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"content": "\u003cfigure id=\"attachment_39639\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/the-difference-between-praise-that-promotes-narcissism-vs-healthy-self-esteem/swan-hans-pama/\" rel=\"attachment wp-att-39639\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Swan-Hans-Pama.jpg\" alt=\"Hans Pama/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39639\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/hanspama/4018316043\">Hans Pama/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Poncie Rutsch, \u003ca href=\"http://www.npr.org/blogs/health/2015/03/09/391874530/do-parents-nurture-narcissists-by-pouring-on-the-praise\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When a kid does something amazing, you want to tell her so. You might tell her that she's very smart. You might tell her that she's a very special kid. Or you might say that she must have worked really hard.\u003c/p>\n\u003cp>On the surface, they all sound like the same compliments. But according to \u003ca href=\"http://www.comm.ohio-state.edu/people/faculty/userprofile/67.html\">Brad Bushman\u003c/a>, a communications and psychology professor at Ohio State University, the first two increase the child's chances of becoming a narcissist. Only the last one raises the child's self-esteem and keeps her ego in check.\u003c/p>\n\u003cp>Bushman and a group of collaborators surveyed parents to see how they show warmth and value their child's accomplishments. They then compared those findings to the children's levels of self-esteem and narcissism. The \u003ca href=\"http://www.pnas.org/content/early/2015/03/05/1420870112.abstract\">results\u003c/a> were published Monday in the \u003ca href=\"http://www.pnas.org/\">\u003cem>Proceedings of the National Academy of Sciences\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Of course, self-esteem and narcissism are two very different things. The difference has to do with how you value yourself compared to other people. \"Self-esteem basically means you're a person of worth equal with other people,\" Bushman tells Shots. \"Narcissism means you think you're better than other people.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And not in a good way.\u003c/p>\n\u003cp>\"Narcissism is a somewhat toxic personality trait,\" \u003ca href=\"http://www.psychology.sdsu.edu/people/jean-twenge/\">Jean Twenge\u003c/a>, author of \u003ca href=\"http://www.narcissismepidemic.com/\">\u003cem>The Narcissism Epidemic\u003c/em>\u003c/a> and psychology professor at San Diego State University, tells Shots. Narcissists tend to overestimate their abilities, take too many risks and mess up their relationships, she says. Some people see narcissists hurting the people and society around them, but they hurt themselves, too. \"In the long term it tends to lead to failure,\" Twenge says.\u003c/p>\n\u003cp>[contextly_sidebar id=\"rbjAu54Llm9Kf3FGEzVgdzKCF9dKWX6e\"]\u003c/p>\n\u003cp>While narcissists tend to have high self-esteem, not all people with high self-esteem are narcissists. Bushman needed to separate the two. So he asked children ages 7 to 12 years old how they felt about statements like \"Some kids like the kind of person they are,\" or \"Kids like me deserve something extra.\" The first statement measures self-esteem; the second, narcissism.\u003c/p>\n\u003cp>Bushman made sure to focus on children between 7 and 12 years old, so that by the time the study finished all of them would be older than 8. \"You can't measure narcissism in children before age 8, because every child is a narcissist,\" he says. If you ask younger kids in a classroom if they are good at math or good at baseball, Bushman says all the kids will raise their hands.\u003c/p>\n\u003cp>Then he surveyed the children's parents, asking them to respond to statements to determine whether they overvalued their children. For example, \"I would not be surprised to learn that my child has extraordinary talents and abilities,\" or \"Without my child, his/her class would be much less fun.\" And he asked how they expressed warmth toward their child by measuring how strongly they agreed with statements like \"I let my child know I love him/her.\"\u003c/p>\n\u003cp>When he analyzed the results from the surveys, Bushman found that the more narcissistic children had parents who consistently overvalued their accomplishments. He ran additional tests to make sure that the parents weren't narcissists, too — after all, it's possible that the children could be mirroring narcissistic behavior. But statistically, the children of narcissists aren't more likely to be narcissists themselves.\u003c/p>\n\u003cp>The research team continued to survey the same group of 565 children and their parents for a year and a half. They watched the children develop, and they could link each child's tendency toward self-esteem or narcissism back to what the parents had told them six months earlier.