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Steps to Help Kids Find Balance and Purpose","title":"Striving or Thriving? Steps to Help Kids Find Balance and Purpose","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Michele Borba began her career teaching in a classroom for children with severe learning or emotional disabilities. As she got to know each student, she was guided by one question, “How can I help them shine?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This work took patience, practice, and curiosity. She paid close attention to the child in front of her – not the child the school file or previous teacher said was in front of her. Take Rick, a first grader who “was always by my side but would never verbalize what he wanted or needed.” Over time, she noticed him doodling on his papers. “Wow,” she whispered to him one day, “you are really good at this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was the first time I ever saw him smile,” she said. Later, she casually posted his work for others to see, she praised his creativity to other teachers in his earshot, and she helped his parents find an after school art club. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many years later, Borba got a letter in the mail from Rick – now a professional artist – thanking her for that day she put his picture on the bulletin board. “That was the day I stopped worrying if kids would think I was stupid.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“We are Raising a Generation of Strivers, Not Thrivers”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borba, an educational psychologist and character development expert, recently published the book \u003c/span>\u003ca href=\"https://www.amazon.com/Thrivers-Surprising-Reasons-Struggle-Others/dp/0593085272\">\u003cspan style=\"font-weight: 400\">“Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> From her research and field experience, she identifies seven character strengths that help kids and adults flourish across their lifespan: self-confidence, empathy, self-control, integrity, curiosity, perseverance and optimism. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she visits classrooms around the country – this year over Zoom – teens are telling her that they are running on empty: burnt out and worried about their friends’ mental health. These are hard-working kids, she says, striving to live up to the demands of school, sports, work, family and future college admissions readers. But Borba cautions that striving and thriving are not synonyms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids are finding it impossible to keep up with our unrealistic expectations of success,” she says. And for that, “adults must accept the blame.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we emerge from the pandemic, there’s a lot of talk about “getting back to normal.” But perhaps the old normal isn’t what we should aim for. “If one in five of our kids were struggling with a mental health disorder prior to the pandemic, this crisis has only amplified it. We need to start raising them from the inside out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that none of us are born with these seven traits, says Borba. Children develop them over time, and it helps when adults in their community serve as role models and cheerleaders. For example, by offering Rick empathy, curiosity and optimism about his future, Borba helped him develop the self-confidence and perseverance he needed to pursue something that mattered to him. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Help Them Find Joy and Purpose\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easier for kids to persevere, feel optimistic about their future and develop self-confidence when they are engaged in meaningful activities – work that sparks their interest. Kids thrive on purpose, says Borba.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Thrivers have hobbies,” she says, “They have something they can decompress to.” But when she asks teens, “What are your hobbies?” they often reply, “What’s a hobby? We don’t have enough time for hobbies.” A sense of purpose has been replaced by overwhelming to-do lists. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than filling up children’s time with activities we believe they should do, she suggests parents become observers. What activities seem to ignite their child's imagination or give them an extra spark of joy? What seems to increase their confidence, reduce their stress, or help them enjoy their own company? “Find out what helps your child be the best version of themselves,” said Borba, and then give them the freedom to pursue those activities. This often requires shelving our own expectations about what they “should” be doing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help children find their spark is to introduce a variety of new activities, for example: a morning of birdwatching, a knitting class with grandma over Zoom, a martial arts trial class as a family, an origami YouTube tutorial. “When you find something beyond your scope, find them a mentor. It doesn’t have to be pricey – it might be the neighbor next door. We are not partnering with other parents nearly enough.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a study of highly skilled mathematicians, athletes, and musicians, psychologist Benjamin Bloom found that adults would initially introduce the activities, “but before long, the child was pulling the parent,” said Borba, with parents offering continued support. The lesson for today’s parents? Periodically step back and ask, ‘Who is doing the pulling?’ And if you are the one always pulling them to put on their soccer cleats before practice, maybe they are telling you something.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids engage in activities they find personally meaningful, it develops an authentic self-confidence, or “that inner, quiet recognition of who I am.” Unlike self-esteem, which is often fed by external validation, self-confidence is that internal joy that says, “I did it.” These activities also build perseverance because it’s easier to take set-backs in stride when you are internally motivated: “Kids learn to say, ‘It's okay. I'll keep going. Failure just means I’ve got to find another way through.’ That's the kind of kid who's going to make it in today's uncertain, anxious, fear-based world,” says Borba.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time they reach high school, many kids give up on activities and hobbies that have brought them joy, telling researchers that they don’t have time because of other obligations and activities. According to Stanford psychologist William Damon, about \u003ca href=\"https://www.kqed.org/mindshift/48013/how-parents-can-help-kids-develop-a-sense-of-purpose\">20 percent\u003c/a> of teens can be categorized as purposeful. If your child seems to be busy but not happy, Borba recommends sitting down together and looking at the schedule. “Can you cut one thing? Just one thing that isn’t really crucial but will feed in time? When kids find purposeful activities, it moves the stress down and the love up, and that’s glorious.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borba says her optimism for the future is rooted in the hundreds of teenagers she interviewed while writing this book. “I can't tell you the amount of wonderful things kids were doing during COVID, how concerned they were for each other, the simple, ordinary things they were doing to help their friends,” she said. “That's what gives you hope. Now adults need to step up to the plate, listen to the kids, and give them what they said they need – because here’s what every kid said they needed: ‘If we're the most stressed out generation on record, somebody better teach us how to cope.’”\u003c/span>\u003c/p>\n\n","disqusIdentifier":"57946 https://ww2.kqed.org/mindshift/?p=57946","disqusUrl":"https://ww2.kqed.org/mindshift/2021/06/08/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1224,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":19},"modified":1623138188,"excerpt":"Purpose can help people develop more fulfilling lives, but when students' schedules are jam-packed, it's hard to have the space to figure things out. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Purpose can help people develop more fulfilling lives, but when students' schedules are jam-packed, it's hard to have the space to figure things out. ","title":"Striving or Thriving? Steps to Help Kids Find Balance and Purpose - MindShift","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Striving or Thriving? Steps to Help Kids Find Balance and Purpose","datePublished":"2021-06-08T00:43:08-07:00","dateModified":"2021-06-08T00:43:08-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"striving-or-thriving-steps-to-help-kids-find-balance-and-purpose","status":"publish","path":"/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Michele Borba began her career teaching in a classroom for children with severe learning or emotional disabilities. As she got to know each student, she was guided by one question, “How can I help them shine?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This work took patience, practice, and curiosity. She paid close attention to the child in front of her – not the child the school file or previous teacher said was in front of her. Take Rick, a first grader who “was always by my side but would never verbalize what he wanted or needed.” Over time, she noticed him doodling on his papers. “Wow,” she whispered to him one day, “you are really good at this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That was the first time I ever saw him smile,” she said. Later, she casually posted his work for others to see, she praised his creativity to other teachers in his earshot, and she helped his parents find an after school art club. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many years later, Borba got a letter in the mail from Rick – now a professional artist – thanking her for that day she put his picture on the bulletin board. “That was the day I stopped worrying if kids would think I was stupid.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“We are Raising a Generation of Strivers, Not Thrivers”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borba, an educational psychologist and character development expert, recently published the book \u003c/span>\u003ca href=\"https://www.amazon.com/Thrivers-Surprising-Reasons-Struggle-Others/dp/0593085272\">\u003cspan style=\"font-weight: 400\">“Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> From her research and field experience, she identifies seven character strengths that help kids and adults flourish across their lifespan: self-confidence, empathy, self-control, integrity, curiosity, perseverance and optimism. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When she visits classrooms around the country – this year over Zoom – teens are telling her that they are running on empty: burnt out and worried about their friends’ mental health. These are hard-working kids, she says, striving to live up to the demands of school, sports, work, family and future college admissions readers. But Borba cautions that striving and thriving are not synonyms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids are finding it impossible to keep up with our unrealistic expectations of success,” she says. And for that, “adults must accept the blame.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As we emerge from the pandemic, there’s a lot of talk about “getting back to normal.” But perhaps the old normal isn’t what we should aim for. “If one in five of our kids were struggling with a mental health disorder prior to the pandemic, this crisis has only amplified it. We need to start raising them from the inside out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The good news is that none of us are born with these seven traits, says Borba. Children develop them over time, and it helps when adults in their community serve as role models and cheerleaders. For example, by offering Rick empathy, curiosity and optimism about his future, Borba helped him develop the self-confidence and perseverance he needed to pursue something that mattered to him. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Help Them Find Joy and Purpose\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s easier for kids to persevere, feel optimistic about their future and develop self-confidence when they are engaged in meaningful activities – work that sparks their interest. Kids thrive on purpose, says Borba.