset into the structure and environment of class is to change the role of assessment. Rather than taking tests whose scores accumulate into a final grade, students should get credit for \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/15/how-deprogramming-kids-from-how-to-do-school-could-improve-learning/\" target=\"_blank\">returning to problems they didn’t get right\u003c/a>, recognizing their mistakes and reworking the problems. Growth over the course of the year should be rewarded. Students shouldn’t be penalized in their final grade for doing poorly at the beginning of the year if they worked hard to learn the material over time. Assessments send very clear mindset messages that are far more powerful than anything a teacher says about growth mindset.\u003c/p>\n\u003cp>“Yes, we have to give assessments,” Good said, “Yes, we have to give grades. But when teachers say this grade doesn’t mark you or indicate what you are capable of in the long term, it shifts the whole meaning of the assessment for students,” Good said.\u003c/p>\n\u003cp>She favors a \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/\" target=\"_blank\">mastery approach\u003c/a> that allows students to go back, relearn concepts that they got wrong and earn points for that work, in part because it ensures students actually learn the material before moving on, but also because it is important for teaching a growth mindset. It shows the teacher has high expectations, but believes the students can succeed and will provide support as they work to understand.\u003c/p>\n\u003cp>“This is where assessment can drive learning, but only if you go back and look at what you did and learn from it,” Good said.\u003c/p>\n\u003cp>\u003cstrong>HELPFUL FEEDBACK\u003c/strong>\u003cbr>\nFeedback is one of the most effective ways to help a student grow, but teachers must be mindful that students will always receive critical feedback through the lens of their stereotype threat. Human brains are also wired to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/04/14/how-to-get-past-negativity-bias-and-hardwire-positive-experiences/\" target=\"_blank\">pay more attention to negative inputs \u003c/a>than positive ones. When teachers couch feedback with assurances that they will continue to hold the student to high standards and that they know he can get there, it helps protect him from the stereotype.\u003c/p>\n\u003cp>On the flip side, teachers who have fixed mindsets themselves are more likely to give comforting feedback meant to make the student feel better. Comments like, “It’s OK, let’s look at where you do have strengths,” are meant well, but communicate a fixed mindset to the student. “Things we do for students to boost their self-esteem actually have these ironic effects of making students feel you don’t believe in them,” Good said.\u003cbr>\n\u003cstrong>\u003cbr>\nRETHINK ADVANCEMENT\u003c/strong>\u003cbr>\nGood sees the current practice of looking at math learning as a ladder with progressively more difficult rungs as a detrimental approach. It encourages teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/29/intro-college-science-classes-that-enable-instead-of-weed/\" target=\"_blank\">act as gatekeepers to higher- level classes\u003c/a>, funneling the “smart” kids into advanced courses and keeping out those who struggle. That in turn communicates low expectations and a fixed mindset about students’ abilities. Good said there should be multiple entry points, as opposed to a linear progression.\u003c/p>\n\u003cp>\u003cstrong>PREPARE EVERYONE\u003c/strong>\u003cbr>\nGrowth mindsets are often discussed in relationship to kids who struggle, but the concept is just as \u003ca href=\"https://ww2.kqed.org/mindshift/2014/03/17/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\" target=\"_blank\">relevant to kids who breeze through the material\u003c/a>. Telling those kids they are smart is not setting them up for success later when they do struggle. For Good, that struggle didn’t come until graduate school, but she distinctly remembers feeling “not smart anymore” because she was struggling. Math teachers need to give high achievers opportunities to struggle and persevere early and often so the experience is not foreign to them.\u003c/p>\n\u003cp>Embedded in all of this growth mindset work is a general culture shift around how math is taught and who can excel at it. It’s no surprise that teachers are struggling to integrate growth mindset into their teaching practice because every child is different. When it comes to perceptions of intelligence, belonging and whether a teacher cares, many factors come into play. Most teachers were educated in math classrooms with fixed mindset messages, as were\u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\"> most parents\u003c/a>, so \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">shifting the culture of classrooms and schools \u003c/a>is work that takes time and incremental changes. But when \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/02/how-one-school-changed-its-math-culture-starting-with-teachers/\" target=\"_blank\">teachers commit to that work\u003c/a>, the shift is possible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>* \u003cem>Catherine Good is currently on leave from Baruch College, serving as \u003ca href=\"http://www.turnaroundusa.org/team/catherine-good/\">Senior Research Scientist\u003c/a> at the organization Turnaround for Children.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Growth Mindset Could Buffer Kids From Negative Academic Effects of Poverty",
"title": "A Growth Mindset Could Buffer Kids From Negative Academic Effects of Poverty",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cp>Stanford psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a>, along with other education researchers interested in growth mindset, have done \u003ca href=\"http://mindsetscholarsnetwork.org/research-library/?string=growth+mindset&authors=&stages=&types=\" target=\"_blank\">numerous studies\u003c/a> showing that when students believe their intelligence can grow and change with effort, they perform better on academic tests. These findings have sparked interest and debate about how to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">encourage a growth mindset in students\u003c/a> both at home and at school.\u003c/p>\n\u003cp>Now, a national study of tenth-graders in Chile \u003ca href=\"http://mindsetscholarsnetwork.org/wp-content/uploads/2016/07/Mindsets_on_a_National_Scale-Chile.pdf\" target=\"_blank\">found student mindsets are correlated to achievement\u003c/a> on language and math tests. And students from low-income families were less likely to hold a growth mindset than their more affluent peers. However, if a low-income student did have a growth mindset, it worked as a buffer against the negative effects of poverty on achievement.\u003c/p>\n\u003cp>“This is not a sample; this is everyone in school,” said Susana Claro, a doctoral candidate at Stanford's Graduate School of Education and lead author of the article “\u003ca href=\"http://www.pnas.org/content/early/2016/07/13/1608207113.abstract?sid=bc5e721e-26ee-4d03-b646-8dc8d5fbb3ca\" target=\"_blank\">Growth Mindset Tempers the Effects of Poverty on Academic Achievement\u003c/a>,” published in the Proceedings of the National Academy of Sciences. Claro, along with Stanford scholars David Paunesku and Carol Dweck, wanted to know if at a very large-scale (168,000 students) growth mindset would correlate with academic performance. They found that it did at almost every school in Chile, a correlation stronger than they expected to find.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This is the first time that we can see the landscape of growth mindset in a complete population.'\u003ccite>Susana Claro, Stanford doctoral candidate\u003c/cite>\u003c/aside>\n\u003cp>When students in Chile take national exams measuring language and math, they are also obligated to fill out a lengthy survey from the Ministry of Education on a range of subjects, from bullying to healthy eating, sports and how well they liked their teachers. The survey questions change every year, and in 2012 Claro convinced the ministry to include two questions on growth mindset. Teachers and parents are also surveyed, which is why Claro and her colleagues have such detailed income information for each student.\u003c/p>\n\u003cp>“This is the first time that we can see the landscape of growth mindset in a complete population,” Claro said. “We’ve always been using samples before.” She and her colleagues wanted to know if a study this large would reveal the same correlations seen in representative samples in the U.S. or whether the large sample size would be “too noisy.” To Claro’s surprise, the findings were very clear.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is the first time that we measured that there is a growth mindset gap across socioeconomic groups,” she said. Researchers are convinced that growth mindsets are socially created, not biologically, so these findings suggest that something in the environment of children from poor families is fostering a fixed mindset.\u003c/p>\n\u003cp>“Children are capturing messages that are in their environment,” Claro said. Whether those messages are coming from \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\">parents\u003c/a>, teachers, the general environment or all of the above is unknown, but Claro said pinpointing where the messages are coming from and trying to change them could be an important strategy for improving academic achievement. And, the easiest place to start is school.\u003c/p>\n\u003cp>“We don’t really know if changing mindsets of students is possible at a larger scale and how to work with teachers,” Claro said. She acknowledged that even when teachers are well intentioned, they might be sending messages to students that don’t promote a growth mindset. But, “good teachers do this naturally,” she said. “They send growth mindset messages, and we are learning from them and trying to disaggregate what they do.”\u003c/p>\n\u003cp>Claro acknowledged that whether students achieve academically or not is a result of a complicated mix of factors that include poverty, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/06/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care/\" target=\"_blank\">trauma\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/student-motivation/\" target=\"_blank\">motivation\u003c/a>, among other factors. But she believes that these growth mindset findings indicate that, at the very least, focusing on building growth mindsets in students should be part of the conversation.\u003c/p>\n\u003cp>“The main message is that this is not the solution, but we can’t ignore this,” Claro said. She herself is from Chile and helped found a non-profit there to train teachers. She said she doesn’t remember receiving growth mindset-oriented messages during her days in school and says even now growth mindset is not a popular concept among teachers in Chile the way it has become in the U.S. Even the phrase “growth mindset” doesn’t transfer well into Spanish.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Chilean Ministry of Education has not included the growth mindset questions in its national survey again and hasn’t done anything with the information gathered from the 2012 data that Claro and her Stanford colleagues analyzed. Claro hopes the findings of her study will prompt the ministry to look more closely at how they can support teachers to include growth mindset in their classrooms.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Stanford psychologist \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a>, along with other education researchers interested in growth mindset, have done \u003ca href=\"http://mindsetscholarsnetwork.org/research-library/?string=growth+mindset&authors=&stages=&types=\" target=\"_blank\">numerous studies\u003c/a> showing that when students believe their intelligence can grow and change with effort, they perform better on academic tests. These findings have sparked interest and debate about how to \u003ca href=\"https://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">encourage a growth mindset in students\u003c/a> both at home and at school.\u003c/p>\n\u003cp>Now, a national study of tenth-graders in Chile \u003ca href=\"http://mindsetscholarsnetwork.org/wp-content/uploads/2016/07/Mindsets_on_a_National_Scale-Chile.pdf\" target=\"_blank\">found student mindsets are correlated to achievement\u003c/a> on language and math tests. And students from low-income families were less likely to hold a growth mindset than their more affluent peers. However, if a low-income student did have a growth mindset, it worked as a buffer against the negative effects of poverty on achievement.\u003c/p>\n\u003cp>“This is not a sample; this is everyone in school,” said Susana Claro, a doctoral candidate at Stanford's Graduate School of Education and lead author of the article “\u003ca href=\"http://www.pnas.org/content/early/2016/07/13/1608207113.abstract?sid=bc5e721e-26ee-4d03-b646-8dc8d5fbb3ca\" target=\"_blank\">Growth Mindset Tempers the Effects of Poverty on Academic Achievement\u003c/a>,” published in the Proceedings of the National Academy of Sciences. Claro, along with Stanford scholars David Paunesku and Carol Dweck, wanted to know if at a very large-scale (168,000 students) growth mindset would correlate with academic performance. They found that it did at almost every school in Chile, a correlation stronger than they expected to find.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This is the first time that we can see the landscape of growth mindset in a complete population.'\u003ccite>Susana Claro, Stanford doctoral candidate\u003c/cite>\u003c/aside>\n\u003cp>When students in Chile take national exams measuring language and math, they are also obligated to fill out a lengthy survey from the Ministry of Education on a range of subjects, from bullying to healthy eating, sports and how well they liked their teachers. The survey questions change every year, and in 2012 Claro convinced the ministry to include two questions on growth mindset. Teachers and parents are also surveyed, which is why Claro and her colleagues have such detailed income information for each student.\u003c/p>\n\u003cp>“This is the first time that we can see the landscape of growth mindset in a complete population,” Claro said. “We’ve always been using samples before.” She and her colleagues wanted to know if a study this large would reveal the same correlations seen in representative samples in the U.S. or whether the large sample size would be “too noisy.” To Claro’s surprise, the findings were very clear.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is the first time that we measured that there is a growth mindset gap across socioeconomic groups,” she said. Researchers are convinced that growth mindsets are socially created, not biologically, so these findings suggest that something in the environment of children from poor families is fostering a fixed mindset.\u003c/p>\n\u003cp>“Children are capturing messages that are in their environment,” Claro said. Whether those messages are coming from \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/08/talking-about-failure-what-parents-can-do-to-motivate-kids-in-school/\" target=\"_blank\">parents\u003c/a>, teachers, the general environment or all of the above is unknown, but Claro said pinpointing where the messages are coming from and trying to change them could be an important strategy for improving academic achievement. And, the easiest place to start is school.\u003c/p>\n\u003cp>“We don’t really know if changing mindsets of students is possible at a larger scale and how to work with teachers,” Claro said. She acknowledged that even when teachers are well intentioned, they might be sending messages to students that don’t promote a growth mindset. But, “good teachers do this naturally,” she said. “They send growth mindset messages, and we are learning from them and trying to disaggregate what they do.”\u003c/p>\n\u003cp>Claro acknowledged that whether students achieve academically or not is a result of a complicated mix of factors that include poverty, \u003ca href=\"http://ww2.kqed.org/mindshift/2016/06/06/how-trauma-informed-teaching-builds-a-sense-of-safety-and-care/\" target=\"_blank\">trauma\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/student-motivation/\" target=\"_blank\">motivation\u003c/a>, among other factors. But she believes that these growth mindset findings indicate that, at the very least, focusing on building growth mindsets in students should be part of the conversation.\u003c/p>\n\u003cp>“The main message is that this is not the solution, but we can’t ignore this,” Claro said. She herself is from Chile and helped found a non-profit there to train teachers. She said she doesn’t remember receiving growth mindset-oriented messages during her days in school and says even now growth mindset is not a popular concept among teachers in Chile the way it has become in the U.S. Even the phrase “growth mindset” doesn’t transfer well into Spanish.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Chilean Ministry of Education has not included the growth mindset questions in its national survey again and hasn’t done anything with the information gathered from the 2012 data that Claro and her Stanford colleagues analyzed. Claro hopes the findings of her study will prompt the ministry to look more closely at how they can support teachers to include growth mindset in their classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Talking About Failure: What Parents Can Do to Motivate Kids in School",
"title": "Talking About Failure: What Parents Can Do to Motivate Kids in School",