\u003c/p>\n\u003cp>\"We're not just measuring their narcissism at time one; we're using these measures to predict the behavior a year and a half later,\" says Bushman. \"Parental warmth doesn't predict it. Parental narcissism alone doesn't predict it. But parental overvaluation alone does predict it.\"\u003c/p>\n\u003cp>Bushman is particularly worried about narcissism because both he and other researchers have linked it to \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/9686460\">aggressive and violent behavior\u003c/a>. He thinks it's partly because narcissists are less likely to feel empathy toward others.\u003c/p>\n\u003cp>\"Empathy involves putting yourselves in other people's shoes, but narcissists have a very difficult time putting themselves in other people's shoes,\" Bushman says. Plus, he says that narcissists respond poorly when they don't get special treatment. \"Whenever people have this sense of superiority, then they lash out at others in an aggressive way.\"\u003c/p>\n\u003cp>Of course, someone who appears more narcissistic at age 10 isn't necessarily going to grow up to be a narcissistic adult, let alone aggressive. And the results of this study hinge on a handful of short surveys — no extensive personality testing here.\u003c/p>\n\u003cp>\"There are definitely going to be things that influence the personality after that stage,\" says Twenge. \"Those [narcissistic] tendencies may start to show up around then, but will continue to be influenced by parenting and environment throughout adolescence.\"\u003c/p>\n\u003cp>But this study has Bushman thinking about the way he praises his own children. \"It's a lot better to say 'You worked really hard' than 'You must be really smart,' \" he says, \"because if you tell the kid that they're smart and then if they fail they think 'Oh I'm stupid.' \" If the praise relates to effort, a child who fails will work harder next time.\u003c/p>\n\u003cp>Bushman is also trying to cultivate self-esteem in his children, because people with high self-esteem tend to have \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22730921\">lower levels of anxiety\u003c/a> and depression over time. Based on Bushman's research, parents can raise their children's self-esteem just by expressing more warmth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Both researchers agree that voicing the connection you feel to your children really helps. \"If you want to look for a substitute for 'You're special,' just say 'I love you,' \" says Twenge. \"It's what you mean, and it's a much better message.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Do+Parents+Nurture+Narcissists+By+Pouring+On+The+Praise%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Telling your kids that they're superfabulous encourages narcissistic thinking, researchers say. And that doesn't bode well for their future happiness. Better to recognize effort and express warmth.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39639\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/the-difference-between-praise-that-promotes-narcissism-vs-healthy-self-esteem/swan-hans-pama/\" rel=\"attachment wp-att-39639\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Swan-Hans-Pama.jpg\" alt=\"Hans Pama/Flickr\" width=\"640\" height=\"960\" class=\"size-full wp-image-39639\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/hanspama/4018316043\">Hans Pama/Flickr\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Poncie Rutsch, \u003ca href=\"http://www.npr.org/blogs/health/2015/03/09/391874530/do-parents-nurture-narcissists-by-pouring-on-the-praise\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When a kid does something amazing, you want to tell her so. You might tell her that she's very smart. You might tell her that she's a very special kid. Or you might say that she must have worked really hard.\u003c/p>\n\u003cp>On the surface, they all sound like the same compliments. But according to \u003ca href=\"http://www.comm.ohio-state.edu/people/faculty/userprofile/67.html\">Brad Bushman\u003c/a>, a communications and psychology professor at Ohio State University, the first two increase the child's chances of becoming a narcissist. Only the last one raises the child's self-esteem and keeps her ego in check.\u003c/p>\n\u003cp>Bushman and a group of collaborators surveyed parents to see how they show warmth and value their child's accomplishments. They then compared those findings to the children's levels of self-esteem and narcissism. The \u003ca href=\"http://www.pnas.org/content/early/2015/03/05/1420870112.abstract\">results\u003c/a> were published Monday in the \u003ca href=\"http://www.pnas.org/\">\u003cem>Proceedings of the National Academy of Sciences\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Of course, self-esteem and narcissism are two very different things. The difference has to do with how you value yourself compared to other people. \"Self-esteem basically means you're a person of worth equal with other people,\" Bushman tells Shots. \"Narcissism means you think you're better than other people.