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Thrivers have hobbies,” she says, “They have something they can decompress to.” But when she asks teens, “What are your hobbies?” they often reply, “What’s a hobby? We don’t have enough time for hobbies.” A sense of purpose has been replaced by overwhelming to-do lists. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rather than filling up children’s time with activities we believe they should do, she suggests parents become observers. What activities seem to ignite their child's imagination or give them an extra spark of joy? What seems to increase their confidence, reduce their stress, or help them enjoy their own company? “Find out what helps your child be the best version of themselves,” said Borba, and then give them the freedom to pursue those activities. This often requires shelving our own expectations about what they “should” be doing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help children find their spark is to introduce a variety of new activities, for example: a morning of birdwatching, a knitting class with grandma over Zoom, a martial arts trial class as a family, an origami YouTube tutorial. “When you find something beyond your scope, find them a mentor. It doesn’t have to be pricey – it might be the neighbor next door. We are not partnering with other parents nearly enough.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a study of highly skilled mathematicians, athletes, and musicians, psychologist Benjamin Bloom found that adults would initially introduce the activities, “but before long, the child was pulling the parent,” said Borba, with parents offering continued support. The lesson for today’s parents? Periodically step back and ask, ‘Who is doing the pulling?’ And if you are the one always pulling them to put on their soccer cleats before practice, maybe they are telling you something.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids engage in activities they find personally meaningful, it develops an authentic self-confidence, or “that inner, quiet recognition of who I am.” Unlike self-esteem, which is often fed by external validation, self-confidence is that internal joy that says, “I did it.” These activities also build perseverance because it’s easier to take set-backs in stride when you are internally motivated: “Kids learn to say, ‘It's okay. I'll keep going. Failure just means I’ve got to find another way through.’ That's the kind of kid who's going to make it in today's uncertain, anxious, fear-based world,” says Borba.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By the time they reach high school, many kids give up on activities and hobbies that have brought them joy, telling researchers that they don’t have time because of other obligations and activities. According to Stanford psychologist William Damon, about \u003ca href=\"https://www.kqed.org/mindshift/48013/how-parents-can-help-kids-develop-a-sense-of-purpose\">20 percent\u003c/a> of teens can be categorized as purposeful. If your child seems to be busy but not happy, Borba recommends sitting down together and looking at the schedule. “Can you cut one thing? Just one thing that isn’t really crucial but will feed in time? When kids find purposeful activities, it moves the stress down and the love up, and that’s glorious.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borba says her optimism for the future is rooted in the hundreds of teenagers she interviewed while writing this book. “I can't tell you the amount of wonderful things kids were doing during COVID, how concerned they were for each other, the simple, ordinary things they were doing to help their friends,” she said. “That's what gives you hope. Now adults need to step up to the plate, listen to the kids, and give them what they said they need – because here’s what every kid said they needed: ‘If we're the most stressed out generation on record, somebody better teach us how to cope.’”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57946/striving-or-thriving-steps-to-help-kids-find-balance-and-purpose","authors":["11087"],"categories":["mindshift_20874"],"tags":["mindshift_870","mindshift_20865","mindshift_21092"],"featImg":"mindshift_57963","label":"mindshift"},"mindshift_55333":{"type":"posts","id":"mindshift_55333","meta":{"index":"posts_1716263798","site":"mindshift","id":"55333","score":null,"sort":[1582017101000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1582017101,"format":"standard","disqusTitle":"Three Steps for Strengthening Communication and Resilience in Science Class","title":"Three Steps for Strengthening Communication and Resilience in Science Class","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n","disqusIdentifier":"55333 https://ww2.kqed.org/mindshift/?p=55333","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/18/three-steps-for-strengthening-communication-and-resilience-in-science-class/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1042,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":14},"modified":1582017101,"excerpt":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","title":"Three Steps for Strengthening Communication and Resilience in Science Class | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Steps for Strengthening Communication and Resilience in Science Class","datePublished":"2020-02-18T01:11:41-08:00","dateModified":"2020-02-18T01:11:41-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"three-steps-for-strengthening-communication-and-resilience-in-science-class","status":"publish","path":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","authors":["11487"],"categories":["mindshift_194"],"tags":["mindshift_997","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_256","mindshift_21038","mindshift_956","mindshift_943","mindshift_391"],"featImg":"mindshift_55335","label":"mindshift"},"mindshift_46795":{"type":"posts","id":"mindshift_46795","meta":{"index":"posts_1716263798","site":"mindshift","id":"46795","score":null,"sort":[1478000147000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1478000147,"format":"standard","disqusTitle":"How Arts Education Teaches Kids to Learn From Failure","title":"How Arts Education Teaches Kids to Learn From Failure","headTitle":"MindShift | KQED News","content":"\u003cp>Schools are beginning to recognize that arts education is not merely a nice addition to the learning experience, but rather an important vehicle for kids to learn skills that can also be applied to their other academic studies. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">Arts integration\u003c/a> has become increasingly popular because educators are finding that when art is meshed with content learning, students are more engaged and interested. However, some schools have used arts integration as an excuse to sideline trained arts teachers, a mistake if the program is truly going to uphold rigorous artistic standards alongside academic ones.\u003c/p>\n\u003cp>The New Mexico School for the Arts (NMSA), a state-wide charter school for students who want to pursue a particular artistic discipline, provides a good example of how rigorous arts instruction builds the character and academic fortitude of students. The students admitted to NMSA come from all over the state and arrive at varying levels of readiness. Since the school is focused on helping young people craft their artistic expression the admissions process is selective, but students are very clear about what they learn from an environment focused on critique, self-reflection and learning from failure.\u003c/p>\n\u003cp>An \u003ca href=\"https://www.edutopia.org/school/new-mexico-school-arts\" target=\"_blank\">Edutopia series on NMSA \u003c/a>highlights how students learn from their fumbles, their mistakes and come to realize that it's fine to \"make bad work,\" because that's the only way to eventually make \"good work.\" Teachers and students alike are clear that critical feedback is essential to improvement, and that while practice is important, it only harms a student to practice the same error over and over because \"practice makes permanent.\" The artistic training students receive is fundamentally one \u003ca href=\"https://www.edutopia.org/practice/embracing-failure-building-growth-mindset-through-arts\" target=\"_blank\">based on a growth mindset\u003c/a>, which they then apply to all their learning.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6sPYE-ihy_4\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>These student artists not only learn to take and value critique from peers and teachers, but they are gradually learning how to \u003ca href=\"https://www.edutopia.org/practice/mastering-self-assessment-deepening-independent-learning-through-arts\" target=\"_blank\">evaluate their own work\u003c/a>. This skill is intentionally taught by teachers, broken down into steps that every student knows and routinely practices with each new assignment or piece of work. First the teacher shows examples of exceptional work. Then students work to expand their vocabulary to make critique more specific. In the third step students critique one another, and finally apply their assessment skills in a self-critique. In the peer reviews students learn how to give constructive feedback, but they also begin to notice patterns in the art that works and those pieces that are less successful.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The power of arts education is the student and teacher begin to recognize that every student artist is unique and cultivate that student voice. I think it's a very powerful tool for learning,\" said Cristina Gonzalez, visual arts department chair at NMSA.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Va66oMkWP_o\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While art is a focus for students at this unique high school, they also must take traditional academic classes to get diplomas and move on to post-secondary education, sometimes at conservatories. Educators at the school are intentional about \u003ca href=\"https://www.edutopia.org/practice/support-seminars-how-prepare-students-high-school-and-beyond\" target=\"_blank\">teaching incoming ninth graders how to be high school students\u003c/a>. The first year seminar helps them learn how to read their schedule and find their way around the building, but also gives them tips on study habits, time management and other key parts of success. In their senior year, a similarly intense focus is put on the college application process so that all students have a chance to go where they want and understand their financial choices along the way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/t2At-v0raD8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","disqusIdentifier":"46795 http://ww2.kqed.org/mindshift/?p=46795","disqusUrl":"https://ww2.kqed.org/mindshift/2016/11/01/how-arts-education-teaches-kids-to-learn-from-failure/","stats":{"hasVideo":true,"hasChartOrMap":true,"hasAudio":false,"hasPolis":false,"wordCount":568,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":["https://www.youtube.com/embed/6sPYE-ihy_4","https://www.youtube.com/embed/Va66oMkWP_o","https://www.youtube.com/embed/t2At-v0raD8"],"paragraphCount":11},"modified":1550255029,"excerpt":"Schools that focus on rigorous arts instruction are discovering that the arts teach some core skills that lead to success in school and life.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Schools that focus on rigorous arts instruction are discovering that the arts teach some core skills that lead to success in school and life.","title":"How Arts Education Teaches Kids to Learn From Failure | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Arts Education Teaches Kids to Learn From Failure","datePublished":"2016-11-01T04:35:47-07:00","dateModified":"2019-02-15T10:23:49-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-arts-education-teaches-kids-to-learn-from-failure","status":"publish","path":"/mindshift/46795/how-arts-education-teaches-kids-to-learn-from-failure","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Schools are beginning to recognize that arts education is not merely a nice addition to the learning experience, but rather an important vehicle for kids to learn skills that can also be applied to their other academic studies. \u003ca href=\"https://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">Arts integration\u003c/a> has become increasingly popular because educators are finding that when art is meshed with content learning, students are more engaged and interested. However, some schools have used arts integration as an excuse to sideline trained arts teachers, a mistake if the program is truly going to uphold rigorous artistic standards alongside academic ones.