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"content": "\u003cp>Is failure a positive opportunity to learn and grow, or is it a negative experience that hinders success? How parents answer that question has a big influence on how much children think they can improve their intelligence through hard work, a study says.\u003c/p>\n\u003cp>\"Parents are a really critical force in child development when you think about how motivation and mindsets develop,\" says \u003ca href=\"http://https/psychology.stanford.edu/node/2343\">Kyla Haimovitz\u003c/a>, a professor of psychology at Stanford University. She coauthored the \u003ca href=\"http://pss.sagepub.com/content/early/2016/04/23/0956797616639727.abstract\">study, published\u003c/a> in \u003cem>Psychological Science\u003c/em> with colleague \u003ca href=\"http://https/psychology.stanford.edu/cdweck\">Carol Dweck\u003c/a>, who \u003ca href=\"http://https/www.ted.com/speakers/carol_dweck\">pioneered\u003c/a> \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">research on mindsets\u003c/a>. \"Parents have this powerful effect really early on and throughout childhood to send messages about what is failure, how to respond to it.\"\u003c/p>\n\u003cp>Although there's been a lot of research on how these forces play out, relatively little looks at what parents can do to motivate their kids in school, Haimovitz says. This study begins filling that gap.\u003c/p>\n\u003cp>\"There is a fair amount of evidence showing that when children view their abilities as more malleable and something they can change over time, then they deal with obstacles in a more constructive way,\" says \u003ca href=\"http://heymanlab.ucsd.edu/\">Gail Heyman\u003c/a>, a professor of psychology at the University of California at San Diego who was not involved in this study.\u003c/p>\n\u003cp>But communicating that message to children is not simple.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Parents need to represent this to their kids in the ways they react about their kids' failures and setbacks,\" Haimovitz says. \"We need to really think about what's visible to the other person, what message I'm sending in terms of my words and my deeds.\"\u003c/p>\n\u003cp>In other words, if a child comes home with a D on a math test, how a parent responds will influence how the child perceives their own ability to learn math. Even a well-intentioned, comforting response of \"It's OK, you're still a great writer\" may send the message that it's time to give up on math rather than learn from the problems they got wrong, Haimovitz explains.\u003c/p>\n\u003cp>She and Dweck conducted a series of smaller studies to explore how the interactions between parents' failure and intelligence mindsets affected their children's beliefs about intelligence.\u003c/p>\n\u003cp>First they interviewed 73 parents and their fourth- and fifth-grade children about their beliefs on failure and intelligence. The parents were mostly mothers with at least a college degree; they lived in the San Francisco Bay Area. The questions focused on whether they viewed intelligence as something that could change and whether they saw failure as positive, facilitating growth and enhancing productivity or as negative, debilitating and inhibiting learning.\u003c/p>\n\u003cp>The way children perceived \"being smart\" was not related to how their parents perceived intelligence, but it was related to how their parents reacted toward failure.\u003c/p>\n\u003cp>\"Parents who had more of a failure-is-debilitating mindset had children who were significantly more likely to believe that intelligence is fixed,\" they found, even after accounting for how parents perceived their children's academic success.\u003c/p>\n\u003cp>\"The more parents believed that failure is debilitating, the more likely their children were to see them as concerned with their performance outcomes and grades rather than their learning and improvement,\" the study found.\u003c/p>\n\u003cp>Then the researchers surveyed 160 different parents online to find out how they would respond to their child coming home with a failing quiz grade. Those who saw failure as negative were more likely to worry about their child's abilities in that subject or to comfort their child about not being talented in all subjects. But parents who saw failure as an opportunity were more likely to ask their child what they learned from the quiz, what they still can learn and whether asking the teacher for help would be useful.\u003c/p>\n\u003cp>Through two more surveys of 102 Bay Area parents and their children and 100 fourth- and fifth-grade students, the researchers found that children could correctly identify their parents' beliefs about failure but not necessarily about intelligence — and it was the former that matched up with the children's own beliefs about intelligence. Finally, the researchers conducted a randomized experiment with 132 parents to discover whether parents' failure beliefs directly cause their children's beliefs through parents' reactions to failure: they did.\u003c/p>\n\u003cp>\"The takeaway is that when your child is struggling on something or has setbacks, don't focus on their abilities, focus on what they can learn from it,\" Haimovitz says. One way, she says, is to ask a child: \"How can you use this as a jumping-off point?\"\u003c/p>\n\u003cp>But it's unclear how much the study's findings relate to children of various ethnic, racial and socioeconomic backgrounds. Related research Heyman has done in China revealed a mixed bag in terms of results.\u003c/p>\n\u003cp>\"Cultures have very different beliefs about effort and ability, and asking subtly different questions you can get different answers,\" Heyman says.\u003c/p>\n\u003cp>Whereas academic success often correlates with athletic or social success among white students, the same is not necessarily true among black or Latino students, according to \u003ca href=\"http://gero.usc.edu/faculty/abdou/\">Cleopatra Abdou\u003c/a>, an assistant professor of psychology at the University of Southern California. What is consistent across cultures, however, is the powerful influence that beliefs people internalize as children follow them through life.\u003c/p>\n\u003cp>\"The messages we get from our parents, whether explicitly or symbolically or subconsciously, stay with us and are very hard to unlearn and to overcome\" if they're not helpful, she says. \"Sometimes we have internalized faulty beliefs or beliefs that don't serve us.\"\u003c/p>\n\u003cp>Further, taking the learn-from-failure message too far might backfire eventually. \"If you're being told this message you can learn anything and you've done everything you can and you're not getting anywhere, then maybe at a certain point you say you're going to say I just don't believe this,\" she adds.\u003c/p>\n\u003cp>Further, children's mindsets can also be influenced by their temperament, such as their tolerance for frustration, Heyman says.\u003c/p>\n\u003cp>\"One thing we do know in recent years, there's too much blaming of parents,\" Heyman says. \"Temperament is extremely important and it's biologically based, and to deny that causes all kinds of problems.\"\u003c/p>\n\u003cp>The challenge for parents is to support children without setting them up for failure.\u003c/p>\n\u003cp>\"There's this very difficult fine line between parents and teachers helping children enough so that they can do things on their own that they couldn't do otherwise but not to help them so much that they expect other people to do it for them and don't get pulled up to a higher level,\" Heyman says. \"You slowly pull back as the kids get better on their own, but not let them flail around so much that they get frustrated and give up.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Tara Haelle is the co-author of \u003c/em>\u003ca href=\"http://www.npr.org/books/titles/473075468/the-informed-parent-a-science-based-resource-for-your-childs-first-four-years\">The Informed Parent: A Science-Based Resource for Your Child's First Four Years\u003c/a>\u003cem>. She's on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tarahaelle\">@tarahaelle\u003c/a>\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Teach+Children+That+Failure+Is+The+Secret+To+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Is failure a positive opportunity to learn and grow, or is it a negative experience that hinders success? How parents answer that question has a big influence on how much children think they can improve their intelligence through hard work, a study says.\u003c/p>\n\u003cp>\"Parents are a really critical force in child development when you think about how motivation and mindsets develop,\" says \u003ca href=\"http://https/psychology.stanford.edu/node/2343\">Kyla Haimovitz\u003c/a>, a professor of psychology at Stanford University. She coauthored the \u003ca href=\"http://pss.sagepub.com/content/early/2016/04/23/0956797616639727.abstract\">study, published\u003c/a> in \u003cem>Psychological Science\u003c/em> with colleague \u003ca href=\"http://https/psychology.stanford.edu/cdweck\">Carol Dweck\u003c/a>, who \u003ca href=\"http://https/www.ted.com/speakers/carol_dweck\">pioneered\u003c/a> \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">research on mindsets\u003c/a>. \"Parents have this powerful effect really early on and throughout childhood to send messages about what is failure, how to respond to it.\"\u003c/p>\n\u003cp>Although there's been a lot of research on how these forces play out, relatively little looks at what parents can do to motivate their kids in school, Haimovitz says. This study begins filling that gap.\u003c/p>\n\u003cp>\"There is a fair amount of evidence showing that when children view their abilities as more malleable and something they can change over time, then they deal with obstacles in a more constructive way,\" says \u003ca href=\"http://heymanlab.ucsd.edu/\">Gail Heyman\u003c/a>, a professor of psychology at the University of California at San Diego who was not involved in this study.\u003c/p>\n\u003cp>But communicating that message to children is not simple.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Parents need to represent this to their kids in the ways they react about their kids' failures and setbacks,\" Haimovitz says. \"We need to really think about what's visible to the other person, what message I'm sending in terms of my words and my deeds.\"\u003c/p>\n\u003cp>In other words, if a child comes home with a D on a math test, how a parent responds will influence how the child perceives their own ability to learn math. Even a well-intentioned, comforting response of \"It's OK, you're still a great writer\" may send the message that it's time to give up on math rather than learn from the problems they got wrong, Haimovitz explains.\u003c/p>\n\u003cp>She and Dweck conducted a series of smaller studies to explore how the interactions between parents' failure and intelligence mindsets affected their children's beliefs about intelligence.\u003c/p>\n\u003cp>First they interviewed 73 parents and their fourth- and fifth-grade children about their beliefs on failure and intelligence. The parents were mostly mothers with at least a college degree; they lived in the San Francisco Bay Area. The questions focused on whether they viewed intelligence as something that could change and whether they saw failure as positive, facilitating growth and enhancing productivity or as negative, debilitating and inhibiting learning.\u003c/p>\n\u003cp>The way children perceived \"being smart\" was not related to how their parents perceived intelligence, but it was related to how their parents reacted toward failure.\u003c/p>\n\u003cp>\"Parents who had more of a failure-is-debilitating mindset had children who were significantly more likely to believe that intelligence is fixed,\" they found, even after accounting for how parents perceived their children's academic success.\u003c/p>\n\u003cp>\"The more parents believed that failure is debilitating, the more likely their children were to see them as concerned with their performance outcomes and grades rather than their learning and improvement,\" the study found.\u003c/p>\n\u003cp>Then the researchers surveyed 160 different parents online to find out how they would respond to their child coming home with a failing quiz grade. Those who saw failure as negative were more likely to worry about their child's abilities in that subject or to comfort their child about not being talented in all subjects. But parents who saw failure as an opportunity were more likely to ask their child what they learned from the quiz, what they still can learn and whether asking the teacher for help would be useful.\u003c/p>\n\u003cp>Through two more surveys of 102 Bay Area parents and their children and 100 fourth- and fifth-grade students, the researchers found that children could correctly identify their parents' beliefs about failure but not necessarily about intelligence — and it was the former that matched up with the children's own beliefs about intelligence. Finally, the researchers conducted a randomized experiment with 132 parents to discover whether parents' failure beliefs directly cause their children's beliefs through parents' reactions to failure: they did.\u003c/p>\n\u003cp>\"The takeaway is that when your child is struggling on something or has setbacks, don't focus on their abilities, focus on what they can learn from it,\" Haimovitz says. One way, she says, is to ask a child: \"How can you use this as a jumping-off point?\"\u003c/p>\n\u003cp>But it's unclear how much the study's findings relate to children of various ethnic, racial and socioeconomic backgrounds. Related research Heyman has done in China revealed a mixed bag in terms of results.\u003c/p>\n\u003cp>\"Cultures have very different beliefs about effort and ability, and asking subtly different questions you can get different answers,\" Heyman says.\u003c/p>\n\u003cp>Whereas academic success often correlates with athletic or social success among white students, the same is not necessarily true among black or Latino students, according to \u003ca href=\"http://gero.usc.edu/faculty/abdou/\">Cleopatra Abdou\u003c/a>, an assistant professor of psychology at the University of Southern California. What is consistent across cultures, however, is the powerful influence that beliefs people internalize as children follow them through life.\u003c/p>\n\u003cp>\"The messages we get from our parents, whether explicitly or symbolically or subconsciously, stay with us and are very hard to unlearn and to overcome\" if they're not helpful, she says. \"Sometimes we have internalized faulty beliefs or beliefs that don't serve us.\"\u003c/p>\n\u003cp>Further, taking the learn-from-failure message too far might backfire eventually. \"If you're being told this message you can learn anything and you've done everything you can and you're not getting anywhere, then maybe at a certain point you say you're going to say I just don't believe this,\" she adds.\u003c/p>\n\u003cp>Further, children's mindsets can also be influenced by their temperament, such as their tolerance for frustration, Heyman says.\u003c/p>\n\u003cp>\"One thing we do know in recent years, there's too much blaming of parents,\" Heyman says. \"Temperament is extremely important and it's biologically based, and to deny that causes all kinds of problems.\"\u003c/p>\n\u003cp>The challenge for parents is to support children without setting them up for failure.\u003c/p>\n\u003cp>\"There's this very difficult fine line between parents and teachers helping children enough so that they can do things on their own that they couldn't do otherwise but not to help them so much that they expect other people to do it for them and don't get pulled up to a higher level,\" Heyman says. \"You slowly pull back as the kids get better on their own, but not let them flail around so much that they get frustrated and give up.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Tara Haelle is the co-author of \u003c/em>\u003ca href=\"http://www.npr.org/books/titles/473075468/the-informed-parent-a-science-based-resource-for-your-childs-first-four-years\">The Informed Parent: A Science-Based Resource for Your Child's First Four Years\u003c/a>\u003cem>. She's on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tarahaelle\">@tarahaelle\u003c/a>\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Teach+Children+That+Failure+Is+The+Secret+To+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Beyond Working Hard: What Growth Mindset Teaches Us About Our Brains",