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And not in a good way.\u003c/p>\n\u003cp>\"Narcissism is a somewhat toxic personality trait,\" \u003ca href=\"http://www.psychology.sdsu.edu/people/jean-twenge/\">Jean Twenge\u003c/a>, author of \u003ca href=\"http://www.narcissismepidemic.com/\">\u003cem>The Narcissism Epidemic\u003c/em>\u003c/a> and psychology professor at San Diego State University, tells Shots. Narcissists tend to overestimate their abilities, take too many risks and mess up their relationships, she says. Some people see narcissists hurting the people and society around them, but they hurt themselves, too. \"In the long term it tends to lead to failure,\" Twenge says.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While narcissists tend to have high self-esteem, not all people with high self-esteem are narcissists. Bushman needed to separate the two. So he asked children ages 7 to 12 years old how they felt about statements like \"Some kids like the kind of person they are,\" or \"Kids like me deserve something extra.\" The first statement measures self-esteem; the second, narcissism.\u003c/p>\n\u003cp>Bushman made sure to focus on children between 7 and 12 years old, so that by the time the study finished all of them would be older than 8. \"You can't measure narcissism in children before age 8, because every child is a narcissist,\" he says. If you ask younger kids in a classroom if they are good at math or good at baseball, Bushman says all the kids will raise their hands.\u003c/p>\n\u003cp>Then he surveyed the children's parents, asking them to respond to statements to determine whether they overvalued their children. For example, \"I would not be surprised to learn that my child has extraordinary talents and abilities,\" or \"Without my child, his/her class would be much less fun.\" And he asked how they expressed warmth toward their child by measuring how strongly they agreed with statements like \"I let my child know I love him/her.\"\u003c/p>\n\u003cp>When he analyzed the results from the surveys, Bushman found that the more narcissistic children had parents who consistently overvalued their accomplishments. He ran additional tests to make sure that the parents weren't narcissists, too — after all, it's possible that the children could be mirroring narcissistic behavior. But statistically, the children of narcissists aren't more likely to be narcissists themselves.\u003c/p>\n\u003cp>The research team continued to survey the same group of 565 children and their parents for a year and a half. They watched the children develop, and they could link each child's tendency toward self-esteem or narcissism back to what the parents had told them six months earlier.\u003c/p>\n\u003cp>\"We're not just measuring their narcissism at time one; we're using these measures to predict the behavior a year and a half later,\" says Bushman. \"Parental warmth doesn't predict it. Parental narcissism alone doesn't predict it. But parental overvaluation alone does predict it.\"\u003c/p>\n\u003cp>Bushman is particularly worried about narcissism because both he and other researchers have linked it to \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/9686460\">aggressive and violent behavior\u003c/a>. He thinks it's partly because narcissists are less likely to feel empathy toward others.\u003c/p>\n\u003cp>\"Empathy involves putting yourselves in other people's shoes, but narcissists have a very difficult time putting themselves in other people's shoes,\" Bushman says. Plus, he says that narcissists respond poorly when they don't get special treatment. \"Whenever people have this sense of superiority, then they lash out at others in an aggressive way.\"\u003c/p>\n\u003cp>Of course, someone who appears more narcissistic at age 10 isn't necessarily going to grow up to be a narcissistic adult, let alone aggressive. And the results of this study hinge on a handful of short surveys — no extensive personality testing here.\u003c/p>\n\u003cp>\"There are definitely going to be things that influence the personality after that stage,\" says Twenge. \"Those [narcissistic] tendencies may start to show up around then, but will continue to be influenced by parenting and environment throughout adolescence.\"\u003c/p>\n\u003cp>But this study has Bushman thinking about the way he praises his own children. \"It's a lot better to say 'You worked really hard' than 'You must be really smart,' \" he says, \"because if you tell the kid that they're smart and then if they fail they think 'Oh I'm stupid.' \" If the praise relates to effort, a child who fails will work harder next time.