\u003c/p>\n\u003cp>The New Mexico School for the Arts (NMSA), a state-wide charter school for students who want to pursue a particular artistic discipline, provides a good example of how rigorous arts instruction builds the character and academic fortitude of students. The students admitted to NMSA come from all over the state and arrive at varying levels of readiness. Since the school is focused on helping young people craft their artistic expression the admissions process is selective, but students are very clear about what they learn from an environment focused on critique, self-reflection and learning from failure.\u003c/p>\n\u003cp>An \u003ca href=\"https://www.edutopia.org/school/new-mexico-school-arts\" target=\"_blank\">Edutopia series on NMSA \u003c/a>highlights how students learn from their fumbles, their mistakes and come to realize that it's fine to \"make bad work,\" because that's the only way to eventually make \"good work.\" Teachers and students alike are clear that critical feedback is essential to improvement, and that while practice is important, it only harms a student to practice the same error over and over because \"practice makes permanent.\" The artistic training students receive is fundamentally one \u003ca href=\"https://www.edutopia.org/practice/embracing-failure-building-growth-mindset-through-arts\" target=\"_blank\">based on a growth mindset\u003c/a>, which they then apply to all their learning.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/6sPYE-ihy_4\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>These student artists not only learn to take and value critique from peers and teachers, but they are gradually learning how to \u003ca href=\"https://www.edutopia.org/practice/mastering-self-assessment-deepening-independent-learning-through-arts\" target=\"_blank\">evaluate their own work\u003c/a>. This skill is intentionally taught by teachers, broken down into steps that every student knows and routinely practices with each new assignment or piece of work. First the teacher shows examples of exceptional work. Then students work to expand their vocabulary to make critique more specific. In the third step students critique one another, and finally apply their assessment skills in a self-critique. In the peer reviews students learn how to give constructive feedback, but they also begin to notice patterns in the art that works and those pieces that are less successful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The power of arts education is the student and teacher begin to recognize that every student artist is unique and cultivate that student voice. I think it's a very powerful tool for learning,\" said Cristina Gonzalez, visual arts department chair at NMSA.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/Va66oMkWP_o\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>While art is a focus for students at this unique high school, they also must take traditional academic classes to get diplomas and move on to post-secondary education, sometimes at conservatories. Educators at the school are intentional about \u003ca href=\"https://www.edutopia.org/practice/support-seminars-how-prepare-students-high-school-and-beyond\" target=\"_blank\">teaching incoming ninth graders how to be high school students\u003c/a>. The first year seminar helps them learn how to read their schedule and find their way around the building, but also gives them tips on study habits, time management and other key parts of success. In their senior year, a similarly intense focus is put on the college application process so that all students have a chance to go where they want and understand their financial choices along the way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/t2At-v0raD8\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46795/how-arts-education-teaches-kids-to-learn-from-failure","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_950","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_146"],"featImg":"mindshift_46796","label":"mindshift"},"mindshift_44870":{"type":"posts","id":"mindshift_44870","meta":{"index":"posts_1716263798","site":"mindshift","id":"44870","score":null,"sort":[1462884361000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1462884361,"format":"standard","disqusTitle":"How Teens Benefit From Reading About the Struggles of Scientists","title":"How Teens Benefit From Reading About the Struggles of Scientists","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">What kind of people can become scientists? When \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">a group of researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite these generalized beliefs, many of these same students struggled to imagine \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">themselves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that students might find imagining themselves as scientists a stretch -- great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for high school students, learning more about some of the personal and intellectual struggles of scientists can help students feel more motivated to learn science. R\u003c/span>\u003cspan style=\"font-weight: 400\">esearchers at Teachers College, Columbia University and the University of Washington \u003ca href=\"http://www.tc.columbia.edu/articles/2016/february/learning-about-struggles-of-famous-scientists-may-help-students-succeed-in-scie/\">designed an intervention\u003c/a> to “confront students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific endeavors.”\u003c/span>\u003c/p>\n\u003cp>During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Intellectual struggle stories\u003c/b>\u003cspan style=\"font-weight: 400\">: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from these setbacks.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Life struggle stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists struggled in their personal lives, such as persevering in the face of poverty or lack of family support.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Achievement stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists made great discoveries, without any discussion of concurrent challenges.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that students who heard either type of “struggle story” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower-performing students, for whom “exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories.” In addition, students who read struggle stories reported feeling more personally connected to the scientists.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>Many high school students view scientific ability as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” \u003cspan style=\"font-weight: 400\">By identifying a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize with the scientists during their own struggles. The researchers identified stories as a learning tool because of stories' ability to influence readers' beliefs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Struggles in the Science Classroom\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristen Blabac, a middle and high school science teacher at \u003c/span>\u003ca href=\"https://www.montroseschool.org/\">\u003cspan style=\"font-weight: 400\">Montrose School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Medfield, Massachusetts, says that the results of this study make a lot of sense to her: “Scientists don’t just wake up one day and make a great discovery. It takes years of study, research, learning from mistakes and trying again.” When students hear the backstory to a discovery -- even briefly -- it can help demystify the work of scientists.\u003c/span>\u003c/p>\n\u003cp>Montrose began a schoolwide emphasis on “growth mindset” three years ago, and Blabac says that the science classroom is fertile ground for teaching teens about the power of embracing setbacks. Take the scientific process: Students begin an experiment by coming up with a hypothesis. If they come to the end of the process and discover they cannot support this hypothesis, students can feel defeated. “They might think, ‘Something went wrong. This is bad. I can’t do science,’ ” says Blabac. To counteract this, she spends time helping students reframe their thinking, asking them, “Did you learn something from this process? If you did this a second time, what would you do differently?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are the types of questions real scientists ask themselves, says Blabac, who keeps pictures of diverse scientists around her room to help students “put a face to the discovery.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Blabac brought in several local scientists to judge the sixth-grade science fair — partly because interacting with them helps students counteract the mental image of \"an elusive scientist in a sterile lab with a white lab coat.” As her students pointed out, “they came in dressed like regular people,” and they talked about their families, their hobbies and their interests outside of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the judges, a chemical engineer at MIT, thanked students for sharing not just their successes, but also “their mishaps, what they learned from their experiments, and what they would do next if they were continuing the work.” One of those “mishaps” occurred in a group that tried to grow sugar crystals from three types of sugar. “They outlined a great plan,” says Blabac, “and it didn’t work at all! No sugar crystals. They could have gotten discouraged, but instead they decided to do the experiment again -- after the science fair is over. There’s no grade tied to this -- they just want to figure out why their experiment didn’t work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montrose head of school Karen Bohlin said that these experiences and stories help students reframe scientific “struggle” from a negative to a positive. When students hear about how real scientists engage in trial and error and learn from their mistakes -- and then practice this process themselves -- they begin to appreciate the importance of developing “intellectual carefulness, intellectual honesty and intellectual humility -- habits of mind essential to doing good science.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Or as Blabac tells her students, “If you only do the experiments you already know the answer to, you are not moving science forward. Scientific advancement always requires taking some risks. We can learn a lot of valuable information from ‘failed’ experiments.”\u003c/p>\n\n","disqusIdentifier":"44870 http://ww2.kqed.org/mindshift/?p=44870","disqusUrl":"https://ww2.kqed.org/mindshift/2016/05/10/how-teens-benefit-from-reading-about-the-struggles-of-scientists/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1046,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":17},"modified":1463161934,"excerpt":"Students who read stories about great scientists' personal and intellectual struggles performed better in science courses, according to a study. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Students who read stories about great scientists' personal and intellectual struggles performed better in science courses, according to a study. ","title":"How Teens Benefit From Reading About the Struggles of Scientists | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Teens Benefit From Reading About the Struggles of Scientists","datePublished":"2016-05-10T05:46:01-07:00","dateModified":"2016-05-13T10:52:14-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-teens-benefit-from-reading-about-the-struggles-of-scientists","status":"publish","path":"/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">What kind of people can become scientists? When \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">a group of researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite these generalized beliefs, many of these same students struggled to imagine \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">themselves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that students might find imagining themselves as scientists a stretch -- great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for high school students, learning more about some of the personal and intellectual struggles of scientists can help students feel more motivated to learn science. R\u003c/span>\u003cspan style=\"font-weight: 400\">esearchers at Teachers College, Columbia University and the University of Washington \u003ca href=\"http://www.tc.columbia.edu/articles/2016/february/learning-about-struggles-of-famous-scientists-may-help-students-succeed-in-scie/\">designed an intervention\u003c/a> to “confront students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific endeavors.”