"title": "Beyond Working Hard: What Growth Mindset Teaches Us About Our Brains",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cp>Growth mindset has become a pervasive theme in education discussions in part because of convincing research by Stanford professor \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a> and others that relatively \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">low-impact interventions on how a student thinks about himself as a learner can have big impacts\u003c/a> on learning. The growth mindset research is part of a growing understanding and acknowledgement that many \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">non-cognitive factors are important to academic learning\u003c/a>.\u003c/p>\n\u003cp>While it’s a positive sign that educators see value in the growth mindset research and believe they can implement it in their classrooms, the deceptively simple idea has led to some \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">confusion and misperceptions about what a growth mindset really is and how teachers can support it in the classroom\u003c/a>. It’s easy to lump growth mindset in with other education catchphrases, like “resiliency” or “having high expectations,” but growth mindset actually has a much more concrete definition. As Eduardo Briceño wrote in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">recent post\u003c/a> for MindShift, “It is the belief that qualities can change and that we can develop our intelligence and abilities.”\u003c/p>\n\u003cp>This simple idea can lead to big changes in learners, but it has been commonly misinterpreted to mean that if teachers praise students for working hard, they will develop a growth mindset. In many cases that isn’t true and students will feel that praise is disingenuous. Briceño explains it this way: “Students often haven’t learned that working hard involves thinking hard, which involves reflecting on and changing our strategies so we become more and more effective learners over time, and we need to guide them to come to understand this.”\u003c/p>\n\u003cp>To foster growth mindsets in students, teachers can coach students to try different learning strategies that make the brain work smarter. Educator praise can be used to acknowledge specific strategies students have tried and can push students to reflect on themselves as learners. This process is more complex than it looks and ultimately should help lead students to become more independent thinkers.\u003c/p>\n\u003cp>Growth mindset is also not a panacea for low achievement or education inequality, although the fervor with which some districts have adopted the idea might lead one to believe that. Critics like Alfie Kohn point out that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/06/does-the-focus-on-student-mindsets-let-schools-off-the-hook/\" target=\"_blank\">no individual attitude shift is going to overcome the very real structural inequalities\u003c/a> that exist in schools. He worries that focusing on mindsets will not only mask those bigger problems, but could undermine the imperative to provide compelling learning experiences that lead students to discover an innate love of learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another common way of boiling down the mindset research is to tell students that “mistakes are good; we learn from mistakes.” While that can be true, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/23/why-understanding-these-four-types-of-mistakes-can-help-us-learn/\" target=\"_blank\">not all mistakes are worth pursuing\u003c/a>. Some mistakes are just sloppy and others are made in such a high-stakes environment. Reflecting on these kinds of mistakes can improve performance next time, but they aren't necessarily the most fruitful kinds of mistakes.* Mistakes that lead to the most learning are the ones made when students are stretching outside their comfort zones to grasp an idea that’s just out of reach. Or, when someone has an “aha” moment after doing something she thought was right but then realized was a mistake based on new information. Reflecting on these mistakes, and formulating a new plan of action based on them, is what makes them powerful.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>It’s exciting that this research has been around long enough and has reached enough educators that many districts and schools are already trying to put the research into practice. Their successes and failures are important to share as educators work to figure out how to implement it.\u003c/p>\n\u003cp>Many schools quickly realized that growth mindsets are not only important to students, they are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">crucial for educators trying to make change\u003c/a>. And helping educators to develop their own growth mindsets hinges on positive working environments and trust at school. Educators have a hard time taking risks in their teaching practice if they believe the outcome must be perfect the first time. And yet, one of the most important ways to instill a growth mindset in students is to model the disposition as teachers, making it even more crucial that district and school leaders create a climate conducive to growth mindsets in adults.\u003c/p>\n\u003cp>Some high schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/02/how-to-weave-growth-mindset-into-school-culture/\" target=\"_blank\">weaving explicit instruction around growth mindset into workshops and classes for incoming freshmen\u003c/a>. Educators hope that if students get the same messages about stretching to learn and improving based on those mistakes from day one of high school and from every subject-area teacher, that a growth mindset will become part of school culture.\u003c/p>\n\u003cp>Other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">normalizing struggle in the classroom\u003c/a> by honoring students who are honest about their difficulties and making thinking transparent to everyone. In this \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">Teaching Channel video produced in partnership with PERTS\u003c/a>, second-grade teacher Maricela Montoy-Wilson models for other educators what it looks like to praise specific strategies. She celebrates the public mistakes her students make in math and makes them feel proud of how their brains grow in those moments.\u003c/p>\n\u003cp>\u003cstrong>GROWTH MINDSET AND MATH\u003c/strong>\u003c/p>\n\u003cp>Approaching the world with a growth mindset can be very liberating. It gives educators and students freedom to try new approaches, reflect on the positives and negatives, and then try again. But somehow this process is easier for students and teachers to believe in subjects like English or science. Even students who understand that their brain can grow and change with effort, and believe that to be true in some areas of their life, persist in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">fixed mindset about math\u003c/a>.\u003c/p>\n\u003cp>Many find math to be the most difficult and hated subject in school. In some ways that’s not so surprising, since many math classes are set up to value speed over careful reasoning and often offer closed questions requiring one right answer. When a student struggles in that type of classroom structure, it becomes difficult to believe she can grow or change her abilities. The questions asked and skills valued are projecting the opposite message.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This paragraph was modified to clarify the idea that people can learn from all mistakes, but some mistakes are more fruitful for learning.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Growth mindset has become a pervasive theme in education discussions in part because of convincing research by Stanford professor \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">Carol Dweck\u003c/a> and others that relatively \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">low-impact interventions on how a student thinks about himself as a learner can have big impacts\u003c/a> on learning. The growth mindset research is part of a growing understanding and acknowledgement that many \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">non-cognitive factors are important to academic learning\u003c/a>.\u003c/p>\n\u003cp>While it’s a positive sign that educators see value in the growth mindset research and believe they can implement it in their classrooms, the deceptively simple idea has led to some \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">confusion and misperceptions about what a growth mindset really is and how teachers can support it in the classroom\u003c/a>. It’s easy to lump growth mindset in with other education catchphrases, like “resiliency” or “having high expectations,” but growth mindset actually has a much more concrete definition. As Eduardo Briceño wrote in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/16/growth-mindset-clearing-up-some-common-confusions/\" target=\"_blank\">recent post\u003c/a> for MindShift, “It is the belief that qualities can change and that we can develop our intelligence and abilities.”\u003c/p>\n\u003cp>This simple idea can lead to big changes in learners, but it has been commonly misinterpreted to mean that if teachers praise students for working hard, they will develop a growth mindset. In many cases that isn’t true and students will feel that praise is disingenuous. Briceño explains it this way: “Students often haven’t learned that working hard involves thinking hard, which involves reflecting on and changing our strategies so we become more and more effective learners over time, and we need to guide them to come to understand this.”\u003c/p>\n\u003cp>To foster growth mindsets in students, teachers can coach students to try different learning strategies that make the brain work smarter. Educator praise can be used to acknowledge specific strategies students have tried and can push students to reflect on themselves as learners. This process is more complex than it looks and ultimately should help lead students to become more independent thinkers.\u003c/p>\n\u003cp>Growth mindset is also not a panacea for low achievement or education inequality, although the fervor with which some districts have adopted the idea might lead one to believe that. Critics like Alfie Kohn point out that \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/06/does-the-focus-on-student-mindsets-let-schools-off-the-hook/\" target=\"_blank\">no individual attitude shift is going to overcome the very real structural inequalities\u003c/a> that exist in schools. He worries that focusing on mindsets will not only mask those bigger problems, but could undermine the imperative to provide compelling learning experiences that lead students to discover an innate love of learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another common way of boiling down the mindset research is to tell students that “mistakes are good; we learn from mistakes.” While that can be true, \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/23/why-understanding-these-four-types-of-mistakes-can-help-us-learn/\" target=\"_blank\">not all mistakes are worth pursuing\u003c/a>. Some mistakes are just sloppy and others are made in such a high-stakes environment. Reflecting on these kinds of mistakes can improve performance next time, but they aren't necessarily the most fruitful kinds of mistakes.* Mistakes that lead to the most learning are the ones made when students are stretching outside their comfort zones to grasp an idea that’s just out of reach. Or, when someone has an “aha” moment after doing something she thought was right but then realized was a mistake based on new information. Reflecting on these mistakes, and formulating a new plan of action based on them, is what makes them powerful.\u003c/p>\n\u003cp>\u003cstrong>PUTTING IT INTO PRACTICE\u003c/strong>\u003c/p>\n\u003cp>It’s exciting that this research has been around long enough and has reached enough educators that many districts and schools are already trying to put the research into practice. Their successes and failures are important to share as educators work to figure out how to implement it.\u003c/p>\n\u003cp>Many schools quickly realized that growth mindsets are not only important to students, they are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">crucial for educators trying to make change\u003c/a>. And helping educators to develop their own growth mindsets hinges on positive working environments and trust at school. Educators have a hard time taking risks in their teaching practice if they believe the outcome must be perfect the first time. And yet, one of the most important ways to instill a growth mindset in students is to model the disposition as teachers, making it even more crucial that district and school leaders create a climate conducive to growth mindsets in adults.\u003c/p>\n\u003cp>Some high schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/02/how-to-weave-growth-mindset-into-school-culture/\" target=\"_blank\">weaving explicit instruction around growth mindset into workshops and classes for incoming freshmen\u003c/a>. Educators hope that if students get the same messages about stretching to learn and improving based on those mistakes from day one of high school and from every subject-area teacher, that a growth mindset will become part of school culture.\u003c/p>\n\u003cp>Other schools focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">normalizing struggle in the classroom\u003c/a> by honoring students who are honest about their difficulties and making thinking transparent to everyone. In this \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">Teaching Channel video produced in partnership with PERTS\u003c/a>, second-grade teacher Maricela Montoy-Wilson models for other educators what it looks like to praise specific strategies. She celebrates the public mistakes her students make in math and makes them feel proud of how their brains grow in those moments.\u003c/p>\n\u003cp>\u003cstrong>GROWTH MINDSET AND MATH\u003c/strong>\u003c/p>\n\u003cp>Approaching the world with a growth mindset can be very liberating. It gives educators and students freedom to try new approaches, reflect on the positives and negatives, and then try again. But somehow this process is easier for students and teachers to believe in subjects like English or science. Even students who understand that their brain can grow and change with effort, and believe that to be true in some areas of their life, persist in a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/\" target=\"_blank\">fixed mindset about math\u003c/a>.\u003c/p>\n\u003cp>Many find math to be the most difficult and hated subject in school. In some ways that’s not so surprising, since many math classes are set up to value speed over careful reasoning and often offer closed questions requiring one right answer. When a student struggles in that type of classroom structure, it becomes difficult to believe she can grow or change her abilities. The questions asked and skills valued are projecting the opposite message.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>by Eduardo Briceño\u003c/p>\n\u003cp>\u003cem>This article was first published in the \u003c/em>\u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>Mindset Works newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>We can deepen our own and our students' understanding of mistakes, which are not all created equal, and are not always desirable. After all, our ability to manage and learn from mistakes is not fixed. We can improve it.\u003c/p>\n\u003cp>Here are two quotes about mistakes that I like and use, but that can also lead to confusion if we don't further clarify what we mean:\u003c/p>\n\u003cp>\u003cem>\"A life spent making mistakes is not only most honorable but more useful than a life spent doing nothing\" - George Bernard Shaw\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\"It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose which it truly has.\" - Maria Montessori\u003c/em>\u003c/p>\n\u003cp>These constructive quotes communicate that mistakes are desirable, which is a positive message and part of what we want students to learn. An appreciation of mistakes helps us overcome our fear of making them, enabling us to take risks. But we also want students to understand what kinds of mistakes are most useful and how to most learn from them.\u003c/p>\n\u003cp>\u003cstrong>Types of mistakes\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The stretch mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Stretch mistakes happen when we're working to expand our current abilities. We're not trying to make these mistakes in that we're not trying to do something incorrectly, but instead, we're trying to do something that is beyond what we already can do without help, so we're bound to make some errors.\u003c/p>\n\u003cp>Stretch mistakes are positive. If we never made stretch mistakes, it would mean that we never truly challenged ourselves to learn new knowledge or skills.\u003c/p>\n\u003cp>Sometimes when we're stuck making and repeating the same stretch mistake, the issue may be that we're mindlessly going through the motions, rather than truly focusing on improving our abilities. Other times the root cause may be that our approach to learning is ineffective and we should try a different strategy to learn that new skill. Or it may be that what we're trying is too far beyond what we already know, and we're not yet ready to master that level of challenge. It is not a problem to test our boundaries and rate of growth, exploring how far and quickly we can progress. But if we feel stuck, one thing we can do is adjust the task, decreasing the level of challenge but still keeping it beyond what we already know. Our zone of proximal development (ZPD) is the zone slightly beyond what we already can do without help, which is a fruitful level of challenge for learning.\u003c/p>\n\u003cp>We want to make stretch mistakes! We want to do so not by trying to do things incorrectly, but by trying to do things that are challenging. When we make stretch mistakes we want to reflect, identify what we can learn, and then adjust our approach to practice, until we master the new level of ability. Then we want to identify a new area of challenge and continue stretching ourselves.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The aha-moment mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Another positive type of mistake, but one that is harder to strive or plan for, is the aha-moment mistake. This happens when we achieve what we intend to do, but then realize that it was a mistake to do so because of some knowledge we lacked which is now becoming apparent. There are lots of examples of this, such as:\u003c/p>\n\u003cul>\n\u003cli>When we lack the content knowledge: e.g. not finding water, we try to extinguish a fire with alcohol, which we didn't realize is flammable.\u003c/li>\n\u003cli>When we find there is more nuance than we realized: e.g. in our painting, we color a sun near the horizon as yellow, and later notice that the sun does not always look yellow.\u003c/li>\n\u003cli>When we make incorrect assumptions: e.g. we try to help someone else, thinking that help is always welcome, but we find out that the person did not want help at that moment.\u003c/li>\n\u003cli>When we make systematic mistakes: e.g. a fellow educator observes us doing a lesson and later points out, with compelling back-up data, that we tend to call on Caucasian girls much more often than we do other students.\u003c/li>\n\u003cli>When we misremember: e.g. we call a friend for their birthday on the right date, but the wrong month.