\u003c/p>\n\u003cp>Bushman is also trying to cultivate self-esteem in his children, because people with high self-esteem tend to have \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/22730921\">lower levels of anxiety\u003c/a> and depression over time. Based on Bushman's research, parents can raise their children's self-esteem just by expressing more warmth.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Both researchers agree that voicing the connection you feel to your children really helps. \"If you want to look for a substitute for 'You're special,' just say 'I love you,' \" says Twenge. \"It's what you mean, and it's a much better message.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Do+Parents+Nurture+Narcissists+By+Pouring+On+The+Praise%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Knowledge about how the brain works can make a big difference when confronting difficult learning situations. If you have a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a> and are aware of the ability to improve oneself, a challenge can be welcome (versus those with a fixed mindset who are averse to the failures a challenge may bring). Stanford University professor of psychology \u003ca href=\"http://ww2.kqed.org/mindshift/tag/carol-dweck/\">Carol Dweck\u003c/a>, who has been leading the research in this field, discusses \"\u003ca href=\"https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript?language=en\">The power of believing that you can improve\u003c/a>\" in this TED talk. In one example, she talks about students who made vast improvements on test scores once they learned about the growth mindset:\u003c/p>\n\u003cp>\"This happened because the meaning of effort and difficulty were transformed. Before, effort and difficulty made them feel dumb, made them feel like giving up, but now, effort and difficulty, that's when their neurons are making new connections, stronger connections. That's when they're getting smarter.\"\u003c/p>\n\u003cp>https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Knowledge about how the brain works can make a big difference when confronting difficult learning situations. If you have a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a> and are aware of the ability to improve oneself, a challenge can be welcome (versus those with a fixed mindset who are averse to the failures a challenge may bring). Stanford University professor of psychology \u003ca href=\"http://ww2.kqed.org/mindshift/tag/carol-dweck/\">Carol Dweck\u003c/a>, who has been leading the research in this field, discusses \"\u003ca href=\"https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve/transcript?language=en\">The power of believing that you can improve\u003c/a>\" in this TED talk. In one example, she talks about students who made vast improvements on test scores once they learned about the growth mindset:\u003c/p>\n\u003cp>\"This happened because the meaning of effort and difficulty were transformed. Before, effort and difficulty made them feel dumb, made them feel like giving up, but now, effort and difficulty, that's when their neurons are making new connections, stronger connections. That's when they're getting smarter.\"\u003c/p>\n\u003cp>https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_38778\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-38778\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In medicine, the placebo effect is well known, but still mysterious. Through some unknown connection between mind and body, placebos produce changes in brain states, immune systems, blood pressure and hormone levels. Although most of us think of a placebo as a sugar pill, in fact it’s any intervention in which beliefs produce measurable changes in physiology, and thus performance.\u003c/p>\n\u003cp>Here’s a typical \u003ca href=\"http://www.nytimes.com/2014/10/26/magazine/what-if-age-is-nothing-but-a-mind-set.html\">example\u003c/a>: When adults enter a flight simulator and take on the role of Air Force pilots flying a plane, their eyesight improves 40 percent more than adults who just \"pretend\" to fly a plane in a broken simulator. Something in the belief system shifts the body.\u003c/p>\n\u003cp>Results from research into the \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\">growth mindset\u003c/a> tell us that placebos have finally hit the classroom. When students are informed that it’s possible to improve their IQ, they respond by \u003cem>improving their IQ\u003c/em>. A simple message of possibility opens the door to an improvement in brain function. When distance-learning students in west Texas used an avatar from Second Life to attend virtual meetings, their new personas gave them permission to change their behavior. They turned into noticeably different and more attentive students than in person.