\u003c/span>\u003c/p>\n\u003cp>During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Intellectual struggle stories\u003c/b>\u003cspan style=\"font-weight: 400\">: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from these setbacks.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Life struggle stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists struggled in their personal lives, such as persevering in the face of poverty or lack of family support.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Achievement stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists made great discoveries, without any discussion of concurrent challenges.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that students who heard either type of “struggle story” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower-performing students, for whom “exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories.” In addition, students who read struggle stories reported feeling more personally connected to the scientists.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>Many high school students view scientific ability as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” \u003cspan style=\"font-weight: 400\">By identifying a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize with the scientists during their own struggles. The researchers identified stories as a learning tool because of stories' ability to influence readers' beliefs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Struggles in the Science Classroom\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristen Blabac, a middle and high school science teacher at \u003c/span>\u003ca href=\"https://www.montroseschool.org/\">\u003cspan style=\"font-weight: 400\">Montrose School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Medfield, Massachusetts, says that the results of this study make a lot of sense to her: “Scientists don’t just wake up one day and make a great discovery. It takes years of study, research, learning from mistakes and trying again.” When students hear the backstory to a discovery -- even briefly -- it can help demystify the work of scientists.\u003c/span>\u003c/p>\n\u003cp>Montrose began a schoolwide emphasis on “growth mindset” three years ago, and Blabac says that the science classroom is fertile ground for teaching teens about the power of embracing setbacks. Take the scientific process: Students begin an experiment by coming up with a hypothesis. If they come to the end of the process and discover they cannot support this hypothesis, students can feel defeated. “They might think, ‘Something went wrong. This is bad. I can’t do science,’ ” says Blabac. To counteract this, she spends time helping students reframe their thinking, asking them, “Did you learn something from this process? If you did this a second time, what would you do differently?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are the types of questions real scientists ask themselves, says Blabac, who keeps pictures of diverse scientists around her room to help students “put a face to the discovery.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Blabac brought in several local scientists to judge the sixth-grade science fair — partly because interacting with them helps students counteract the mental image of \"an elusive scientist in a sterile lab with a white lab coat.” As her students pointed out, “they came in dressed like regular people,” and they talked about their families, their hobbies and their interests outside of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the judges, a chemical engineer at MIT, thanked students for sharing not just their successes, but also “their mishaps, what they learned from their experiments, and what they would do next if they were continuing the work.” One of those “mishaps” occurred in a group that tried to grow sugar crystals from three types of sugar. “They outlined a great plan,” says Blabac, “and it didn’t work at all! No sugar crystals. They could have gotten discouraged, but instead they decided to do the experiment again -- after the science fair is over. There’s no grade tied to this -- they just want to figure out why their experiment didn’t work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montrose head of school Karen Bohlin said that these experiences and stories help students reframe scientific “struggle” from a negative to a positive. When students hear about how real scientists engage in trial and error and learn from their mistakes -- and then practice this process themselves -- they begin to appreciate the importance of developing “intellectual carefulness, intellectual honesty and intellectual humility -- habits of mind essential to doing good science.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Or as Blabac tells her students, “If you only do the experiments you already know the answer to, you are not moving science forward. Scientific advancement always requires taking some risks. We can learn a lot of valuable information from ‘failed’ experiments.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists","authors":["11087"],"categories":["mindshift_20827"],"tags":["mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_551","mindshift_47"],"featImg":"mindshift_45032","label":"mindshift"},"mindshift_44726":{"type":"posts","id":"mindshift_44726","meta":{"index":"posts_1716263798","site":"mindshift","id":"44726","score":null,"sort":[1461052630000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1461052630,"format":"standard","disqusTitle":"How 'Productive Failure' In Math Class Helps Make Lessons Stick","title":"How 'Productive Failure' In Math Class Helps Make Lessons Stick","headTitle":"MindShift | KQED News","content":"\u003cp>Learning from failure has become a popular idea in education recently, partly because it feels like common sense to many people. In a general way, the idea of “picking yourself up after a fall” has long existed in American culture as in many other parts of the world. Teachers are hoping that if they can instill this idea in their students, the small, everyday setbacks inherent to learning new things won’t feel so emotionally charged to students, who might instead see them as part of the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">path to greater understanding \u003c/a>and ultimate success.\u003c/p>\n\u003cp>But turning the difficult experience of failure into a positive isn’t as easy as telling students to change their mindsets; it takes careful lesson design, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">strong classroom culture\u003c/a> and an instructor trained in getting results from small failures so his or her students succeed when it matters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is failure-based activation of knowledge to prepare them to learn.'\u003ccite>Manu Kapur\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\" target=\"_blank\">Manu Kapur\u003c/a> has been studying what he calls “productive failure” for most of his career, attempting to turn the general advice to “learn from mistakes” into a clearly defined, specific pedagogical design process that yields strong learning results. Now a professor of psychological studies at the \u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\">Education University of Hong Kong\u003c/a>, Kapur has conducted both quasi-experimental and randomized controlled trials on how \u003ca href=\"https://www.learntechlib.org/p/167229/\" target=\"_blank\">teaching through productive failure\u003c/a> measures up to \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00461520.2016.1155457\" target=\"_blank\">both direct instruction as well as more constructivist problem-solving approaches\u003c/a>.\u003c/p>\n\u003cp>For Kapur, productive failure is not just a maxim about persisting through challenges; it's an effective teaching strategy that enables students to not only do well on short term measures of knowledge, like tests, but also affords better conceptual understanding, creative thinking, and helps students to transfer learning to novel situations.\u003c/p>\n\u003cp>“Learning from failure is a very intuitive and compelling idea that’s been around for ages, but teachers may not know how to use it,” Kapur said. He has run enough experiments both in lab settings and in real classrooms to have a fairly good idea of how to structure lessons that include failure up front, followed by consolidation of understanding through instruction.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The general idea is to develop tasks that students will not be able to solve, but require them to call upon their preexisting knowledge to try to solve the problem. That knowledge can be of the subject itself, as well as the informal insights students bring from their lives. The students will inevitably fail -- as the teacher expects them to -- but that failure is framed as part of learning and so is not seen as shameful. This process primes students’ brains to learn the new concept from their instructor after the initial failure.\u003c/p>\n\u003cp>“It is failure-based activation of knowledge to prepare them to learn,” Kapur said.\u003c/p>\n\u003cp>It might seem like this process would frustrate kids until they stop trying, but Kapur’s studies found that instead of feeling bad about their inability to solve the problem, students’ interest in the concept spiked. “I think that’s a great place to get students to before we teach them something,” Kapur said.\u003c/p>\n\u003cp>After students experience failure in their own discovery and problem solving process, the teacher facilitates a discussion that highlights various student attempts and teaches the new concept, consolidating students’ understanding of the processes required to complete the task.\u003c/p>\n\u003cp>\u003cstrong>PRINCIPLES OF PRODUCTIVE FAILURE LESSON DESIGN\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Tasks must be challenging enough to engage learners, but not so challenging they give up.\u003c/li>\n\u003cli>Tasks must have multiple ideas, solutions or ways to solve so that students generate a multitude of ideas. It cannot be a closed task with only one path to finding a correct answer.\u003c/li>\n\u003cli>The task must activate prior knowledge, and not just formal learning from a previous lesson. “If you design a task where a student only displays their prior class learning it’s not good because then you aren’t tapping into their intuitive reasoning,” Kapur said. Intuitive reasoning is a big part of how students transfer knowledge to new situations.\u003c/li>\n\u003cli>While the task should activate knowledge, it should be designed so that the knowledge students have is not sufficient to solve the problem. They should hit a roadblock that they can’t get around. “It makes the child aware of what he or she knows, and the limits of what he or she knows, and that creates a motivation to figure out what it is they need to know to solve this problem,” Kapur said.\u003c/li>\n\u003cli>It helps if that task as an “affective draw,” in that it’s related to something students care about or is concerns something with which they identify.\u003c/li>\n\u003c/ul>\n\u003cp>Kapur has tested productive failure teaching strategies with students of varying abilities in Singapore and has found it to work with all students, regardless of ability. “Initial pre-existing conditions between students do not predict how much they learn,” Kapur said. “How they solve the initial problem is what predicts how much they learn.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems.'\u003c/aside>\n\u003cp>Singapore tracks students into ability-based schools after primary school, which makes it easy to conduct research that compares low, middle and high achievers. However, Kapur has also tested productive failure in Indian schools in which students were not grouped by ability. He saw good results there as well. “The task is open enough that kids from different abilities can work together,” Kapur said.