\u003c/li>\n\u003c/ul>\n\u003cp>We can gain more aha moments from mistakes by being reflective. We can ask ourselves What was unexpected? Why did that result occur? What went well and what didn't? Is there anything I could try differently next time? We can also ask people around us for information we may not be aware of, or for ideas for improvement.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Four.jpg\" alt=\"Four\" width=\"1920\" height=\"1179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-800x491.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-1440x884.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-1180x725.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-960x590.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The sloppy mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Sloppy mistakes happen when we're doing something we already know how to do, but we do it incorrectly because we lose concentration. We all make sloppy mistakes occasionally because we're human. However, when we make too many of these mistakes, especially on a task that we intend to focus on at the time, it signals an opportunity to enhance our focus, processes, environment, or habits.\u003c/p>\n\u003cp>Sometimes sloppy mistakes can be turned into aha moments. If we make a mistake because we're not focused on the task at hand, or we're too tired, or something distracted us, upon reflection we can gain aha-moments on how to improve, such as realizing we're better at certain tasks after a good night's sleep, or that if we silence our gadgets or close our doors we can focus better.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The high-stakes mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Sometimes we don't want to make a mistake because it would be catastrophic. For example, in potentially dangerous situations we want to be safe. A big mistake from the person in charge of security in a nuclear power plant could lead to a nuclear disaster. We don't want a school bus driver to take a risk going too fast making a turn, or a student in that bus to blindfold the bus driver. In those cases, we want to put processes in place to minimize high-stakes mistakes. We also want to be clear with students about why we don't want the risk-taking behavior and experimentation in these situations, and how they're different from learning-oriented tasks.\u003c/p>\n\u003cp>Aside from life-threatening situations, we can sometimes consider performance situations to be high-stakes. For example, if going to a prestigious college is important to someone, taking the SAT could be a high-stakes event because the performance in that assessment has important ramifications. Or if a sports team has trained for years, working very hard to maximize growth, a championship final can be considered a high-stakes event. It is okay to see these events as performance events rather than as learning events, and to seek to minimize mistakes and maximize performance in these events. We're putting our best foot forward, trying to perform as best as we can. How we do in these events gives us information about how effective we have become through our hard work and effort. Of course, it is also ok to embed learning activities in high-stakes events that don't involve safety concerns. We can try something that is beyond what we already know and see how it works, as long as we realize that it may impact our performance (positively or negatively). And of course, we can always learn from these performance events by afterwards reflecting and discussing how things went, what we could do differently next time, and how we could adjust our practice.\u003c/p>\n\u003cp>In a high-stakes event, if we don't achieve our goal of a high test score or winning the championship, let's reflect on the progress we've made through time, on the approaches that have and haven't helped us grow, and on what we can do to grow more effectively. Then let's go back to spending most of our time practicing, challenging ourselves, and seeking stretch mistakes and learning from those mistakes. On the other hand, if we achieve our target score or win a championship, that's great. Let's celebrate the achievement and how much progress we've made. Then let's ask ourselves the same questions. Let's go back to spending most of our time practicing, challenging ourselves, and growing our abilities.\u003c/p>\n\u003cp>We're all fortunate to be able to enjoy growth and learning throughout life, no matter what our current level of ability is. Nobody can ever take that source of fulfillment away from us.\u003c/p>\n\u003cp>\u003cstrong>Let's be clear\u003c/strong>\u003c/p>\n\u003cp>Mistakes are not all created equal, and they are not always desirable. In addition, learning from mistakes is not all automatic. In order to learn from them the most we need to reflect on our errors and extract lessons from them.\u003c/p>\n\u003cp>If we're more precise in our own understanding of mistakes and in our communication with students, it will increase their understanding, buy-in, and efficacy as learners.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Eduardo Briceño is the Co-Founder & CEO of \u003c/em>\u003ca href=\"http://www.mindsetworks.com/\">\u003cem>Mindset Works\u003c/em>\u003c/a>\u003cem>, which he created with Carol Dweck, Lisa Blackwell and others to help people develop as motivated and effective learners. Carol Dweck is still on the board of directors, but has no financial interest in or income from Mindset Works. The ideas expressed in this article, which \u003c/em>\u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>was first published\u003c/em>\u003c/a>\u003cem> in the Mindset Works newsletter, are entirely Eduardo Briceño’s.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>by Eduardo Briceño\u003c/p>\n\u003cp>\u003cem>This article was first published in the \u003c/em>\u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>Mindset Works newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>We can deepen our own and our students' understanding of mistakes, which are not all created equal, and are not always desirable. After all, our ability to manage and learn from mistakes is not fixed. We can improve it.\u003c/p>\n\u003cp>Here are two quotes about mistakes that I like and use, but that can also lead to confusion if we don't further clarify what we mean:\u003c/p>\n\u003cp>\u003cem>\"A life spent making mistakes is not only most honorable but more useful than a life spent doing nothing\" - George Bernard Shaw\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\"It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose which it truly has.\" - Maria Montessori\u003c/em>\u003c/p>\n\u003cp>These constructive quotes communicate that mistakes are desirable, which is a positive message and part of what we want students to learn. An appreciation of mistakes helps us overcome our fear of making them, enabling us to take risks. But we also want students to understand what kinds of mistakes are most useful and how to most learn from them.\u003c/p>\n\u003cp>\u003cstrong>Types of mistakes\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The stretch mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Stretch mistakes happen when we're working to expand our current abilities. We're not trying to make these mistakes in that we're not trying to do something incorrectly, but instead, we're trying to do something that is beyond what we already can do without help, so we're bound to make some errors.\u003c/p>\n\u003cp>Stretch mistakes are positive. If we never made stretch mistakes, it would mean that we never truly challenged ourselves to learn new knowledge or skills.\u003c/p>\n\u003cp>Sometimes when we're stuck making and repeating the same stretch mistake, the issue may be that we're mindlessly going through the motions, rather than truly focusing on improving our abilities. Other times the root cause may be that our approach to learning is ineffective and we should try a different strategy to learn that new skill. Or it may be that what we're trying is too far beyond what we already know, and we're not yet ready to master that level of challenge. It is not a problem to test our boundaries and rate of growth, exploring how far and quickly we can progress. But if we feel stuck, one thing we can do is adjust the task, decreasing the level of challenge but still keeping it beyond what we already know. Our zone of proximal development (ZPD) is the zone slightly beyond what we already can do without help, which is a fruitful level of challenge for learning.\u003c/p>\n\u003cp>We want to make stretch mistakes! We want to do so not by trying to do things incorrectly, but by trying to do things that are challenging. When we make stretch mistakes we want to reflect, identify what we can learn, and then adjust our approach to practice, until we master the new level of ability. Then we want to identify a new area of challenge and continue stretching ourselves.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The aha-moment mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Another positive type of mistake, but one that is harder to strive or plan for, is the aha-moment mistake. This happens when we achieve what we intend to do, but then realize that it was a mistake to do so because of some knowledge we lacked which is now becoming apparent. There are lots of examples of this, such as:\u003c/p>\n\u003cul>\n\u003cli>When we lack the content knowledge: e.g. not finding water, we try to extinguish a fire with alcohol, which we didn't realize is flammable.\u003c/li>\n\u003cli>When we find there is more nuance than we realized: e.g. in our painting, we color a sun near the horizon as yellow, and later notice that the sun does not always look yellow.\u003c/li>\n\u003cli>When we make incorrect assumptions: e.g. we try to help someone else, thinking that help is always welcome, but we find out that the person did not want help at that moment.\u003c/li>\n\u003cli>When we make systematic mistakes: e.g. a fellow educator observes us doing a lesson and later points out, with compelling back-up data, that we tend to call on Caucasian girls much more often than we do other students.\u003c/li>\n\u003cli>When we misremember: e.g. we call a friend for their birthday on the right date, but the wrong month.\u003c/li>\n\u003c/ul>\n\u003cp>We can gain more aha moments from mistakes by being reflective. We can ask ourselves What was unexpected? Why did that result occur? What went well and what didn't? Is there anything I could try differently next time? We can also ask people around us for information we may not be aware of, or for ideas for improvement.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Four.jpg\" alt=\"Four\" width=\"1920\" height=\"1179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-800x491.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-1440x884.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-1180x725.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-960x590.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The sloppy mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Sloppy mistakes happen when we're doing something we already know how to do, but we do it incorrectly because we lose concentration. We all make sloppy mistakes occasionally because we're human. However, when we make too many of these mistakes, especially on a task that we intend to focus on at the time, it signals an opportunity to enhance our focus, processes, environment, or habits.\u003c/p>\n\u003cp>Sometimes sloppy mistakes can be turned into aha moments. If we make a mistake because we're not focused on the task at hand, or we're too tired, or something distracted us, upon reflection we can gain aha-moments on how to improve, such as realizing we're better at certain tasks after a good night's sleep, or that if we silence our gadgets or close our doors we can focus better.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The high-stakes mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Sometimes we don't want to make a mistake because it would be catastrophic. For example, in potentially dangerous situations we want to be safe. A big mistake from the person in charge of security in a nuclear power plant could lead to a nuclear disaster. We don't want a school bus driver to take a risk going too fast making a turn, or a student in that bus to blindfold the bus driver. In those cases, we want to put processes in place to minimize high-stakes mistakes. We also want to be clear with students about why we don't want the risk-taking behavior and experimentation in these situations, and how they're different from learning-oriented tasks.\u003c/p>\n\u003cp>Aside from life-threatening situations, we can sometimes consider performance situations to be high-stakes. For example, if going to a prestigious college is important to someone, taking the SAT could be a high-stakes event because the performance in that assessment has important ramifications. Or if a sports team has trained for years, working very hard to maximize growth, a championship final can be considered a high-stakes event. It is okay to see these events as performance events rather than as learning events, and to seek to minimize mistakes and maximize performance in these events. We're putting our best foot forward, trying to perform as best as we can. How we do in these events gives us information about how effective we have become through our hard work and effort. Of course, it is also ok to embed learning activities in high-stakes events that don't involve safety concerns. We can try something that is beyond what we already know and see how it works, as long as we realize that it may impact our performance (positively or negatively). And of course, we can always learn from these performance events by afterwards reflecting and discussing how things went, what we could do differently next time, and how we could adjust our practice.\u003c/p>\n\u003cp>In a high-stakes event, if we don't achieve our goal of a high test score or winning the championship, let's reflect on the progress we've made through time, on the approaches that have and haven't helped us grow, and on what we can do to grow more effectively. Then let's go back to spending most of our time practicing, challenging ourselves, and seeking stretch mistakes and learning from those mistakes. On the other hand, if we achieve our target score or win a championship, that's great. Let's celebrate the achievement and how much progress we've made. Then let's ask ourselves the same questions. Let's go back to spending most of our time practicing, challenging ourselves, and growing our abilities.\u003c/p>\n\u003cp>We're all fortunate to be able to enjoy growth and learning throughout life, no matter what our current level of ability is. Nobody can ever take that source of fulfillment away from us.\u003c/p>\n\u003cp>\u003cstrong>Let's be clear\u003c/strong>\u003c/p>\n\u003cp>Mistakes are not all created equal, and they are not always desirable. In addition, learning from mistakes is not all automatic. In order to learn from them the most we need to reflect on our errors and extract lessons from them.\u003c/p>\n\u003cp>If we're more precise in our own understanding of mistakes and in our communication with students, it will increase their understanding, buy-in, and efficacy as learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Eduardo Briceño is the Co-Founder & CEO of \u003c/em>\u003ca href=\"http://www.mindsetworks.com/\">\u003cem>Mindset Works\u003c/em>\u003c/a>\u003cem>, which he created with Carol Dweck, Lisa Blackwell and others to help people develop as motivated and effective learners. Carol Dweck is still on the board of directors, but has no financial interest in or income from Mindset Works. The ideas expressed in this article, which \u003c/em>\u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>was first published\u003c/em>\u003c/a>\u003cem> in the Mindset Works newsletter, are entirely Eduardo Briceño’s.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Growth Mindset: Clearing up Some Common Confusions",