\u003c/p>\n\u003cp>[contextly_sidebar id=\"H8nKqJI5A4rW9DPibjMl7QHTlaIq7Wkn\"]\u003c/p>\n\u003cp>What’s the takeaway from the placebo phenomenon? More than anything, the results tell us that \u003cem>beliefs\u003c/em> matter, perhaps much more than we realize. In many cases, the chief message of placebo research is that focusing on using the mind and beliefs to power up the brain and body is the key to better learning in the future. This approach requires that we take more seriously the latest research showing that intentional, placebo-like interventions also work.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This \"open\" placebo research is the realm of \u003ca href=\"http://www.positivepsychology.org/\">positive psychology\u003c/a>, mindfulness, studies on kindness and so forth. That is, powerful, \u003ca href=\"http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_2001.pdf\">positive beliefs\u003c/a> openly transmitted to others result in positive thinking, brighter attitudes, a greater sense of well-being and other indicators of a more alert, resilient, and balanced individual. While it’s difficult to track the corresponding brain changes, we can be sure that a student exhibiting these qualities is NOT in a flight or fight, stressful mode. Rather, the brain is freed to invent, solve and investigate.\u003c/p>\n\u003cp>To get at this kind of depth in teaching is not difficult, except for the awkward fact that education has yet to escape the \"empty vessel\" metaphor. We continue to insist that filling up students with information constitutes good learning. That’s why moving to a more inquiry-based, personalized and student-driven system — the face of the future — feels slow and fitful. But every teacher can begin to import this new thinking into the classroom by conveying the primary message that \u003cem>relationships matter\u003c/em> in ways that far exceed our prior beliefs. Here’s why:\u003c/p>\n\u003cp>\u003cstrong>The invisible connection. \u003c/strong>Beliefs and attitudes are transmitted through words, body language and facial expressions. But that’s the obvious part, and it’s increasingly clear that connections go deeper than science can capture. Neuroplasticity studies show that the brain is a dynamic organ in constant flux, and is exquisitely responsive to nuance. Neuronal networks are being built or discarded in the course of one conversation. The neurons themselves each contain 2-3 feet of DNA that control gene expression, meaning that culture and conversation ultimately have permanent effects on the brain. And the deeper work on consciousness by leading scientists points to ever-changing quantum activity at the subcellular level generated by beliefs and thoughts.\u003c/p>\n\u003cp>\u003cstrong>Positive, sincere beliefs matter. \u003c/strong>This is territory virtually unexplored in education, but the latest research is clear: The body and brain respond favorably to care, sincerity and unconditional acceptance, which are relayed through the heart and vagal system to the brain. So it’s not enough to smile (fake smiles don’t work, anyway) and say the right words unless you believe them wholeheartedly. Inquiry and innovation rely on a high-functioning brain activated by care and acceptance.\u003c/p>\n\u003cp>\u003cstrong>The Fifth \"C\" is critical. \u003c/strong>Currently, we intend to deliver the Big Four 21\u003csup>st\u003c/sup> century skills (collaboration, communication, critical thinking and creativity) much like we teach the photosynthesis cycle or the causes of the Civil War. They’re outcomes of an instructional process. This is magical thinking. These skills are deeply rooted in attitude, confidence, empathy, openness, and curiosity — the province of \u003cem>character\u003c/em>. How do we move upstream, get as close to the source as possible and elicit these qualities?\u003c/p>\n\u003cp>Studies on resiliency point the way. Resiliency is commonly viewed as an antidote to stress or an intervention for at-risk students. But in a chaotic, 21\u003csup>st\u003c/sup> century world, resiliency becomes a broader term that encompasses balance, persistence and awareness. And the research is clear: These aspects of character are evoked in students through a strong mentor relationship with an adult who cares, listens and offers nonjudgmental coaching and feedback.\u003c/p>\n\u003cp>In other words, if we want to get to skills, we’ll have to start with personal strengths. That means that 21\u003csup>st\u003c/sup> century teachers must put powerful, positive relationships at the center of their mission.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, school redesign consultant and the author of the\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website,\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> \u003c/em>\u003cem>or tweet him @thommarkham\u003cem>.\u003c/em>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38778\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/12/Positive-mindset.