\u003c/p>\n\u003cp>Part of Kapur’s research has been to show that teaching with productive failure doesn’t harm students’ ability to perform on tests, but does \u003ca href=\"https://www.causeweb.org/cause/research/literature/inventing-prepare-future-learning-hidden-efficiency-encouraging-original-stude-0\" target=\"_blank\">improve knowledge transfer and conceptual understanding\u003c/a>. In the process he’s discovered an interesting element of creative thinking in math that appears to disprove the generally held notion that students need basic content knowledge before they can move on to more creative uses of the information.\u003c/p>\n\u003cp>“We’ve found that creativity actually suffers if you teach kids something too early,” Kapur said. When students who have been taught with direct instruction are later asked to generate as many ways of solving the problem as they can, many can’t go beyond the method they have already been taught.\u003c/p>\n\u003cp>“They were locked into that way of thinking,” Kapur said. “When we start with generating or exploring we find that students still learn the material later on, but the knowledge was more flexible.” This finding tells Kapur that creativity is itself a function of how students’ acquire information.\u003c/p>\n\u003cp>\u003cstrong>SINGAPORE TAKES IT TO SCALE\u003c/strong>\u003c/p>\n\u003cp>Kapur’s research on productive failure has convinced Singapore’s Ministry of Education to use the pedagogical model for the statistical portion of it’s A-level curriculum. Statistics make up about one third of the Cambridge A-level exam, Kapur said. All university-track junior-college students in Singapore are in school to pass that exam (junior-college in Singapore is like high school in the US).\u003c/p>\n\u003cp>Although Singapore’s education system is very test-based, its Ministry of Education is interested in research-proven pedagogical approaches that lead to lasting learning beyond the test. “There is a very strong policy emphasis on changing how we teach,” Kapur said of Singapore. “Just because there are tests does not mean we can’t teach in ways that lead to very deep learning while doing well on the tests.”\u003c/p>\n\u003cp>Kapur was able to show that productive failure worked well with students at the least prestigious of Singapore’s 20 junior colleges, which provided a compelling proof of concept to scale up to all students studying for the Cambridge A-levels. Kapur and his team have designed a curriculum of tasks that use productive failure, and are training Singapore’s teachers in the method.\u003c/p>\n\u003cp>The concept is new to many Singaporean teachers and Kapur says the first part of his training focuses on helping teachers understand the \u003ca href=\"http://cadrek12.org/sites/default/files/Schwartz.Chase_.Oppezzo.Chin_2011_PracticingVsInventing.pdf\" target=\"_blank\">problems with direct instruction\u003c/a>. He uses the analogy of watching a film. The average viewer focuses on plot, and perhaps pays some attention to acting ability or cinematography. When a director watches the same film, on the other hand, she is likely noticing nuances of camera placement, shot selection, and much more. That’s the difference between what a novice sees and what an expert sees.\u003c/p>\n\u003cp>“No matter how engaging, entertaining or logically structured the new information is, the novice by definition is not going to see the same thing as the expert in the presentation,” Kapur said. He works to help teachers understand the flawed assumption that students will understand after a concept has been told to them, explaining that direct instruction doesn't prime students’ brains to process the new information.\u003c/p>\n\u003cp>“We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems,” Kapur said.\u003c/p>\n\u003cp>The teacher training program also focuses on improving teachers’ content knowledge. Working with student ideas and misconceptions requires the instructor have a deep understanding of the subject matter. Finally, Kapur helps teachers improve on important pedagogical aspects of this model like facilitating group work and consolidating ideas after students have grappled with a problem and failed.\u003c/p>\n\u003cp>“Your job as a teacher is to first prepare them, to give them the proverbial eyes to be able to see what is important, and then show them what is important in interesting and engaging ways,” Kapur said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Singapore’s Ministry of Education has agreed to give Kapur’s team four years to build teachers’ capacity in this new style of teaching before evaluating its effectiveness. Kapur sees this as a huge gift, knowing that the effectiveness of any program lies in its implementation and that it takes time to get people up to speed.\u003c/p>\n\n","disqusIdentifier":"44726 http://ww2.kqed.org/mindshift/?p=44726","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/19/how-productive-failure-for-students-can-help-lessons-stick/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1708,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":27},"modified":1461105857,"excerpt":"Building struggle into lessons can help students learn better than using direct instruction, according to research, and Singapore's education system is investing in 'productive failure' to help its already high-achieving students. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Building struggle into lessons can help students learn better than using direct instruction, according to research, and Singapore's education system is investing in 'productive failure' to help its already high-achieving students. ","title":"How 'Productive Failure' In Math Class Helps Make Lessons Stick | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How 'Productive Failure' In Math Class Helps Make Lessons Stick","datePublished":"2016-04-19T00:57:10-07:00","dateModified":"2016-04-19T15:44:17-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-productive-failure-for-students-can-help-lessons-stick","status":"publish","path":"/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Learning from failure has become a popular idea in education recently, partly because it feels like common sense to many people. In a general way, the idea of “picking yourself up after a fall” has long existed in American culture as in many other parts of the world. Teachers are hoping that if they can instill this idea in their students, the small, everyday setbacks inherent to learning new things won’t feel so emotionally charged to students, who might instead see them as part of the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">path to greater understanding \u003c/a>and ultimate success.\u003c/p>\n\u003cp>But turning the difficult experience of failure into a positive isn’t as easy as telling students to change their mindsets; it takes careful lesson design, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">strong classroom culture\u003c/a> and an instructor trained in getting results from small failures so his or her students succeed when it matters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is failure-based activation of knowledge to prepare them to learn.'\u003ccite>Manu Kapur\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\" target=\"_blank\">Manu Kapur\u003c/a> has been studying what he calls “productive failure” for most of his career, attempting to turn the general advice to “learn from mistakes” into a clearly defined, specific pedagogical design process that yields strong learning results. Now a professor of psychological studies at the \u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\">Education University of Hong Kong\u003c/a>, Kapur has conducted both quasi-experimental and randomized controlled trials on how \u003ca href=\"https://www.learntechlib.org/p/167229/\" target=\"_blank\">teaching through productive failure\u003c/a> measures up to \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00461520.2016.1155457\" target=\"_blank\">both direct instruction as well as more constructivist problem-solving approaches\u003c/a>.\u003c/p>\n\u003cp>For Kapur, productive failure is not just a maxim about persisting through challenges; it's an effective teaching strategy that enables students to not only do well on short term measures of knowledge, like tests, but also affords better conceptual understanding, creative thinking, and helps students to transfer learning to novel situations.\u003c/p>\n\u003cp>“Learning from failure is a very intuitive and compelling idea that’s been around for ages, but teachers may not know how to use it,” Kapur said. He has run enough experiments both in lab settings and in real classrooms to have a fairly good idea of how to structure lessons that include failure up front, followed by consolidation of understanding through instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The general idea is to develop tasks that students will not be able to solve, but require them to call upon their preexisting knowledge to try to solve the problem. That knowledge can be of the subject itself, as well as the informal insights students bring from their lives. The students will inevitably fail -- as the teacher expects them to -- but that failure is framed as part of learning and so is not seen as shameful. This process primes students’ brains to learn the new concept from their instructor after the initial failure.\u003c/p>\n\u003cp>“It is failure-based activation of knowledge to prepare them to learn,” Kapur said.\u003c/p>\n\u003cp>It might seem like this process would frustrate kids until they stop trying, but Kapur’s studies found that instead of feeling bad about their inability to solve the problem, students’ interest in the concept spiked. “I think that’s a great place to get students to before we teach them something,” Kapur said.\u003c/p>\n\u003cp>After students experience failure in their own discovery and problem solving process, the teacher facilitates a discussion that highlights various student attempts and teaches the new concept, consolidating students’ understanding of the processes required to complete the task.\u003c/p>\n\u003cp>\u003cstrong>PRINCIPLES OF PRODUCTIVE FAILURE LESSON DESIGN\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Tasks must be challenging enough to engage learners, but not so challenging they give up.\u003c/li>\n\u003cli>Tasks must have multiple ideas, solutions or ways to solve so that students generate a multitude of ideas. It cannot be a closed task with only one path to finding a correct answer.\u003c/li>\n\u003cli>The task must activate prior knowledge, and not just formal learning from a previous lesson. “If you design a task where a student only displays their prior class learning it’s not good because then you aren’t tapping into their intuitive reasoning,” Kapur said. Intuitive reasoning is a big part of how students transfer knowledge to new situations.\u003c/li>\n\u003cli>While the task should activate knowledge, it should be designed so that the knowledge students have is not sufficient to solve the problem. They should hit a roadblock that they can’t get around. “It makes the child aware of what he or she knows, and the limits of what he or she knows, and that creates a motivation to figure out what it is they need to know to solve this problem,” Kapur said.\u003c/li>\n\u003cli>It helps if that task as an “affective draw,” in that it’s related to something students care about or is concerns something with which they identify.\u003c/li>\n\u003c/ul>\n\u003cp>Kapur has tested productive failure teaching strategies with students of varying abilities in Singapore and has found it to work with all students, regardless of ability. “Initial pre-existing conditions between students do not predict how much they learn,” Kapur said. “How they solve the initial problem is what predicts how much they learn.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems.'\u003c/aside>\n\u003cp>Singapore tracks students into ability-based schools after primary school, which makes it easy to conduct research that compares low, middle and high achievers. However, Kapur has also tested productive failure in Indian schools in which students were not grouped by ability. He saw good results there as well. “The task is open enough that kids from different abilities can work together,” Kapur said.