"title": "Growth Mindset: Clearing up Some Common Confusions",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>By Eduardo Briceño\u003c/p>\n\u003cp>A growth mindset is the understanding that personal qualities and abilities can change. It leads people to take on challenges, persevere in the face of setbacks, and become more effective learners. As \u003ca href=\"http://www.google.com/trends/explore#q=%22growth%20mindset%22\">more and more people learn about the growth mindset\u003c/a>, which was first discovered by Stanford Professor Carol Dweck, we sometimes observe some confusions about it. Recently some critiques have emerged. Of course we invite critical analysis and feedback, as it helps all of us learn and improve, but some of the recent commentary seems to point to misunderstandings of growth mindset research and practice. This article summarizes some common confusions and offers some reflections.\u003c/p>\n\u003cp>\u003cstrong>Confusion #1: What a growth mindset is\u003c/strong>\u003c/p>\n\u003cp>When we ask people to tell us what the growth mindset is, we often get lots of different answers, such as working hard, having high expectations, being resilient, or more general ideas like being open or flexible. But a growth mindset is none of those things. It is the belief that qualities can change and that we can develop our intelligence and abilities. The opposite of having a growth mindset is having a fixed mindset, which is the belief that intelligence and abilities cannot be developed. The reason that this definition of growth mindset is important is that research has shown that this specific belief leads people to take on challenges, work harder and more effectively, and persevere in the face of struggle, all of which makes people more successful learners. It is hard to directly change these behaviors without also working to change the underlying understanding of the nature of abilities.\u003c/p>\n\u003cp>\u003cstrong>Confusion #2: To foster a growth mindset, simply praise children for working hard\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A \u003ca href=\"https://psychology.stanford.edu/sites/all/files/Intelligence%20Praise%20Can%20Undermine%20Motivation%20and%20Performance_0.pdf\">body of research\u003c/a> has shown that telling children that they’re smart and implying that their success depends on it fosters fixed mindsets. When these children later experience struggle, they tend to conclude that their ability is not high after all, and as a result they lose confidence, so our praise has the opposite effect of what we intended. On the other hand, praising hard work or strategies used, things that children control, has been shown to support a growth mindset.\u003c/p>\n\u003cp>This research was designed to learn more about \u003cem>one\u003c/em> of the ways to support a growth mindset, not to identify all there is to fostering a growth mindset. When people newer to the growth mindset framework initially learn about this research, they sometimes conclude that we should simply praise children for working hard. But this is a nascent level of understanding. First, exhorting students to work hard would be an attempt to directly change behaviors without changing the underlying belief about the nature of abilities. \u003c/p>\n\u003cp>Second, students often haven’t learned that working hard involves thinking hard, which involves reflecting on and changing our strategies so we become more and more effective learners over time, and we need to guide them to come to understand this. For example, a novice teacher who sees a student trying very hard but not making any progress may think “well, at least she’s working hard, so I’ll praise her effort,” but if the student continues to do what she’s doing, or even more of it, it’s unlikely to lead to success. Instead, the teacher can coach the student to try different approaches to working, studying, and learning, so that she is thinking more deeply (i.e. mentally working harder) to become a better learner, and of course the teacher should do the same: reflect on how to adjust instruction. “It’s not just about effort. You also need to learn skills that let you use your brain in a smarter way. . . to get better at something.” (\u003ca href=\"http://eric.ed.gov/?id=EJ983023\">Yeager & Dweck, 2012\u003c/a>.) \u003c/p>\n\u003cp>Third, cultivating growth mindsets involves a gradual process of releasing responsibility to students for them to become more self-sufficient learners, and praise is a communications technique that tends to be more helpful earlier in that process of building agency. Later on, adults can ask students questions that prompt them to reflect, so that they’re progressing down the path toward independence. \u003c/p>\n\u003cp>Fourth, praise and coaching are not the only, or most powerful, ways to foster growth mindsets. For example, another method is modeling lifelong learning and making it visible, which gets us to the next confusion.\u003c/p>\n\u003cp>\u003cstrong>Confusion #3: Growth mindset is about changing young people, not adults\u003c/strong>\u003c/p>\n\u003cp>Some recent criticisms paint growth mindset work as solely focused on the students and not the adults. This is a misunderstanding of what growth mindset efforts are about. In our work with educators, we encourage the adults to start with themselves. If we don’t work to shift our own mindset about ourselves and our students, then we won’t work to change many other important things in the system necessary to improve education. Furthermore, our efforts to foster growth mindsets in students are likely to fail because we will say and do things that reflect our fixed mindset beliefs, which students will notice. We must deeply explore mindsets within ourselves and then gradually work to develop our own growth mindsets and our habits as learners. This means authentically working to become better at what we do throughout our lives, including how we teach and how we create contexts that help students thrive, and making our learning process visible to one another and to students.\u003c/p>\n\u003cp>We encourage the schools we serve to train teachers early in their growth mindset efforts, involving reflections and discussions on adult beliefs and continuous improvement practices. We provide \u003ca href=\"http://www.mindsetworks.com/professional-development-and-tools/\">professional learning resources\u003c/a> to help them do so. Dr. Dweck and other mindset researchers speak about the importance of fostering a growth mindset in adults and have researched the mindsets of educators, managers, leaders, and other grownups. Growth mindset research is about learning how we humans can all become more motivated and effective learners, not about how we can change students but not ourselves.\u003c/p>\n\u003cp>\u003cstrong>Confusion #4: All that matters is what’s in the mind\u003c/strong>\u003c/p>\n\u003cp>Another confusion about mindset is that the only determinant of success is our mindset. But that’s not the case. Context, culture, environment, and systems matter. For one thing, people's mindsets (as well as other beliefs and behaviors) are strongly shaped by the people around them. Beyond that, people's destiny is not only a function of what's within them, but also of what's around them. A lot of the early mindset research studies focused on individual's minds because they were seeking to understand how humans work. But mindset researchers recognize, research, and speak about the importance of shifting culture, context, and systems, and both researchers and practitioners actively work on that aspect of change efforts.\u003c/p>\n\u003cp>\u003cstrong>Confusion #5: Improvement is all about changing beliefs and not doing anything else\u003c/strong>\u003c/p>\n\u003cp>Related to that, another confusion we see, also reflected in recent commentaries, is that growth mindset work is solely about fostering the belief that we can improve, but not about changing the educational system or actually doing anything about that belief. Carol Dweck has talked extensively about changing learning tasks, testing practices, and grading systems. Too many tasks and teaching approaches are superficial, irrelevant, unengaging, and not learner-centered. We do need to change these tasks, the curriculum, and the pedagogy. We need to change the idea that school is about testing rather than about learning. We also need to better tackle broader issues such as childhood trauma and lack of exposure to early reading. People who dive deeper into growth mindsets learn about how important these issues are and how we might begin to address them, and a growth mindset helps them take on the challenges. As David Yeager and Gregory Walton point out:\u003c/p>\n\u003cp>\u003cem>[Mindset] interventions complement—and do not replace—traditional educational reforms. They do not teach students academic content or skills, restructure schools, or improve teacher training. Instead, they allow students to take better advantage of learning opportunities that are present in schools and tap into existing recursive processes to generate long-lasting effects . . . Indeed, [Mindset] interventions may make the effects of high-quality educational reforms such as improved instruction or curricula more apparent (\u003c/em>\u003ca href=\"http://rer.sagepub.com/content/81/2/267\">\u003cem>Yeager & Walton, 2011\u003c/em>\u003c/a>\u003cem>).\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Deepening our understanding over time\u003c/strong>\u003c/p>\n\u003cp>As with anything else, the deeper we go into mindsets, the deeper our understanding becomes. Over time, more nuanced questions arise, such as about the relationship between mindset and performance, results, failure, potential, assessments, mistakes, and many other things. For example, early on a teacher who is learning about mindset may start oversimplifying mistakes as always being ‘good’, but this can confuse learners, as mistakes are not always something we should seek to do. With time we start distinguishing \u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>stretch mistakes, sloppy mistakes, aha-moment mistakes, and high-stakes mistakes\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/mistakes_whiteboard_noicons_lowres.jpg\" alt=\"mistakes_whiteboard \" width=\"793\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/mistakes_whiteboard_noicons_lowres.jpg 793w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/mistakes_whiteboard_noicons_lowres-400x309.jpg 400w\" sizes=\"(max-width: 793px) 100vw, 793px\">\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset Enables Change \u003c/strong>\u003c/p>\n\u003cp>Research has shown that developing a growth mindset is beneficial in a variety of contexts, from education to the workplace to interpersonal relationships to sports to health. It leads people to take on challenges they can learn from, to find more effective ways to improve, to persevere in the face of setbacks, and to make greater progress, all of which we need to further cultivate in education. Furthermore, there is evidence that its benefits are most pronounced for people who face negative stereotypes, such as underserved minorities and females in \u003ca href=\"https://en.wikipedia.org/wiki/STEM_fields\">STEM\u003c/a>, and as a result growth mindset efforts can narrow the achievement gap.\u003c/p>\n\u003cp>\u003cstrong>Let’s Learn Together\u003c/strong>\u003c/p>\n\u003cp>Growth mindset is a seemingly simple concept, but there is a lot of nuance to the framework and its applications. I hope that this article helps clarify common misconceptions. We invite people to continue diving deeper into this body of work and engage in explorations together. We welcome further feedback because it takes a village, or more precisely, all of us, to foster better learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Eduardo Briceño is the Co-Founder & CEO of \u003c/em>\u003ca href=\"http://www.mindsetworks.com/\">\u003cem>Mindset Works\u003c/em>\u003c/a>\u003cem>, which he created with Carol Dweck, Lisa Blackwell and others to help people develop as motivated and effective learners, including \u003c/em>\u003ca href=\"http://www.mindsetworks.com/professional-development-and-tools/\">\u003cem>educators\u003c/em>\u003c/a>\u003cem>. Carol Dweck is still on the board of directors, but has no financial interest in or income from Mindset Works. The ideas expressed in this article are entirely Eduardo Briceño’s.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By Eduardo Briceño\u003c/p>\n\u003cp>A growth mindset is the understanding that personal qualities and abilities can change. It leads people to take on challenges, persevere in the face of setbacks, and become more effective learners. As \u003ca href=\"http://www.google.com/trends/explore#q=%22growth%20mindset%22\">more and more people learn about the growth mindset\u003c/a>, which was first discovered by Stanford Professor Carol Dweck, we sometimes observe some confusions about it. Recently some critiques have emerged. Of course we invite critical analysis and feedback, as it helps all of us learn and improve, but some of the recent commentary seems to point to misunderstandings of growth mindset research and practice. This article summarizes some common confusions and offers some reflections.\u003c/p>\n\u003cp>\u003cstrong>Confusion #1: What a growth mindset is\u003c/strong>\u003c/p>\n\u003cp>When we ask people to tell us what the growth mindset is, we often get lots of different answers, such as working hard, having high expectations, being resilient, or more general ideas like being open or flexible. But a growth mindset is none of those things. It is the belief that qualities can change and that we can develop our intelligence and abilities. The opposite of having a growth mindset is having a fixed mindset, which is the belief that intelligence and abilities cannot be developed. The reason that this definition of growth mindset is important is that research has shown that this specific belief leads people to take on challenges, work harder and more effectively, and persevere in the face of struggle, all of which makes people more successful learners. It is hard to directly change these behaviors without also working to change the underlying understanding of the nature of abilities.\u003c/p>\n\u003cp>\u003cstrong>Confusion #2: To foster a growth mindset, simply praise children for working hard\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A \u003ca href=\"https://psychology.stanford.edu/sites/all/files/Intelligence%20Praise%20Can%20Undermine%20Motivation%20and%20Performance_0.pdf\">body of research\u003c/a> has shown that telling children that they’re smart and implying that their success depends on it fosters fixed mindsets. When these children later experience struggle, they tend to conclude that their ability is not high after all, and as a result they lose confidence, so our praise has the opposite effect of what we intended. On the other hand, praising hard work or strategies used, things that children control, has been shown to support a growth mindset.\u003c/p>\n\u003cp>This research was designed to learn more about \u003cem>one\u003c/em> of the ways to support a growth mindset, not to identify all there is to fostering a growth mindset. When people newer to the growth mindset framework initially learn about this research, they sometimes conclude that we should simply praise children for working hard. But this is a nascent level of understanding. First, exhorting students to work hard would be an attempt to directly change behaviors without changing the underlying belief about the nature of abilities. \u003c/p>\n\u003cp>Second, students often haven’t learned that working hard involves thinking hard, which involves reflecting on and changing our strategies so we become more and more effective learners over time, and we need to guide them to come to understand this. For example, a novice teacher who sees a student trying very hard but not making any progress may think “well, at least she’s working hard, so I’ll praise her effort,” but if the student continues to do what she’s doing, or even more of it, it’s unlikely to lead to success. Instead, the teacher can coach the student to try different approaches to working, studying, and learning, so that she is thinking more deeply (i.e. mentally working harder) to become a better learner, and of course the teacher should do the same: reflect on how to adjust instruction. “It’s not just about effort. You also need to learn skills that let you use your brain in a smarter way. . . to get better at something.” (\u003ca href=\"http://eric.ed.gov/?id=EJ983023\">Yeager & Dweck, 2012\u003c/a>.) \u003c/p>\n\u003cp>Third, cultivating growth mindsets involves a gradual process of releasing responsibility to students for them to become more self-sufficient learners, and praise is a communications technique that tends to be more helpful earlier in that process of building agency. Later on, adults can ask students questions that prompt them to reflect, so that they’re progressing down the path toward independence. \u003c/p>\n\u003cp>Fourth, praise and coaching are not the only, or most powerful, ways to foster growth mindsets. For example, another method is modeling lifelong learning and making it visible, which gets us to the next confusion.\u003c/p>\n\u003cp>\u003cstrong>Confusion #3: Growth mindset is about changing young people, not adults\u003c/strong>\u003c/p>\n\u003cp>Some recent criticisms paint growth mindset work as solely focused on the students and not the adults. This is a misunderstanding of what growth mindset efforts are about. In our work with educators, we encourage the adults to start with themselves. If we don’t work to shift our own mindset about ourselves and our students, then we won’t work to change many other important things in the system necessary to improve education. Furthermore, our efforts to foster growth mindsets in students are likely to fail because we will say and do things that reflect our fixed mindset beliefs, which students will notice. We must deeply explore mindsets within ourselves and then gradually work to develop our own growth mindsets and our habits as learners. This means authentically working to become better at what we do throughout our lives, including how we teach and how we create contexts that help students thrive, and making our learning process visible to one another and to students.\u003c/p>\n\u003cp>We encourage the schools we serve to train teachers early in their growth mindset efforts, involving reflections and discussions on adult beliefs and continuous improvement practices. We provide \u003ca href=\"http://www.mindsetworks.com/professional-development-and-tools/\">professional learning resources\u003c/a> to help them do so. Dr. Dweck and other mindset researchers speak about the importance of fostering a growth mindset in adults and have researched the mindsets of educators, managers, leaders, and other grownups. Growth mindset research is about learning how we humans can all become more motivated and effective learners, not about how we can change students but not ourselves.\u003c/p>\n\u003cp>\u003cstrong>Confusion #4: All that matters is what’s in the mind\u003c/strong>\u003c/p>\n\u003cp>Another confusion about mindset is that the only determinant of success is our mindset. But that’s not the case. Context, culture, environment, and systems matter. For one thing, people's mindsets (as well as other beliefs and behaviors) are strongly shaped by the people around them. Beyond that, people's destiny is not only a function of what's within them, but also of what's around them. A lot of the early mindset research studies focused on individual's minds because they were seeking to understand how humans work. But mindset researchers recognize, research, and speak about the importance of shifting culture, context, and systems, and both researchers and practitioners actively work on that aspect of change efforts.