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-38778\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Thom Markham\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In medicine, the placebo effect is well known, but still mysterious. Through some unknown connection between mind and body, placebos produce changes in brain states, immune systems, blood pressure and hormone levels. Although most of us think of a placebo as a sugar pill, in fact it’s any intervention in which beliefs produce measurable changes in physiology, and thus performance.\u003c/p>\n\u003cp>Here’s a typical \u003ca href=\"http://www.nytimes.com/2014/10/26/magazine/what-if-age-is-nothing-but-a-mind-set.html\">example\u003c/a>: When adults enter a flight simulator and take on the role of Air Force pilots flying a plane, their eyesight improves 40 percent more than adults who just \"pretend\" to fly a plane in a broken simulator. Something in the belief system shifts the body.\u003c/p>\n\u003cp>Results from research into the \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\">growth mindset\u003c/a> tell us that placebos have finally hit the classroom. When students are informed that it’s possible to improve their IQ, they respond by \u003cem>improving their IQ\u003c/em>. A simple message of possibility opens the door to an improvement in brain function. When distance-learning students in west Texas used an avatar from Second Life to attend virtual meetings, their new personas gave them permission to change their behavior. They turned into noticeably different and more attentive students than in person.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>What’s the takeaway from the placebo phenomenon? More than anything, the results tell us that \u003cem>beliefs\u003c/em> matter, perhaps much more than we realize. In many cases, the chief message of placebo research is that focusing on using the mind and beliefs to power up the brain and body is the key to better learning in the future. This approach requires that we take more seriously the latest research showing that intentional, placebo-like interventions also work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This \"open\" placebo research is the realm of \u003ca href=\"http://www.positivepsychology.org/\">positive psychology\u003c/a>, mindfulness, studies on kindness and so forth. That is, powerful, \u003ca href=\"http://www.unc.edu/peplab/publications/Fredrickson_AmPsych_2001.pdf\">positive beliefs\u003c/a> openly transmitted to others result in positive thinking, brighter attitudes, a greater sense of well-being and other indicators of a more alert, resilient, and balanced individual. While it’s difficult to track the corresponding brain changes, we can be sure that a student exhibiting these qualities is NOT in a flight or fight, stressful mode. Rather, the brain is freed to invent, solve and investigate.\u003c/p>\n\u003cp>To get at this kind of depth in teaching is not difficult, except for the awkward fact that education has yet to escape the \"empty vessel\" metaphor. We continue to insist that filling up students with information constitutes good learning. That’s why moving to a more inquiry-based, personalized and student-driven system — the face of the future — feels slow and fitful. But every teacher can begin to import this new thinking into the classroom by conveying the primary message that \u003cem>relationships matter\u003c/em> in ways that far exceed our prior beliefs. Here’s why:\u003c/p>\n\u003cp>\u003cstrong>The invisible connection. \u003c/strong>Beliefs and attitudes are transmitted through words, body language and facial expressions. But that’s the obvious part, and it’s increasingly clear that connections go deeper than science can capture. Neuroplasticity studies show that the brain is a dynamic organ in constant flux, and is exquisitely responsive to nuance. Neuronal networks are being built or discarded in the course of one conversation. The neurons themselves each contain 2-3 feet of DNA that control gene expression, meaning that culture and conversation ultimately have permanent effects on the brain. And the deeper work on consciousness by leading scientists points to ever-changing quantum activity at the subcellular level generated by beliefs and thoughts.\u003c/p>\n\u003cp>\u003cstrong>Positive, sincere beliefs matter. \u003c/strong>This is territory virtually unexplored in education, but the latest research is clear: The body and brain respond favorably to care, sincerity and unconditional acceptance, which are relayed through the heart and vagal system to the brain. So it’s not enough to smile (fake smiles don’t work, anyway) and say the right words unless you believe them wholeheartedly. Inquiry and innovation rely on a high-functioning brain activated by care and acceptance.