\u003c/p>\n\u003cp>Part of Kapur’s research has been to show that teaching with productive failure doesn’t harm students’ ability to perform on tests, but does \u003ca href=\"https://www.causeweb.org/cause/research/literature/inventing-prepare-future-learning-hidden-efficiency-encouraging-original-stude-0\" target=\"_blank\">improve knowledge transfer and conceptual understanding\u003c/a>. In the process he’s discovered an interesting element of creative thinking in math that appears to disprove the generally held notion that students need basic content knowledge before they can move on to more creative uses of the information.\u003c/p>\n\u003cp>“We’ve found that creativity actually suffers if you teach kids something too early,” Kapur said. When students who have been taught with direct instruction are later asked to generate as many ways of solving the problem as they can, many can’t go beyond the method they have already been taught.\u003c/p>\n\u003cp>“They were locked into that way of thinking,” Kapur said. “When we start with generating or exploring we find that students still learn the material later on, but the knowledge was more flexible.” This finding tells Kapur that creativity is itself a function of how students’ acquire information.\u003c/p>\n\u003cp>\u003cstrong>SINGAPORE TAKES IT TO SCALE\u003c/strong>\u003c/p>\n\u003cp>Kapur’s research on productive failure has convinced Singapore’s Ministry of Education to use the pedagogical model for the statistical portion of it’s A-level curriculum. Statistics make up about one third of the Cambridge A-level exam, Kapur said. All university-track junior-college students in Singapore are in school to pass that exam (junior-college in Singapore is like high school in the US).\u003c/p>\n\u003cp>Although Singapore’s education system is very test-based, its Ministry of Education is interested in research-proven pedagogical approaches that lead to lasting learning beyond the test. “There is a very strong policy emphasis on changing how we teach,” Kapur said of Singapore. “Just because there are tests does not mean we can’t teach in ways that lead to very deep learning while doing well on the tests.”\u003c/p>\n\u003cp>Kapur was able to show that productive failure worked well with students at the least prestigious of Singapore’s 20 junior colleges, which provided a compelling proof of concept to scale up to all students studying for the Cambridge A-levels. Kapur and his team have designed a curriculum of tasks that use productive failure, and are training Singapore’s teachers in the method.\u003c/p>\n\u003cp>The concept is new to many Singaporean teachers and Kapur says the first part of his training focuses on helping teachers understand the \u003ca href=\"http://cadrek12.org/sites/default/files/Schwartz.Chase_.Oppezzo.Chin_2011_PracticingVsInventing.pdf\" target=\"_blank\">problems with direct instruction\u003c/a>. He uses the analogy of watching a film. The average viewer focuses on plot, and perhaps pays some attention to acting ability or cinematography. When a director watches the same film, on the other hand, she is likely noticing nuances of camera placement, shot selection, and much more. That’s the difference between what a novice sees and what an expert sees.\u003c/p>\n\u003cp>“No matter how engaging, entertaining or logically structured the new information is, the novice by definition is not going to see the same thing as the expert in the presentation,” Kapur said. He works to help teachers understand the flawed assumption that students will understand after a concept has been told to them, explaining that direct instruction doesn't prime students’ brains to process the new information.\u003c/p>\n\u003cp>“We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems,” Kapur said.\u003c/p>\n\u003cp>The teacher training program also focuses on improving teachers’ content knowledge. Working with student ideas and misconceptions requires the instructor have a deep understanding of the subject matter. Finally, Kapur helps teachers improve on important pedagogical aspects of this model like facilitating group work and consolidating ideas after students have grappled with a problem and failed.\u003c/p>\n\u003cp>“Your job as a teacher is to first prepare them, to give them the proverbial eyes to be able to see what is important, and then show them what is important in interesting and engaging ways,” Kapur said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Singapore’s Ministry of Education has agreed to give Kapur’s team four years to build teachers’ capacity in this new style of teaching before evaluating its effectiveness. Kapur sees this as a huge gift, knowing that the effectiveness of any program lies in its implementation and that it takes time to get people up to speed.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_20986","mindshift_392","mindshift_20987","mindshift_20988"],"featImg":"mindshift_44752","label":"mindshift"},"mindshift_43197":{"type":"posts","id":"mindshift_43197","meta":{"index":"posts_1716263798","site":"mindshift","id":"43197","score":null,"sort":[1451377397000]},"parent":0,"labelTerm":{"site":"mindshift","term":20659},"blocks":[],"publishDate":1451377397,"format":"standard","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","disqusIdentifier":"43197 http://ww2.kqed.org/mindshift/?p=43197","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/29/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1055,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":17},"modified":1451414094,"excerpt":"Teaching practices around growth mindset have come a long way in the last few years. Common pitfalls have emerged, as well as strong examples of programs that work. And through it all, educators need support in developing their own growth mindsets.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Teaching practices around growth mindset have come a long way in the last few years. Common pitfalls have emerged, as well as strong examples of programs that work. And through it all, educators need support in developing their own growth mindsets.","title":"Beyond Working Hard: What Growth Mindset Teaches Us About Our Brains | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond Working Hard: What Growth Mindset Teaches Us About Our Brains","datePublished":"2015-12-29T00:23:17-08:00","dateModified":"2015-12-29T10:34:54-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains","status":"publish","path":"/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains","authors":["234"],"series":["mindshift_20659"],"categories":["mindshift_193"],"tags":["mindshift_796","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_20867"],"featImg":"mindshift_43265","label":"mindshift_20659"},"mindshift_42874":{"type":"posts","id":"mindshift_42874","meta":{"index":"posts_1716263798","site":"mindshift","id":"42874","score":null,"sort":[1448266767000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1448266767,"format":"standard","disqusTitle":"Why Understanding These Four Types of Mistakes Can Help Us Learn","title":"Why Understanding These Four Types of Mistakes Can Help Us Learn","headTitle":"MindShift | KQED News","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","disqusIdentifier":"42874 http://ww2.kqed.org/mindshift/?p=42874","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/23/why-understanding-these-four-types-of-mistakes-can-help-us-learn/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1594,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":31},"modified":1448266767,"excerpt":"By understanding the level of learning and intentionality in our mistakes, we can identify what helps us grow as learners. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"By understanding the level of learning and intentionality in our mistakes, we can identify what helps us grow as learners. ","title":"Why Understanding These Four Types of Mistakes Can Help Us Learn | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Understanding These Four Types of Mistakes Can Help Us Learn","datePublished":"2015-11-23T00:19:27-08:00","dateModified":"2015-11-23T00:19:27-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"why-understanding-these-four-types-of-mistakes-can-help-us-learn","status":"publish","path":"/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn","authors":["4354"],"categories":["mindshift_192","mindshift_20827"],"tags":["mindshift_796","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512"],"featImg":"mindshift_42879","label":"mindshift"},"mindshift_42159":{"type":"posts","id":"mindshift_42159","meta":{"index":"posts_1716263798","site":"mindshift","id":"42159","score":null,"sort":[1443771070000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1443771070,"format":"standard","disqusTitle":"How To Weave Growth Mindset Into School Culture","title":"How To Weave Growth Mindset Into School Culture","headTitle":"MindShift | KQED News","content":"\u003cp>Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at \u003ca href=\"https://ahs.slzusd.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Arroyo High School\u003c/a> in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar.\u003c/p>\n\u003cp>Rodriguez is now a senior and her approach to school has changed dramatically over her high school career. She attributes her shift to her freshman science teacher, Jim Clark, who taught the class about \u003ca href=\"https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/\">growth mindset\u003c/a> from the very beginning and backed up the discussion with action.\u003c/p>\n\u003cp>“He would tell me, ‘You need to push yourself, that's how you're going to grow. Be confident. You're not always going to be successful on your first tries, but you can get there,’ ” Rodriguez said.\u003c/p>\n\u003cp>She didn’t believe him at first; she thought she just wasn’t good at science. But with Clark’s insistence and support, she started participating in class more and struggled through difficult units.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We're not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.'\u003ccite>High school senior Adeline Rodriguez\u003c/cite>\u003c/aside>\n\u003cp>When Clark suggested Rodriguez take AP biology she resisted, scared she’d be unprepared for the challenge. She thought that if she had struggled in freshman biology, there was no way she could hack the tougher course. But Clark convinced her to challenge herself, making the case that no one grows inside their comfort zone. Rodriguez says that class changed her life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It was one of those classes where the bell rings and you don’t want to leave. You want to keep discussing,” Rodriguez said. “And it’s what I want to do now for a career. I really love biology.”\u003c/p>\n\u003cp>In the summer between her junior and senior year, Rodriguez even took a college-level genetics class for fun, although she found out later she’d get college credits for it.\u003c/p>\n\u003cp>Rodriguez may have found her growth mindset in science class, but she’s applying it to all of her life. Take math, one of her least favorite subjects: “It’s not my strength, but I have to get through it to get to where I want to be,” Rodriguez said. “Sometimes you have to learn to love things you aren’t as good at. It will be hard, but you will get through it.”\u003c/p>\n\u003cp>Rodriguez has also taken a whole new approach to class participation. She now sees that when she participates, she’s helping shape the direction of the class. She recognizes that it’s hard for teenagers to speak up and risk being wrong in front of their peers -- she always worried about being judged for getting the wrong answer -- but when that brave student speaks up, it empowers everyone.\u003c/p>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/226468768\" params=\"auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cp>“Don’t be afraid to be the first one, because you can make that change in someone else and that would be awesome,” Rodriguez said.\u003c/p>\n\u003cp>Perhaps most importantly, the growth mindset Rodriguez has learned at Arroyo will be a big help to her when she leaves high school.\u003c/p>\n\u003cp>“I’m a senior, I’m going to go out into the real world soon, by myself,” she said. “We’re not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.”\u003c/p>\n\u003cp>\u003cstrong>GROWING CONFIDENT STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Rodriguez is the product of four years of messaging from her high school teachers. The Academy of Health and Medicine, a small learning community within Arroyo High, has been pioneering a focused approach to teaching growth mindset that starts with Strong Start, a summer institute that incoming ninth-graders are highly encouraged to attend.