\u003c/p>\n\u003cp>\u003cstrong>Confusion #5: Improvement is all about changing beliefs and not doing anything else\u003c/strong>\u003c/p>\n\u003cp>Related to that, another confusion we see, also reflected in recent commentaries, is that growth mindset work is solely about fostering the belief that we can improve, but not about changing the educational system or actually doing anything about that belief. Carol Dweck has talked extensively about changing learning tasks, testing practices, and grading systems. Too many tasks and teaching approaches are superficial, irrelevant, unengaging, and not learner-centered. We do need to change these tasks, the curriculum, and the pedagogy. We need to change the idea that school is about testing rather than about learning. We also need to better tackle broader issues such as childhood trauma and lack of exposure to early reading. People who dive deeper into growth mindsets learn about how important these issues are and how we might begin to address them, and a growth mindset helps them take on the challenges. As David Yeager and Gregory Walton point out:\u003c/p>\n\u003cp>\u003cem>[Mindset] interventions complement—and do not replace—traditional educational reforms. They do not teach students academic content or skills, restructure schools, or improve teacher training. Instead, they allow students to take better advantage of learning opportunities that are present in schools and tap into existing recursive processes to generate long-lasting effects . . . Indeed, [Mindset] interventions may make the effects of high-quality educational reforms such as improved instruction or curricula more apparent (\u003c/em>\u003ca href=\"http://rer.sagepub.com/content/81/2/267\">\u003cem>Yeager & Walton, 2011\u003c/em>\u003c/a>\u003cem>).\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Deepening our understanding over time\u003c/strong>\u003c/p>\n\u003cp>As with anything else, the deeper we go into mindsets, the deeper our understanding becomes. Over time, more nuanced questions arise, such as about the relationship between mindset and performance, results, failure, potential, assessments, mistakes, and many other things. For example, early on a teacher who is learning about mindset may start oversimplifying mistakes as always being ‘good’, but this can confuse learners, as mistakes are not always something we should seek to do. With time we start distinguishing \u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>stretch mistakes, sloppy mistakes, aha-moment mistakes, and high-stakes mistakes\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42774\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/mistakes_whiteboard_noicons_lowres.jpg\" alt=\"mistakes_whiteboard \" width=\"793\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/mistakes_whiteboard_noicons_lowres.jpg 793w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/mistakes_whiteboard_noicons_lowres-400x309.jpg 400w\" sizes=\"(max-width: 793px) 100vw, 793px\">\u003c/p>\n\u003cp>\u003cstrong>Growth Mindset Enables Change \u003c/strong>\u003c/p>\n\u003cp>Research has shown that developing a growth mindset is beneficial in a variety of contexts, from education to the workplace to interpersonal relationships to sports to health. It leads people to take on challenges they can learn from, to find more effective ways to improve, to persevere in the face of setbacks, and to make greater progress, all of which we need to further cultivate in education. Furthermore, there is evidence that its benefits are most pronounced for people who face negative stereotypes, such as underserved minorities and females in \u003ca href=\"https://en.wikipedia.org/wiki/STEM_fields\">STEM\u003c/a>, and as a result growth mindset efforts can narrow the achievement gap.\u003c/p>\n\u003cp>\u003cstrong>Let’s Learn Together\u003c/strong>\u003c/p>\n\u003cp>Growth mindset is a seemingly simple concept, but there is a lot of nuance to the framework and its applications. I hope that this article helps clarify common misconceptions. We invite people to continue diving deeper into this body of work and engage in explorations together. We welcome further feedback because it takes a village, or more precisely, all of us, to foster better learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Eduardo Briceño is the Co-Founder & CEO of \u003c/em>\u003ca href=\"http://www.mindsetworks.com/\">\u003cem>Mindset Works\u003c/em>\u003c/a>\u003cem>, which he created with Carol Dweck, Lisa Blackwell and others to help people develop as motivated and effective learners, including \u003c/em>\u003ca href=\"http://www.mindsetworks.com/professional-development-and-tools/\">\u003cem>educators\u003c/em>\u003c/a>\u003cem>. Carol Dweck is still on the board of directors, but has no financial interest in or income from Mindset Works. The ideas expressed in this article are entirely Eduardo Briceño’s.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's hard to be connected to the education field today and not have heard about Carol Dweck's research on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>. The Stanford psychologist has spent her career researching how \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">adult messages impact the way kids think about their abilities\u003c/a>. Working to teach a growth mindset has now become popular in schools, with teachers across the country working to praise students' process, not their product and to celebrate productive failure. Still, as with any education theory that catches on like wildfire, there are those who believe changing student mindsets isn't the panacea it has been made out to be.\u003c/p>\n\u003cp>\u003ca href=\"http://www.alfiekohn.org/\" target=\"_blank\">Alfie Kohn\u003c/a>, a well-known critic of the education system, writes in a \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\" target=\"_blank\">Salon article\u003c/a> that the focus on mindsets is masking deeper structural problems in schools that must be attended to first. Kohn writes:\u003c/p>\n\u003cblockquote>\u003cp>\"The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?\"\u003c/p>\u003c/blockquote>\n\u003cp>Kohn also worries that focusing on how teachers praise students ignores that fact that any kind of verbal praise is a form of manipulation. He'd rather see schools work to provide compelling learning experiences that engage students and promote an intrinsic desire to learn. And he worries that focusing so much on performance will undermine intellectual engagement completely. Later in his article he writes:\u003c/p>\n\u003cblockquote>\u003cp>\"I'm not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up. But the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.\"\u003c/p>\u003c/blockquote>\n\u003cp>Read the rest of the post at \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\">Salon.com\u003c/a>.\u003cbr>\nhttp://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's hard to be connected to the education field today and not have heard about Carol Dweck's research on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>. The Stanford psychologist has spent her career researching how \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">adult messages impact the way kids think about their abilities\u003c/a>. Working to teach a growth mindset has now become popular in schools, with teachers across the country working to praise students' process, not their product and to celebrate productive failure. Still, as with any education theory that catches on like wildfire, there are those who believe changing student mindsets isn't the panacea it has been made out to be.\u003c/p>\n\u003cp>\u003ca href=\"http://www.alfiekohn.org/\" target=\"_blank\">Alfie Kohn\u003c/a>, a well-known critic of the education system, writes in a \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\" target=\"_blank\">Salon article\u003c/a> that the focus on mindsets is masking deeper structural problems in schools that must be attended to first. Kohn writes:\u003c/p>\n\u003cblockquote>\u003cp>\"The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?\"\u003c/p>\u003c/blockquote>\n\u003cp>Kohn also worries that focusing on how teachers praise students ignores that fact that any kind of verbal praise is a form of manipulation. He'd rather see schools work to provide compelling learning experiences that engage students and promote an intrinsic desire to learn. And he worries that focusing so much on performance will undermine intellectual engagement completely. Later in his article he writes:\u003c/p>\n\u003cblockquote>\u003cp>\"I'm not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up. But the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.\"\u003c/p>\u003c/blockquote>\n\u003cp>Read the rest of the post at \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\">Salon.com\u003c/a>.\u003cbr>\nhttp://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "New Research: Students Benefit from Learning That Intelligence Is Not Fixed",
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"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_36768\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36768\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408.jpg\" alt=\"Arten Popov\" width=\"640\" height=\"369\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408-320x185.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Arten Popov\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>” can help many kids understand their true potential.\u003c/p>\n\u003cp>The new research involves larger, more rigorous field trials that provide some of the first evidence that the social psychology strategy can be effective when implemented in schools on a wide scale. Even a one-time, 30-minute online intervention can spur academic gains for many students, particularly those with poor grades. The premise is that these positive effects can stick over years, leading for example to higher graduation rates; but long-term data is still needed to confirm that.\u003c/p>\n\u003cp>Earlier, well-designed tests of simple and relatively inexpensive growth-mindset interventions had surprisingly shown improvements in students’ grades over weeks or months. For instance, promising results from one famous experiment – an eight-session workshop in 91 seventh graders in a New York City school – led psychology researchers \u003ca href=\"https://chronicle.com/article/Carol-Dwecks-Attitude/65405\">Carol Dweck\u003c/a> and Lisa Blackwell to start up Mindset Works, a company that offers a computer-based program called Brainology.\u003c/p>\n\u003cp>However, all the original intervention studies were small and left some educators and policymakers unconvinced. “Some folks, I think, are skeptical just because the effects are big and because they come from something that’s so small,” said Stanford behavioral scientist David Paunesku. “And I think it’s fair that extraordinary claims require extraordinary evidence.” There were doubts, too, whether the classroom-based growth-mindset techniques would work if broadly put into practice without intensive training or supervision from the experts who developed them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“There’s so much more good that could come if we could effectively communicate to teachers and train teachers how to do this in day-to-day classroom practices.”\u003c/aside>\n\u003cp>To address those issues, Dweck, Paunesku and associates started the Stanford \u003ca href=\"https://p3.perts.net/about\">Project for Education Research That Scales\u003c/a> (PERTS) with the goal of conducting large-scale randomized, controlled trials of distilled mindset interventions that were briefer and could be easily delivered by internet. The program, which is directed by Paunesku, collaborates with schools in testing various experimental psychology strategies for \u003ca href=\"http://web.stanford.edu/~gwalton/home/Welcome_files/Yeager%20Walton%20Cohen%202013.pdf\">shifting the ways students think\u003c/a> about their education, so as to motivate them to work hard.\u003c/p>\n\u003ch3>A Light Touch Leads to Meaningful Change\u003c/h3>\n\u003cp>In one intervention trial that was part of his Ph.D. dissertation, Paunesku worked with colleagues to enlist 1,594 students at 13 U.S. high schools, including 519 under-performing teens with the lowest GPAs. In spring semester 2012, the kids all logged online for a 30-minute, no-frills slideshow presentation (which they were only told was part of a general study of how and why students learn).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Half the group watched a lesson explaining the basic anatomy of the brain, but the other half received a growth-mindset “treatment”: They read an article that described scientific research findings about the brain’s malleability and explained that, just as people can get stronger by working out their muscles, anyone who works out their brain through learning can get smarter. The presentation also noted it could be helpful to try different studying strategies. Then, the teens were asked to summarize what they’d learned by composing a note of advice to a hypothetical struggling student.\u003c/p>\n\u003cp>For example, as one student wrote, “The more you practice or study the more you learn. Your brain has neurons inside that grow whenever you learn something new. Even though you may struggle in a certain subject the neurons in your brain are making new connections and your brain is getting stronger and smarter. … Struggling in school is absolutely normal and we may feel and call ourselves ‘dumb’ during these times. If you practice using better ways to study and learn you will get smarter and might struggle less.”\u003c/p>\n\u003cp>By the end of spring term, encouraging changes were afoot, particularly in the students struggling with low GPAs: the proportion who earned satisfactory grades rose to 49 percent from 43 percent the previous semester, a relative gain of 14 percent. Students in the control condition, however, showed a slight downward slide. A 14 percent improvement might not sound like much, but it represents that many more kids who lifted themselves above poor or failing grades, Paunesku said. “Hopefully, that will put these kids on a different trajectory where they would be more likely to actually graduate high school,” he said. Students who don’t perform well early in the school year usually end up doing worse and worse and are at risk for dropping out.\u003c/p>\n\u003cp>Fostering \u003ca href=\"http://www.hewlett.org/library/grantee-publication/academic-mindsets-critical-component-deeper-learning\">other kinds of academic mindsets\u003c/a> may help as well. The same study also tested a “sense-of-purpose” psychology intervention (in a separate 30-minute online session) designed to get the teens to link their schoolwork to a meaningful broader purpose – such as preparing for future goals that “make a positive impact on the world.” That motivational strategy was roughly as effective as the growth-mindset training, Paunesku said. (Combining the two didn’t add up to a bigger benefit.)\u003c/p>\n\u003cp>“The hypothesis would then be that later on, when the students take the AP classes or when they just encounter a more challenging concept or when they go off to college, that having these more adaptive academic mindsets will serve them well,” he said. To determine whether that’s true, the PERTS researchers would have to track the high schoolers’ performance over longer time-frames; for instance, they’ll be doing two-year follow-ups in some other growth-mindset studies targeting community college students. But such longitudinal work is difficult and costly.\u003c/p>\n\u003cp>Other not-yet-published, large-scale trials from PERTS and affiliated researchers such as University of Texas (UT) psychologist David Yeager are likewise finding modest boosts in achievement from growth-mindset messages tailored to other learners – ranging from \u003ca href=\"https://p3.perts.net/about#results\">students doing Khan Academy math problems online\u003c/a> (who were exposed to single sentences such as, “If you make a mistake, it’s an opportunity to get smarter!”) to \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">incoming UT Austin freshmen\u003c/a> who log into a 30-minute online intervention.\u003c/p>\n\u003ch3>Bringing Growth Mindsets into Schools\u003c/h3>\n\u003cp>Designing online interventions that are quick is critical for wide-scale testing and uptake, Paunesku said, because schools might be hesitant to relinquish class time for them. The PERTS growth-mindset session is much shorter than Mindset Works’ Brainology curriculum for middle students, which entails weekly lessons over five to 16 weeks and costs $20 per student for a group of 20 or more. Paunesku and his colleagues are now updating their no-frills interventions with a higher production quality and more engaging content. If further research confirms effectiveness and enough funding support is available, they’d like to make the materials freely accessible to schools, he said.\u003c/p>\n\u003cp>But Paunesku cautions that “academic mindset interventions are not magic bullets.” There may be many reasons why half of the low-performing kids who received the growth-mindset lesson still failed to earn satisfactory grades. Some may not have found the online presentation persuasive enough, he said, if they grew up repeatedly hearing “fixed”-mindset attitudes – such as, “some people are just bad at math” – from parents and peers. And even if students adopt a more adaptive mindset, other obstacles may still loom: A child might have trouble focusing in class because he’s hungry or anxious about being bullied, or he may not get enough support from his parents with homework.