\u003c/p>\n\u003cp>\u003cstrong>The Fifth \"C\" is critical. \u003c/strong>Currently, we intend to deliver the Big Four 21\u003csup>st\u003c/sup> century skills (collaboration, communication, critical thinking and creativity) much like we teach the photosynthesis cycle or the causes of the Civil War. They’re outcomes of an instructional process. This is magical thinking. These skills are deeply rooted in attitude, confidence, empathy, openness, and curiosity — the province of \u003cem>character\u003c/em>. How do we move upstream, get as close to the source as possible and elicit these qualities?\u003c/p>\n\u003cp>Studies on resiliency point the way. Resiliency is commonly viewed as an antidote to stress or an intervention for at-risk students. But in a chaotic, 21\u003csup>st\u003c/sup> century world, resiliency becomes a broader term that encompasses balance, persistence and awareness. And the research is clear: These aspects of character are evoked in students through a strong mentor relationship with an adult who cares, listens and offers nonjudgmental coaching and feedback.\u003c/p>\n\u003cp>In other words, if we want to get to skills, we’ll have to start with personal strengths. That means that 21\u003csup>st\u003c/sup> century teachers must put powerful, positive relationships at the center of their mission.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Thom Markham is a psychologist, school redesign consultant and the author of the\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.amazon.com/Project-Based-Learning-Design-Coaching/dp/1616233613/ref=sr_1_3?s=books&ie=UTF8&qid=1334257826&sr=1-3\">Project Based Learning Design and Coaching Guide: Expert tools for inquiry and innovation for K-12 educators\u003c/a>. Find many more resources on his website,\u003c/em>\u003cem> \u003c/em>\u003cem>\u003ca href=\"http://www.thommarkham.com/\">www.thommarkham.com\u003c/a> \u003c/em>\u003cem>or tweet him @thommarkham\u003cem>.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A good portion of the adult population hates math, and a lot of people believe they aren't good at it so they avoid it completely. Those perceptions often come from their experiences learning math in school, which may not have been positive. In her \u003ca href=\"http://www.theatlantic.com/education/archive/2014/10/teaching-math-to-people-who-think-they-hate-it/381125/2/\" target=\"_blank\">Atlantic article\u003c/a> Jessica Lahey writes about a Cornell professor who takes special pride in teaching non-math majors to appreciate numbers. He does it with an inquiry-based, hands-on approach that would likely work for kids learning math for the first time too. Lahey writes:\u003c/p>\n\u003cp>\"Twelve years of compulsory education in mathematics leaves us with a populace that is proud to announce they cannot balance their checkbook, when they would never share that they were illiterate. What we are doing — the way we are doing it — results in an enormous sector of the population that hates mathematics. The current system disenfranchises so many students.\"\u003cbr>\nhttp://www.theatlantic.com/education/archive/2014/10/teaching-math-to-people-who-think-they-hate-it/381125/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A good portion of the adult population hates math, and a lot of people believe they aren't good at it so they avoid it completely. Those perceptions often come from their experiences learning math in school, which may not have been positive. In her \u003ca href=\"http://www.theatlantic.com/education/archive/2014/10/teaching-math-to-people-who-think-they-hate-it/381125/2/\" target=\"_blank\">Atlantic article\u003c/a> Jessica Lahey writes about a Cornell professor who takes special pride in teaching non-math majors to appreciate numbers. He does it with an inquiry-based, hands-on approach that would likely work for kids learning math for the first time too. Lahey writes:\u003c/p>\n\u003cp>\"Twelve years of compulsory education in mathematics leaves us with a populace that is proud to announce they cannot balance their checkbook, when they would never share that they were illiterate. What we are doing — the way we are doing it — results in an enormous sector of the population that hates mathematics. The current system disenfranchises so many students.\"\u003cbr>\nhttp://www.theatlantic.com/education/archive/2014/10/teaching-math-to-people-who-think-they-hate-it/381125/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How a Bigger Purpose Can Motivate Students to Learn ",