\u003c/p>\n\u003cp>“We’ll purposefully try to put them in situations where they’ll be uncomfortable, and yet not feel vulnerable -- it’s a kinda fine line we walk -- and then provide opportunities for them to work their way through it and find some success,” Clark said.\u003c/p>\n\u003cp>Students deconstruct how working through something challenging felt. Returning sophomores lead the program, many of whom the ninth-graders know from middle school, and who have already been through a year of practicing growth mindset themselves.\u003c/p>\n\u003cdiv style=\"float: right;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/225590350\" params=\"auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cp>Students also talk about the definitions of fixed and growth mindsets and then talk through various challenges from each perspective. When the school year starts, those lessons continue in the classroom. Every teacher in the Academy of Health and Medicine has read Carol Dweck’s book, \u003ca href=\"https://www.penguinrandomhouse.com/books/44330/mindset-by-carol-s-dweck-phd/\" target=\"_blank\" rel=\"noopener noreferrer\">“Mindset,”\u003c/a> and has discussed how to implement it in their classrooms. The school has moved to standards-based grading to emphasize that mistakes are part of learning and that understanding will come.\u003c/p>\n\u003cp>“It just reinforces the fact that understanding the first time you hear something isn't the goal,” Clark said. “Smart isn't being right fast. It's working through things and understanding things eventually.”\u003c/p>\n\u003cp>Clark brought the idea of growth mindset to Arroyo after a chance encounter with Dweck at a conference. The idea that intelligence grows with effort is one that comes naturally to him as a teacher because of his experiences as a basketball coach. Now, he’s trying to get students to approach academics with the same dedication to practice and risk-taking that they bring to sports or other extracurriculars.\u003c/p>\n\u003cp>“At the end of the day we're trying to create successful kids, some of whom will grow up to do science and some of whom won't,” Clark said. “But if they can take what they learn in our classrooms and apply it somewhere else, that's kind of what we're here for.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you believe it, they believe. If I didn't believe this, they wouldn't buy what I'm selling.'\u003ccite>Arroyo health teacher India Rodgers\u003c/cite>\u003c/aside>\n\u003cp>He’s clear that his job is to teach science, but it’s also his job to nurture the individuals he teaches.\u003c/p>\n\u003cp>The kids at Arroyo often have a lot of challenges outside the classroom. Many of these students will be the first in their families to go to college. Clark knows this and it makes him even more passionate about growth mindset.\u003c/p>\n\u003cp>“Redefining smart as something that's more effort-based than genetics-based has opened the door for kids,” Clark said. “They don't feel like they're behind other kids any longer because they feel that their future is in their own hands, and if they just work through their problems they're going to be OK.\"\u003c/p>\n\u003cp>\u003cstrong>GROWING AS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>The multiyear effort to infuse growth mindset into every class is paying off in a big way for students like Rodriguez, and in smaller ways for all students. Health teacher India Rodgers said she notices slight behavior changes in her freshmen first: Quiet but competent kids speak up more and struggling kids receive help from peers more readily.\u003c/p>\n\u003cp>She also knows that for some kids, the message can take awhile to penetrate. She says students have come back to her years later after having an experience that finally drove the concept home. It’s also tough for some kids to transfer the idea that “it’s OK to fail” to the academic subjects students find most difficult.\u003c/p>\n\u003cfigure id=\"attachment_42168\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-42168 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/norms-800x450.jpg\" alt=\"Reminders like this one are pasted on the lab counters in Mr. Clark's science classroom.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Reminders like this one are pasted on the lab counters in Jim Clark's science classroom. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really easy to start with my stuff, and then I try to use what they can do here and help them in other classes,” Rodgers said. Students discuss a lot of life issues in her class, so she often has strong relationships with them. She uses those to help them shift their mindsets about classes like math.\u003c/p>\n\u003cp>She also tries hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\" rel=\"noopener noreferrer\">model a growth mindset\u003c/a> to her students by being open about her own struggles as a parent and a teacher.\u003c/p>\n\u003cp>“They’re not used to teachers apologizing,” Rodgers said. “But I tell them I’m going to make mistakes all the time. And I think showing that helps them realize they can actually make mistakes.”\u003c/p>\n\u003cp>When teachers and administrators say they want kids to have a growth mindset, the school environment has to back up that rhetoric. At Arroyo, the emphasis on growth mindset came alongside a shift to standards-based grading. Kids can see that mistakes along the way aren’t negatively affecting them and keep working to master the concepts.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"When you believe it; they believe,” Rodgers said. “If I didn’t believe this, they wouldn’t buy what I’m selling.\"\u003c/p>\n\n","disqusIdentifier":"42159 http://ww2.kqed.org/mindshift/?p=42159","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/02/how-to-weave-growth-mindset-into-school-culture/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1607,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":33},"modified":1576526719,"excerpt":"Teachers at Arroyo High School are seeing how years of integrating growth mindset messages into every class have changed student attitudes about learning.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Teachers at Arroyo High School are seeing how years of integrating growth mindset messages into every class have changed student attitudes about learning.","title":"How To Weave Growth Mindset Into School Culture | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How To Weave Growth Mindset Into School Culture","datePublished":"2015-10-02T00:31:10-07:00","dateModified":"2019-12-16T12:05:19-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"how-to-weave-growth-mindset-into-school-culture","status":"publish","path":"/mindshift/42159/how-to-weave-growth-mindset-into-school-culture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at \u003ca href=\"https://ahs.slzusd.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Arroyo High School\u003c/a> in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar.\u003c/p>\n\u003cp>Rodriguez is now a senior and her approach to school has changed dramatically over her high school career. She attributes her shift to her freshman science teacher, Jim Clark, who taught the class about \u003ca href=\"https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/\">growth mindset\u003c/a> from the very beginning and backed up the discussion with action.\u003c/p>\n\u003cp>“He would tell me, ‘You need to push yourself, that's how you're going to grow. Be confident. You're not always going to be successful on your first tries, but you can get there,’ ” Rodriguez said.\u003c/p>\n\u003cp>She didn’t believe him at first; she thought she just wasn’t good at science. But with Clark’s insistence and support, she started participating in class more and struggled through difficult units.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We're not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.'\u003ccite>High school senior Adeline Rodriguez\u003c/cite>\u003c/aside>\n\u003cp>When Clark suggested Rodriguez take AP biology she resisted, scared she’d be unprepared for the challenge. She thought that if she had struggled in freshman biology, there was no way she could hack the tougher course. But Clark convinced her to challenge herself, making the case that no one grows inside their comfort zone. Rodriguez says that class changed her life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was one of those classes where the bell rings and you don’t want to leave. You want to keep discussing,” Rodriguez said. “And it’s what I want to do now for a career. I really love biology.”\u003c/p>\n\u003cp>In the summer between her junior and senior year, Rodriguez even took a college-level genetics class for fun, although she found out later she’d get college credits for it.\u003c/p>\n\u003cp>Rodriguez may have found her growth mindset in science class, but she’s applying it to all of her life. Take math, one of her least favorite subjects: “It’s not my strength, but I have to get through it to get to where I want to be,” Rodriguez said. “Sometimes you have to learn to love things you aren’t as good at. It will be hard, but you will get through it.”\u003c/p>\n\u003cp>Rodriguez has also taken a whole new approach to class participation. She now sees that when she participates, she’s helping shape the direction of the class. She recognizes that it’s hard for teenagers to speak up and risk being wrong in front of their peers -- she always worried about being judged for getting the wrong answer -- but when that brave student speaks up, it empowers everyone.\u003c/p>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/226468768&visual=true&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/226468768'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/div>\n\u003cp>“Don’t be afraid to be the first one, because you can make that change in someone else and that would be awesome,” Rodriguez said.\u003c/p>\n\u003cp>Perhaps most importantly, the growth mindset Rodriguez has learned at Arroyo will be a big help to her when she leaves high school.\u003c/p>\n\u003cp>“I’m a senior, I’m going to go out into the real world soon, by myself,” she said. “We’re not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.”\u003c/p>\n\u003cp>\u003cstrong>GROWING CONFIDENT STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Rodriguez is the product of four years of messaging from her high school teachers. The Academy of Health and Medicine, a small learning community within Arroyo High, has been pioneering a focused approach to teaching growth mindset that starts with Strong Start, a summer institute that incoming ninth-graders are highly encouraged to attend.\u003c/p>\n\u003cp>“We’ll purposefully try to put them in situations where they’ll be uncomfortable, and yet not feel vulnerable -- it’s a kinda fine line we walk -- and then provide opportunities for them to work their way through it and find some success,” Clark said.\u003c/p>\n\u003cp>Students deconstruct how working through something challenging felt. Returning sophomores lead the program, many of whom the ninth-graders know from middle school, and who have already been through a year of practicing growth mindset themselves.\u003c/p>\n\u003cdiv style=\"float: right;margin: 0 15px 15px 0\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/225590350&visual=true&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/225590350'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/div>\n\u003cp>Students also talk about the definitions of fixed and growth mindsets and then talk through various challenges from each perspective. When the school year starts, those lessons continue in the classroom. Every teacher in the Academy of Health and Medicine has read Carol Dweck’s book, \u003ca href=\"https://www.penguinrandomhouse.com/books/44330/mindset-by-carol-s-dweck-phd/\" target=\"_blank\" rel=\"noopener noreferrer\">“Mindset,”\u003c/a> and has discussed how to implement it in their classrooms. The school has moved to standards-based grading to emphasize that mistakes are part of learning and that understanding will come.\u003c/p>\n\u003cp>“It just reinforces the fact that understanding the first time you hear something isn't the goal,” Clark said. “Smart isn't being right fast. It's working through things and understanding things eventually.”