\u003c/p>\n\u003cp>[contextly_sidebar id=\"f991a001e9ccb1723614205bb370e700\"]\u003c/p>\n\u003cp>Paunesku’s high school study is valuable in showing how small changes can have a surprising impact, similar to effects seen in other \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/9686450\">previous studies of brief growth-mindset messages\u003c/a>, said Blackwell, vice president at Mindset Works (which also collaborates with PERTS). However, not only is it not yet known how well the positive impacts of growth-mindset interventions are sustained in the longer term as students encounter more significant challenges and failures in the real world, she notes, but none of the methods work for everybody or do anything to change the classroom contexts in which kids learn.\u003c/p>\n\u003cp>That is why, Blackwell said, rather than approaching mindsets “solely as an isolated belief within an individual’s psychology,” Mindset Works has broadened its focus to “changing school and classroom cultures and providing individuals with the tools and strategies to sustain a growth mindset over time.” The company rolled out an \u003ca href=\"http://www.mindsetworks.com/professional-development-and-tools/\">educator toolkit\u003c/a> in 2012 to guide teachers and administrators in cultivating a growth mindset throughout a school.\u003c/p>\n\u003cp>Paunesku agrees that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">changing school culture\u003c/a> is likely to be fruitful. To complement its half-hour online student interventions, PERTS plans to release an open set of growth-mindset professional development materials, starting with math teachers next year. “There’s so much more good that could come if we could effectively communicate to teachers and train teachers how to do this in day-to-day classroom practices,” he says.\u003c/p>\n\u003ch3>Experimenting in the Trenches\u003c/h3>\n\u003cp>For many teachers, the growth-mindset philosophy is appealing because it makes intuitive sense. At Cobleskill-Richmondville High School in rural upstate New York, assistant principal Casey Bardin has informally experimented with various academic mindset strategies inspired by work at Stanford, including tactics to \u003ca href=\"http://edition.cnn.com/2012/06/01/health/enayati-importance-of-belonging/index.html\">bolster a sense of social belonging\u003c/a> in disadvantaged students.\u003c/p>\n\u003cp>Last fall, he held one-on-one “goals meetings” with 70 pupils who were flunking three or more classes. Most lacked a support system at school, with no one to relate to there, he said. Bardin offered encouragement by explaining that intelligence grows with hard effort, and then suggested trying different studying tactics. One kid – an African-American in a predominantly white school – was failing math and four other subjects. After Bardin connected him with a senior who could help him with math, the two teens worked together in study hall every day. By spring, the African-American student was passing all his classes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Similarly, 29 other under-performing students improved their grades after four weeks, with more than half of them no longer failing any courses. By May, 40 of the 70 had pulled up their academic standing. “I was very excited,” Bardin said of the experiment. He now hopes to get buy-in from teachers and other administrators at the high school to expand that work and, down the road, possibly adopt Mindset Works programming, tough budget constraints permitting. Cobleskill-Richmondville High plans to participate in a PERTS research trial next academic year.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36768\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36768\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408.jpg\" alt=\"Arten Popov\" width=\"640\" height=\"369\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408-320x185.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Arten Popov\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>” can help many kids understand their true potential.\u003c/p>\n\u003cp>The new research involves larger, more rigorous field trials that provide some of the first evidence that the social psychology strategy can be effective when implemented in schools on a wide scale. Even a one-time, 30-minute online intervention can spur academic gains for many students, particularly those with poor grades. The premise is that these positive effects can stick over years, leading for example to higher graduation rates; but long-term data is still needed to confirm that.\u003c/p>\n\u003cp>Earlier, well-designed tests of simple and relatively inexpensive growth-mindset interventions had surprisingly shown improvements in students’ grades over weeks or months. For instance, promising results from one famous experiment – an eight-session workshop in 91 seventh graders in a New York City school – led psychology researchers \u003ca href=\"https://chronicle.com/article/Carol-Dwecks-Attitude/65405\">Carol Dweck\u003c/a> and Lisa Blackwell to start up Mindset Works, a company that offers a computer-based program called Brainology.\u003c/p>\n\u003cp>However, all the original intervention studies were small and left some educators and policymakers unconvinced. “Some folks, I think, are skeptical just because the effects are big and because they come from something that’s so small,” said Stanford behavioral scientist David Paunesku. “And I think it’s fair that extraordinary claims require extraordinary evidence.” There were doubts, too, whether the classroom-based growth-mindset techniques would work if broadly put into practice without intensive training or supervision from the experts who developed them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“There’s so much more good that could come if we could effectively communicate to teachers and train teachers how to do this in day-to-day classroom practices.”\u003c/aside>\n\u003cp>To address those issues, Dweck, Paunesku and associates started the Stanford \u003ca href=\"https://p3.perts.net/about\">Project for Education Research That Scales\u003c/a> (PERTS) with the goal of conducting large-scale randomized, controlled trials of distilled mindset interventions that were briefer and could be easily delivered by internet. The program, which is directed by Paunesku, collaborates with schools in testing various experimental psychology strategies for \u003ca href=\"http://web.stanford.edu/~gwalton/home/Welcome_files/Yeager%20Walton%20Cohen%202013.pdf\">shifting the ways students think\u003c/a> about their education, so as to motivate them to work hard.\u003c/p>\n\u003ch3>A Light Touch Leads to Meaningful Change\u003c/h3>\n\u003cp>In one intervention trial that was part of his Ph.D. dissertation, Paunesku worked with colleagues to enlist 1,594 students at 13 U.S. high schools, including 519 under-performing teens with the lowest GPAs. In spring semester 2012, the kids all logged online for a 30-minute, no-frills slideshow presentation (which they were only told was part of a general study of how and why students learn).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Half the group watched a lesson explaining the basic anatomy of the brain, but the other half received a growth-mindset “treatment”: They read an article that described scientific research findings about the brain’s malleability and explained that, just as people can get stronger by working out their muscles, anyone who works out their brain through learning can get smarter. The presentation also noted it could be helpful to try different studying strategies. Then, the teens were asked to summarize what they’d learned by composing a note of advice to a hypothetical struggling student.\u003c/p>\n\u003cp>For example, as one student wrote, “The more you practice or study the more you learn. Your brain has neurons inside that grow whenever you learn something new. Even though you may struggle in a certain subject the neurons in your brain are making new connections and your brain is getting stronger and smarter. … Struggling in school is absolutely normal and we may feel and call ourselves ‘dumb’ during these times. If you practice using better ways to study and learn you will get smarter and might struggle less.”\u003c/p>\n\u003cp>By the end of spring term, encouraging changes were afoot, particularly in the students struggling with low GPAs: the proportion who earned satisfactory grades rose to 49 percent from 43 percent the previous semester, a relative gain of 14 percent. Students in the control condition, however, showed a slight downward slide. A 14 percent improvement might not sound like much, but it represents that many more kids who lifted themselves above poor or failing grades, Paunesku said. “Hopefully, that will put these kids on a different trajectory where they would be more likely to actually graduate high school,” he said. Students who don’t perform well early in the school year usually end up doing worse and worse and are at risk for dropping out.\u003c/p>\n\u003cp>Fostering \u003ca href=\"http://www.hewlett.org/library/grantee-publication/academic-mindsets-critical-component-deeper-learning\">other kinds of academic mindsets\u003c/a> may help as well. The same study also tested a “sense-of-purpose” psychology intervention (in a separate 30-minute online session) designed to get the teens to link their schoolwork to a meaningful broader purpose – such as preparing for future goals that “make a positive impact on the world.” That motivational strategy was roughly as effective as the growth-mindset training, Paunesku said. (Combining the two didn’t add up to a bigger benefit.)\u003c/p>\n\u003cp>“The hypothesis would then be that later on, when the students take the AP classes or when they just encounter a more challenging concept or when they go off to college, that having these more adaptive academic mindsets will serve them well,” he said. To determine whether that’s true, the PERTS researchers would have to track the high schoolers’ performance over longer time-frames; for instance, they’ll be doing two-year follow-ups in some other growth-mindset studies targeting community college students. But such longitudinal work is difficult and costly.\u003c/p>\n\u003cp>Other not-yet-published, large-scale trials from PERTS and affiliated researchers such as University of Texas (UT) psychologist David Yeager are likewise finding modest boosts in achievement from growth-mindset messages tailored to other learners – ranging from \u003ca href=\"https://p3.perts.net/about#results\">students doing Khan Academy math problems online\u003c/a> (who were exposed to single sentences such as, “If you make a mistake, it’s an opportunity to get smarter!”) to \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">incoming UT Austin freshmen\u003c/a> who log into a 30-minute online intervention.\u003c/p>\n\u003ch3>Bringing Growth Mindsets into Schools\u003c/h3>\n\u003cp>Designing online interventions that are quick is critical for wide-scale testing and uptake, Paunesku said, because schools might be hesitant to relinquish class time for them. The PERTS growth-mindset session is much shorter than Mindset Works’ Brainology curriculum for middle students, which entails weekly lessons over five to 16 weeks and costs $20 per student for a group of 20 or more. Paunesku and his colleagues are now updating their no-frills interventions with a higher production quality and more engaging content. If further research confirms effectiveness and enough funding support is available, they’d like to make the materials freely accessible to schools, he said.\u003c/p>\n\u003cp>But Paunesku cautions that “academic mindset interventions are not magic bullets.” There may be many reasons why half of the low-performing kids who received the growth-mindset lesson still failed to earn satisfactory grades. Some may not have found the online presentation persuasive enough, he said, if they grew up repeatedly hearing “fixed”-mindset attitudes – such as, “some people are just bad at math” – from parents and peers. And even if students adopt a more adaptive mindset, other obstacles may still loom: A child might have trouble focusing in class because he’s hungry or anxious about being bullied, or he may not get enough support from his parents with homework.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Paunesku’s high school study is valuable in showing how small changes can have a surprising impact, similar to effects seen in other \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/9686450\">previous studies of brief growth-mindset messages\u003c/a>, said Blackwell, vice president at Mindset Works (which also collaborates with PERTS). However, not only is it not yet known how well the positive impacts of growth-mindset interventions are sustained in the longer term as students encounter more significant challenges and failures in the real world, she notes, but none of the methods work for everybody or do anything to change the classroom contexts in which kids learn.\u003c/p>\n\u003cp>That is why, Blackwell said, rather than approaching mindsets “solely as an isolated belief within an individual’s psychology,” Mindset Works has broadened its focus to “changing school and classroom cultures and providing individuals with the tools and strategies to sustain a growth mindset over time.” The company rolled out an \u003ca href=\"http://www.mindsetworks.com/professional-development-and-tools/\">educator toolkit\u003c/a> in 2012 to guide teachers and administrators in cultivating a growth mindset throughout a school.\u003c/p>\n\u003cp>Paunesku agrees that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">changing school culture\u003c/a> is likely to be fruitful. To complement its half-hour online student interventions, PERTS plans to release an open set of growth-mindset professional development materials, starting with math teachers next year. “There’s so much more good that could come if we could effectively communicate to teachers and train teachers how to do this in day-to-day classroom practices,” he says.\u003c/p>\n\u003ch3>Experimenting in the Trenches\u003c/h3>\n\u003cp>For many teachers, the growth-mindset philosophy is appealing because it makes intuitive sense. At Cobleskill-Richmondville High School in rural upstate New York, assistant principal Casey Bardin has informally experimented with various academic mindset strategies inspired by work at Stanford, including tactics to \u003ca href=\"http://edition.cnn.com/2012/06/01/health/enayati-importance-of-belonging/index.html\">bolster a sense of social belonging\u003c/a> in disadvantaged students.\u003c/p>\n\u003cp>Last fall, he held one-on-one “goals meetings” with 70 pupils who were flunking three or more classes. Most lacked a support system at school, with no one to relate to there, he said. Bardin offered encouragement by explaining that intelligence grows with hard effort, and then suggested trying different studying tactics. One kid – an African-American in a predominantly white school – was failing math and four other subjects. After Bardin connected him with a senior who could help him with math, the two teens worked together in study hall every day. By spring, the African-American student was passing all his classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Similarly, 29 other under-performing students improved their grades after four weeks, with more than half of them no longer failing any courses. By May, 40 of the 70 had pulled up their academic standing. “I was very excited,” Bardin said of the experiment. He now hopes to get buy-in from teachers and other administrators at the high school to expand that work and, down the road, possibly adopt Mindset Works programming, tough budget constraints permitting. Cobleskill-Richmondville High plans to participate in a PERTS research trial next academic year.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Difference Between Praise and Feedback",
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"content": "\u003cfigure id=\"attachment_34784\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34784\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg\" alt=\"4294686346_fa10e0e9c7_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” \u003ca href=\"http://nymag.com/news/features/27840/\" target=\"_blank\">Widely popularized psychological research\u003c/a> warns about the “inverse power of praise” and the importance of “\u003ca href=\"http://www.amazon.com/Unconditional-Parenting-Moving-Rewards-Punishments/dp/0743487486\" target=\"_blank\">unconditional parenting\u003c/a>.” The incorrectly phrased, indiscriminately doled out pat on the back can, we learn, undermine a child’s inner motivation to learn and achieve, promote a “fixed mindset” that will cause her to shrink from taking on any kind of challenge or effort, and maybe even destroy her sense of self worth.\u003c/p>\n\u003cp>The anxiety is such that parenting blogs circulate actual \u003ca href=\"http://growingleaders.com/blog/what-parents-should-say-as-their-kids-perform/\" target=\"_blank\">word-for-word scripts\u003c/a> for parents to use in such difficult situations as the \u003ca href=\"http://www.handsfreemama.com/2012/04/16/six-words-you-should-say-today/\" target=\"_blank\">sidelines of a swim meet\u003c/a>, or after a music recital. There are l\u003ca href=\"http://www.parenting.com/article/things-you-shouldnt-say-to-your-child\" target=\"_blank\">ong lists of forbidden words and phrases\u003c/a>, too.\u003c/p>\n\u003cp>What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?\u003c/p>\n\u003ch3>\u003cstrong>Process Praise\u003c/strong>\u003c/h3>\n\u003cp>Some of the most prominent psychologists behind all of this talk about talking are Stanford University’s Carol Dweck, author of the book \u003ca href=\"http://mindsetonline.com/\" target=\"_blank\">\u003cem>Mindset\u003c/em>\u003c/a>, and Edward Deci and Richard Ryan at the University of Rochester, whose research the education author Alfie Kohn relies heavily on in his books including \u003cem>Unconditional Parenting\u003c/em>. Both Dweck and Deci are theorists of human motivation, but they emphasize very different perspectives on praise.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dweck’s studies have focused on the effects of “process praise,” which means praising effort or strategy: “You must have worked very hard on this painting!” This is opposed to “person praise,” which labels people with phrases like, “You are really good at painting!” “You must be a genius!”\u003c/p>\n\u003cp>The idea is that reinforcing effort contributes to children’s beliefs that they can get better at things if they try, the vaunted “growth mindset.” But praising traits feeds the belief that talent is fixed, which makes kids \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\">less willing to take on new challenges\u003c/a> that might expose them as less naturally able.\u003c/p>\n\u003cp>Most of Dweck’s research has focused on process praise given by strange adults interacting with children in a research study environment. But in a recent study, her team coded videotapes of parents praising their one to three-year-old children. They found that the greater use of process praise with these very young children predicted their later desire to take on new challenges, which in turn influenced these children’s math achievement seven years later, in fourth grade.\u003c/p>\n\u003cp>“Kids are thrilled by the idea that they can grow their brains through their effort and strategy,” Dweck says. “Praising strategy and focus and improvement gives them actionable information and a reason to try hard.”\u003c/p>\n\u003ch3>\u003cstrong>Praise and Personhood\u003c/strong>\u003c/h3>\n\u003cp>Simple, right? Not so fast. Writers such as \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\">Kohn\u003c/a>\u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\"> have condemned all praise\u003c/a>, including Dweck’s “process praise,” as little more than “\u003ca href=\"http://www.amblesideschools.com/sites/default/files/Five%20Reasons%20to%20Stop%20Saying%20%20Good%20Job!.pdf\" target=\"_blank\">sugarcoated control\u003c/a>.”\u003c/p>\n\u003cp>The idea is that parental praise is manipulative, intrusive, and undermines both children’s intrinsic enjoyment of what they’re doing and their own internal sense of whether they are, in fact, doing a good job or trying hard.\u003c/p>\n\u003cp>Kohn \u003ca href=\"http://www.selfdeterminationtheory.org/\" target=\"_blank\">cites\u003c/a> Deci and Richard Ryan, and their colleagues including Guy Roth and Avi Assor at the University of the Negev in Israel. All of them have found in a series of studies that when parents express any kind of “\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0140197111001278\" target=\"_blank\">conditional regard\u003c/a>,” it harms young people’s developing autonomy, causing them to feel pressured to achieve, to feel shame if they don’t, and to \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.0022-3506.2004.00256.x/abstract;jsessionid=3996DC7D60E4327CCD583CE5CB9FEB05.f01t04?deniedAccessCustomisedMessage=&userIsAuthenticated=false\" target=\"_blank\">suppress negative emotions and experiences\u003c/a>. Conditional regard includes \u003ca href=\"http://psycnet.apa.org/journals/dev/45/4/1119/\" target=\"_blank\">positive reinforcement\u003c/a>, the practice of offering praise in exchange for desired behavior.\u003c/p>\n\u003cp>“If you tell your kids, ‘You’re a good boy for taking out the trash,’” they may feel that if they don’t take out the trash, they’re not worthy of your love,” says Deci. “You need to express that you love them and approve of them no matter what they do.”\u003c/p>\n\u003cp>Verbal rewards are a pretty central weapon in the parenting arsenal, especially when it comes to academic achievement. Deci and his colleagues found that offering your warmth and approval in exchange for academic achievement does work, in the sense that it causes young people to be more invested in trying to do well in school. But it’s a devil’s bargain that backfires emotionally in the form of “maladaptive self feelings.”\u003c/p>\n\u003cp>The controversial recent book \u003ca href=\"http://www.amazon.com/The-Triple-Package-Unlikely-Cultural/dp/1594205469\" target=\"_blank\">\u003cem>The Triple Package\u003c/em>\u003c/a>, coauthored by “tiger mom” Amy Chua, purported to explain why certain ethnic groups tend to outperform others in education, occupational status and earnings. Two of the three traits the authors describe are a superiority complex accompanied by insecurity—a pretty good description of what researchers say can be the outcome of too much conditional parental positive regard.\u003c/p>\n\u003ch3>\u003cstrong>Praise vs. Feedback\u003c/strong>\u003c/h3>\n\u003cp>Parents are not perfectly controlled Siri-like bots but human beings with positive and negative emotions that are going to arise in response to specific actions by children. So is there any way to channel and communicate your sincere feelings to your kids without doing lasting harm? Surprisingly, despite their differing views on praise, Dweck and Deci tend to agree on the right course of action.\u003c/p>\n\u003cp>When I ask Dweck about the “sugarcoated control” idea, she says, “I basically agree that we overpraise.” Her intention in talking about process praise is to redirect this impulse more constructively. Instead of mindlessly kvelling over every fingerpainting or math test -- or even just telling kids to “try hard!” -- her recommendation is to get more involved with what a kid is doing. “Appreciate it. Ask questions. If we see that a child is using interesting strategies we can ask about them. Talk to them about their thought processes, how they can learn from mistakes.” Encourage your child to actively seek both positive and negative feedback in order to grow and improve.\u003c/p>\n\u003cp>Deci says something similar. In addition to assuring children of your continuous love and regard, “You want to understand what your child is thinking and feeling, to be respectful toward them. Asking questions is a far better idea than giving praise”—or criticism for that matter. The idea is to support the development of a child’s autonomy by taking his perspective.\u003c/p>\n\u003cp>If you’re on the sidelines at a soccer game, it’s easy to pull out some pre-scripted phrase like “I love to watch you play!” or “You’re a natural!” It’s harder to watch your kid so you can tell her, “When you made that pass in the second quarter, I could see that you’ve been practicing your footwork a lot,” or to take the time to ask, “What was your favorite part of the game?” and really listen to the answer.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Providing helpful, detailed, encouraging feedback and appreciation requires paying attention to what kids are doing, and listening to what they are saying. This takes time and energy. Dweck says what she sees all too often are time-pressured parents who reach for a quick sugar fix instead. “We are a praise-addicted culture. I don’t think parents are going to stop praising.”\u003c/p>\n\n",
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"excerpt": "Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” Widely popularized psychological research warns about the “inverse power of praise” and the importance of “unconditional parenting.” What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34784\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34784\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg\" alt=\"4294686346_fa10e0e9c7_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” \u003ca href=\"http://nymag.com/news/features/27840/\" target=\"_blank\">Widely popularized psychological research\u003c/a> warns about the “inverse power of praise” and the importance of “\u003ca href=\"http://www.amazon.com/Unconditional-Parenting-Moving-Rewards-Punishments/dp/0743487486\" target=\"_blank\">unconditional parenting\u003c/a>.” The incorrectly phrased, indiscriminately doled out pat on the back can, we learn, undermine a child’s inner motivation to learn and achieve, promote a “fixed mindset” that will cause her to shrink from taking on any kind of challenge or effort, and maybe even destroy her sense of self worth.\u003c/p>\n\u003cp>The anxiety is such that parenting blogs circulate actual \u003ca href=\"http://growingleaders.com/blog/what-parents-should-say-as-their-kids-perform/\" target=\"_blank\">word-for-word scripts\u003c/a> for parents to use in such difficult situations as the \u003ca href=\"http://www.handsfreemama.com/2012/04/16/six-words-you-should-say-today/\" target=\"_blank\">sidelines of a swim meet\u003c/a>, or after a music recital. There are l\u003ca href=\"http://www.parenting.com/article/things-you-shouldnt-say-to-your-child\" target=\"_blank\">ong lists of forbidden words and phrases\u003c/a>, too.\u003c/p>\n\u003cp>What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?\u003c/p>\n\u003ch3>\u003cstrong>Process Praise\u003c/strong>\u003c/h3>\n\u003cp>Some of the most prominent psychologists behind all of this talk about talking are Stanford University’s Carol Dweck, author of the book \u003ca href=\"http://mindsetonline.com/\" target=\"_blank\">\u003cem>Mindset\u003c/em>\u003c/a>, and Edward Deci and Richard Ryan at the University of Rochester, whose research the education author Alfie Kohn relies heavily on in his books including \u003cem>Unconditional Parenting\u003c/em>. Both Dweck and Deci are theorists of human motivation, but they emphasize very different perspectives on praise.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dweck’s studies have focused on the effects of “process praise,” which means praising effort or strategy: “You must have worked very hard on this painting!” This is opposed to “person praise,” which labels people with phrases like, “You are really good at painting!” “You must be a genius!”\u003c/p>\n\u003cp>The idea is that reinforcing effort contributes to children’s beliefs that they can get better at things if they try, the vaunted “growth mindset.” But praising traits feeds the belief that talent is fixed, which makes kids \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\">less willing to take on new challenges\u003c/a> that might expose them as less naturally able.\u003c/p>\n\u003cp>Most of Dweck’s research has focused on process praise given by strange adults interacting with children in a research study environment. But in a recent study, her team coded videotapes of parents praising their one to three-year-old children. They found that the greater use of process praise with these very young children predicted their later desire to take on new challenges, which in turn influenced these children’s math achievement seven years later, in fourth grade.\u003c/p>\n\u003cp>“Kids are thrilled by the idea that they can grow their brains through their effort and strategy,” Dweck says. “Praising strategy and focus and improvement gives them actionable information and a reason to try hard.”\u003c/p>\n\u003ch3>\u003cstrong>Praise and Personhood\u003c/strong>\u003c/h3>\n\u003cp>Simple, right? Not so fast. Writers such as \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\">Kohn\u003c/a>\u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\"> have condemned all praise\u003c/a>, including Dweck’s “process praise,” as little more than “\u003ca href=\"http://www.amblesideschools.com/sites/default/files/Five%20Reasons%20to%20Stop%20Saying%20%20Good%20Job!.pdf\" target=\"_blank\">sugarcoated control\u003c/a>.”\u003c/p>\n\u003cp>The idea is that parental praise is manipulative, intrusive, and undermines both children’s intrinsic enjoyment of what they’re doing and their own internal sense of whether they are, in fact, doing a good job or trying hard.\u003c/p>\n\u003cp>Kohn \u003ca href=\"http://www.selfdeterminationtheory.org/\" target=\"_blank\">cites\u003c/a> Deci and Richard Ryan, and their colleagues including Guy Roth and Avi Assor at the University of the Negev in Israel. All of them have found in a series of studies that when parents express any kind of “\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0140197111001278\" target=\"_blank\">conditional regard\u003c/a>,” it harms young people’s developing autonomy, causing them to feel pressured to achieve, to feel shame if they don’t, and to \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.0022-3506.2004.00256.x/abstract;jsessionid=3996DC7D60E4327CCD583CE5CB9FEB05.f01t04?deniedAccessCustomisedMessage=&userIsAuthenticated=false\" target=\"_blank\">suppress negative emotions and experiences\u003c/a>. Conditional regard includes \u003ca href=\"http://psycnet.apa.org/journals/dev/45/4/1119/\" target=\"_blank\">positive reinforcement\u003c/a>, the practice of offering praise in exchange for desired behavior.\u003c/p>\n\u003cp>“If you tell your kids, ‘You’re a good boy for taking out the trash,’” they may feel that if they don’t take out the trash, they’re not worthy of your love,” says Deci. “You need to express that you love them and approve of them no matter what they do.”\u003c/p>\n\u003cp>Verbal rewards are a pretty central weapon in the parenting arsenal, especially when it comes to academic achievement. Deci and his colleagues found that offering your warmth and approval in exchange for academic achievement does work, in the sense that it causes young people to be more invested in trying to do well in school. But it’s a devil’s bargain that backfires emotionally in the form of “maladaptive self feelings.”\u003c/p>\n\u003cp>The controversial recent book \u003ca href=\"http://www.amazon.com/The-Triple-Package-Unlikely-Cultural/dp/1594205469\" target=\"_blank\">\u003cem>The Triple Package\u003c/em>\u003c/a>, coauthored by “tiger mom” Amy Chua, purported to explain why certain ethnic groups tend to outperform others in education, occupational status and earnings. Two of the three traits the authors describe are a superiority complex accompanied by insecurity—a pretty good description of what researchers say can be the outcome of too much conditional parental positive regard.\u003c/p>\n\u003ch3>\u003cstrong>Praise vs. Feedback\u003c/strong>\u003c/h3>\n\u003cp>Parents are not perfectly controlled Siri-like bots but human beings with positive and negative emotions that are going to arise in response to specific actions by children. So is there any way to channel and communicate your sincere feelings to your kids without doing lasting harm? Surprisingly, despite their differing views on praise, Dweck and Deci tend to agree on the right course of action.\u003c/p>\n\u003cp>When I ask Dweck about the “sugarcoated control” idea, she says, “I basically agree that we overpraise.” Her intention in talking about process praise is to redirect this impulse more constructively. Instead of mindlessly kvelling over every fingerpainting or math test -- or even just telling kids to “try hard!” -- her recommendation is to get more involved with what a kid is doing. “Appreciate it. Ask questions. If we see that a child is using interesting strategies we can ask about them. Talk to them about their thought processes, how they can learn from mistakes.” Encourage your child to actively seek both positive and negative feedback in order to grow and improve.\u003c/p>\n\u003cp>Deci says something similar. In addition to assuring children of your continuous love and regard, “You want to understand what your child is thinking and feeling, to be respectful toward them. Asking questions is a far better idea than giving praise”—or criticism for that matter. The idea is to support the development of a child’s autonomy by taking his perspective.\u003c/p>\n\u003cp>If you’re on the sidelines at a soccer game, it’s easy to pull out some pre-scripted phrase like “I love to watch you play!” or “You’re a natural!” It’s harder to watch your kid so you can tell her, “When you made that pass in the second quarter, I could see that you’ve been practicing your footwork a lot,” or to take the time to ask, “What was your favorite part of the game?” and really listen to the answer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Providing helpful, detailed, encouraging feedback and appreciation requires paying attention to what kids are doing, and listening to what they are saying. This takes time and energy. Dweck says what she sees all too often are time-pressured parents who reach for a quick sugar fix instead. “We are a praise-addicted culture. I don’t think parents are going to stop praising.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's Your Learning Disposition? How to Foster Students' Mindsets",
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"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>[contextly_sidebar id=\"936a5b0cc610cbc6837d624b55af8462\"]\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. Educators and researchers working to develop academic mindsets emphasized the importance of school culture to make kids believe in the concepts. “Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades,” said Mahoney.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Fostering academic mindsets is a two-way street and requires teachers to listen to students. “If we’re thinking about what’s required of us as teachers to foster academic mindsets in classrooms -- and thereby foster student development and growth -- it’s a mindset in and of itself,” said Rob Riordan, co-founder of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High\u003c/a> and President of its Graduate School of Education. “It wants to know what students are thinking and how they’re thinking.”\u003c/p>\n\n",
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"excerpt": "Stanford psychologist Carol Dweck’s work on growth mindsets has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. Educators and researchers working to develop academic mindsets emphasized the importance of school culture to make kids believe in the concepts. “Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades,” said Mahoney.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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