\u003c/p>\n\u003cp>Clark brought the idea of growth mindset to Arroyo after a chance encounter with Dweck at a conference. The idea that intelligence grows with effort is one that comes naturally to him as a teacher because of his experiences as a basketball coach. Now, he’s trying to get students to approach academics with the same dedication to practice and risk-taking that they bring to sports or other extracurriculars.\u003c/p>\n\u003cp>“At the end of the day we're trying to create successful kids, some of whom will grow up to do science and some of whom won't,” Clark said. “But if they can take what they learn in our classrooms and apply it somewhere else, that's kind of what we're here for.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you believe it, they believe. If I didn't believe this, they wouldn't buy what I'm selling.'\u003ccite>Arroyo health teacher India Rodgers\u003c/cite>\u003c/aside>\n\u003cp>He’s clear that his job is to teach science, but it’s also his job to nurture the individuals he teaches.\u003c/p>\n\u003cp>The kids at Arroyo often have a lot of challenges outside the classroom. Many of these students will be the first in their families to go to college. Clark knows this and it makes him even more passionate about growth mindset.\u003c/p>\n\u003cp>“Redefining smart as something that's more effort-based than genetics-based has opened the door for kids,” Clark said. “They don't feel like they're behind other kids any longer because they feel that their future is in their own hands, and if they just work through their problems they're going to be OK.\"\u003c/p>\n\u003cp>\u003cstrong>GROWING AS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>The multiyear effort to infuse growth mindset into every class is paying off in a big way for students like Rodriguez, and in smaller ways for all students. Health teacher India Rodgers said she notices slight behavior changes in her freshmen first: Quiet but competent kids speak up more and struggling kids receive help from peers more readily.\u003c/p>\n\u003cp>She also knows that for some kids, the message can take awhile to penetrate. She says students have come back to her years later after having an experience that finally drove the concept home. It’s also tough for some kids to transfer the idea that “it’s OK to fail” to the academic subjects students find most difficult.\u003c/p>\n\u003cfigure id=\"attachment_42168\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-42168 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/norms-800x450.jpg\" alt=\"Reminders like this one are pasted on the lab counters in Mr. Clark's science classroom.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Reminders like this one are pasted on the lab counters in Jim Clark's science classroom. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really easy to start with my stuff, and then I try to use what they can do here and help them in other classes,” Rodgers said. Students discuss a lot of life issues in her class, so she often has strong relationships with them. She uses those to help them shift their mindsets about classes like math.\u003c/p>\n\u003cp>She also tries hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\" rel=\"noopener noreferrer\">model a growth mindset\u003c/a> to her students by being open about her own struggles as a parent and a teacher.\u003c/p>\n\u003cp>“They’re not used to teachers apologizing,” Rodgers said. “But I tell them I’m going to make mistakes all the time. And I think showing that helps them realize they can actually make mistakes.”\u003c/p>\n\u003cp>When teachers and administrators say they want kids to have a growth mindset, the school environment has to back up that rhetoric. At Arroyo, the emphasis on growth mindset came alongside a shift to standards-based grading. Kids can see that mistakes along the way aren’t negatively affecting them and keep working to master the concepts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When you believe it; they believe,” Rodgers said. “If I didn’t believe this, they wouldn’t buy what I’m selling.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42159/how-to-weave-growth-mindset-into-school-culture","authors":["234"],"categories":["mindshift_20827","mindshift_193"],"tags":["mindshift_21089","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_20867"],"featImg":"mindshift_42180","label":"mindshift"},"mindshift_41709":{"type":"posts","id":"mindshift_41709","meta":{"index":"posts_1716263798","site":"mindshift","id":"41709","score":null,"sort":[1441179815000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1441179815,"format":"standard","disqusTitle":"Why Making Mistakes Is What Makes Us Human","title":"Why Making Mistakes Is What Makes Us Human","headTitle":"MindShift | KQED News","content":"\u003cp>Many people learn from a young age that making mistakes feels terrible and can be embarrassing. That lesson often gets learned in school. But in her TED Talk, Kathryn Schulz says those terrible feelings come from \u003cem>realizing\u003c/em> wrongness, not the feeling of actually being wrong. Because often, people are wrong for a while before they realize it, and in that intervening time, being wrong feels eerily like being right.\u003c/p>\n\u003cp>In education there's a lot of talk about \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">valuable failure\u003c/a>, the necessity of mistakes for learning and celebrating the learning that comes out of being wrong. And while teachers, parents and students may understand that concept in the abstract, in the moment, they still don't want to be wrong. To protect ourselves from ever being wrong, we try to be perfect, but inevitably fail, making things worse. Schulz points out that nothing ever turns out as we expect, and that's a core part of being human.\u003c/p>\n\u003cp>“When it comes to our stories, we love being wrong,\" Schulz said. \"Our stories are like this because our lives are like this. We think one thing is going to happen and something else happens instead.\"\u003c/p>\n\u003cp>She contends that to truly rediscover the wonder of this world, we need to step outside the \"tiny, terrifying space of rightness\" and admit we might be wrong. Because once we can do that, we can see the whole big universe of information out there that we don't know. She wrote a book about the topic, \"\u003ca href=\"http://www.amazon.com/Being-Wrong-Adventures-Margin-Error/dp/0061176052\">Being Wrong: Adventures in the Margin of Error\u003c/a>.\"\u003c/p>\n\u003cp>[ted id=1126]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","disqusIdentifier":"41709 http://ww2.kqed.org/mindshift/?p=41709","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/02/making-mistakes-is-what-makes-us-human/","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":266,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":7},"modified":1441179853,"excerpt":"Could being wrong be the best way to recapture wonder?","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Could being wrong be the best way to recapture wonder?","title":"Why Making Mistakes Is What Makes Us Human | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Making Mistakes Is What Makes Us Human","datePublished":"2015-09-02T00:43:35-07:00","dateModified":"2015-09-02T00:44:13-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"making-mistakes-is-what-makes-us-human","status":"publish","path":"/mindshift/41709/making-mistakes-is-what-makes-us-human","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many people learn from a young age that making mistakes feels terrible and can be embarrassing. That lesson often gets learned in school. But in her TED Talk, Kathryn Schulz says those terrible feelings come from \u003cem>realizing\u003c/em> wrongness, not the feeling of actually being wrong. Because often, people are wrong for a while before they realize it, and in that intervening time, being wrong feels eerily like being right.\u003c/p>\n\u003cp>In education there's a lot of talk about \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">valuable failure\u003c/a>, the necessity of mistakes for learning and celebrating the learning that comes out of being wrong. And while teachers, parents and students may understand that concept in the abstract, in the moment, they still don't want to be wrong. To protect ourselves from ever being wrong, we try to be perfect, but inevitably fail, making things worse. Schulz points out that nothing ever turns out as we expect, and that's a core part of being human.\u003c/p>\n\u003cp>“When it comes to our stories, we love being wrong,\" Schulz said. \"Our stories are like this because our lives are like this. We think one thing is going to happen and something else happens instead.\"\u003c/p>\n\u003cp>She contends that to truly rediscover the wonder of this world, we need to step outside the \"tiny, terrifying space of rightness\" and admit we might be wrong. Because once we can do that, we can see the whole big universe of information out there that we don't know. She wrote a book about the topic, \"\u003ca href=\"http://www.amazon.com/Being-Wrong-Adventures-Margin-Error/dp/0061176052\">Being Wrong: Adventures in the Margin of Error\u003c/a>.\"\u003c/p>\n\u003cp>[ted id=1126]\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41709/making-mistakes-is-what-makes-us-human","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_870","mindshift_20784","mindshift_1040","mindshift_20897"],"featImg":"mindshift_41710","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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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. Conversely, students with a fixed mindset believe their ability is limited and show less motivation to take on new challenges.\r\n\r\nFostering a growth mindset has become increasingly central to many school cultures, especially for female students. Girls are more likely to believe that their ability is fixed, \u003ca href=\"http://blogs.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">especially in math\u003c/a>. Helping them to develop a growth mindset can give girls the \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">motivation to persevere in areas of study they find challenging\u003c/a> because they understand through hard work they can improve and succeed.\r\n\r\nThe notion of \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">struggle as it pertains to learning\u003c/a> is also a big component of the growth mindset idea: in many cultures, the point of struggle is when learning happens, and studies have shown that students have \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn/\">bigger gains in learning and understanding\u003c/a> if they’re left to figure it out on their own without teachers’ help.\r\n\r\nTake a look at the posts below, which include ideas for fostering growth mindsets, an \u003ca href=\"http://blogs.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">educators guide to fostering perseverance\u003c/a> and a discussion of why \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">even geniuses struggle\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO GROWTH MINDSET\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">What’s Your Learning Disposition? How to Foster Students’ Mindsets\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">Beyond Talent And Smarts: Why Even Geniuses Struggle\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: Difference in Eastern and Western Cultures\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/03/the-science-of-character-developing-positive-learning-traits/\">The Science of Character: Developing Positive Learning Traits\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">Beyond Talent and Smarts: Why Even Geniuses Struggle\u003c/a>\r\n\r\n7. \u003ca>Girls and Math: Busting the Stereotype\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/eight-ways-of-looking-at-intelligence/\">Eight Ways of Looking at Intelligence\u003c/a>\r\n\r\n9. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart At Everything?\u003c/a>","taxonomy":"series","headData":{"twImgId":null,"twTitle":null,"ogTitle":null,"ogImgId":null,"twDescription":null,"description":"Learn from Carol Dweck, the world-renowned psychologist who coined the term \"growth mindset,\" about how to help your child develop a love of learning and a belief that they can succeed.","title":"Growth Mindset: A New Way to Think About Learning | 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