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"content": "\u003cfigure id=\"attachment_37072\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37072\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/Mindshift1_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A few years ago, psychologist David Yeager and his colleagues noticed something interesting while \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0361476X12000112\">interviewing high school students \u003c/a>in the San Francisco Bay Area about their hopes, dreams and life goals.\u003c/p>\n\u003cp>It was no surprise that students often said that making money, attaining fame or pursuing a career that they enjoyed were important to them. But many of them also spoke of additionally wanting to make a positive impact on their community or society -- such as by becoming a doctor to take care of people, or a pastor who “makes a difference.” What’s more, the teens with these “pro-social” types of goals tended to rate their schoolwork as more personally meaningful.\u003c/p>\n\u003cp>Given this information, Yeager and his colleagues wanted to know: could such a bigger sense of purpose that looks beyond one’s own self-interests be a real and significant inspiration for learning? They believe the answer is yes. And they’ve devised a new social psychology intervention to foster a “purposeful learning” mindset as another way to motivate pupils to persevere in their studies. Yeager, now based at the University of Texas (UT) at Austin, conducted the work in collaboration with UT colleague Marlone Henderson, David Paunesku and Greg Walton of Stanford, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\">“grit”\u003c/a> guru Angela Duckworth of the University of Pennsylvania, and others.\u003c/p>\n\u003cp>They recently explored purposeful learning in a \u003ca href=\"https://labs.la.utexas.edu/adrg/files/2013/12/Purpose.pdf\">series of four studies\u003c/a> and put their intervention to the test against one of the banes of learning: boredom. Initial promising results suggest the psychology strategy could encourage pupils to plug away at homework or learning tasks that are challenging or tedious, yet necessary to getting an education that’ll help them reach their greater life goals.\u003c/p>\n\u003ch3>Can Drudgery Be Eliminated from Learning?\u003c/h3>\n\u003cp>The idea of drudgery in schoolwork is anathema to many progressive educators these days. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/at-this-school-its-all-about-play-game-based-learning/\">Game-based approaches to learning \u003c/a>are far favored over “drill-and-kill” exercises. And while an emphasis on fortifying students’ academic “grit” and self-discipline in their study habits has been explored in depth, it’s controversial. Along with \u003ca href=\"http://learningpond.wordpress.com/2014/01/24/does-grit-need-deeper-discussion/\">criticisms about deeper implications \u003c/a>relating to race and poverty, some observers say the buzz over grit neglects the need to make dull classroom lessons more compelling to today’s learners. As education author \u003ca href=\"http://www.washingtonpost.com/opinions/sometimes-its-better-to-quit-than-to-prove-your-grit/2014/04/04/24075a84-b8f8-11e3-96ae-f2c36d2b1245_story.html\">Alfie Kohn has written\u003c/a>, “not everything is worth doing, let alone doing for extended periods, and not everyone who works hard is pursuing something worthwhile.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you think about it the right way, you can actually be motivated and you can find it interesting, even if on the surface it’s not fun.”\u003c/aside>\n\u003cp>It's complicated, though. At Stanford’s \u003ca href=\"http://perts.net\">Project for Education Research that Scales\u003c/a>, Paunesku believes that teachers and educators should make learning more engaging wherever possible. “However, the reality is that schoolwork is often neither interesting nor meaningful,” he said -- at least, not in a way that students immediately get. “It’s hard for students to understand why doing algebra, for example, really matters or why it’ll help them or why it will make a difference in their life.” Yet, he noted, such work is often key in building basic skills and knowledge they’ll need for a successful future.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With that in mind, Yeager and Paunesku designed an intervention that subtly guides students to connect their academic efforts with pro-social long-term goals, to see whether it might help inspire them to plow through assignments that are “boring but important.”\u003c/p>\n\u003cp>As a baseline, the research team first investigated a mindset of “self-transcendent” purposeful learning by surveying 1,364 low-income high-school seniors at 10 urban public schools in California, Texas, Arkansas and New York. The teenagers sat down at a computer and took an “academic diligence task” devised by Duckworth and Sidney D’Mello of the University of Notre Dame. For a few minutes, the participants had the choice of either doing lots of simple, tedious math subtraction problems, or watching YouTube video clips or playing Tetris.\u003c/p>\n\u003cp>The students with a purposeful-learning attitude (who agreed with socially oriented statements like “I want to become an educated citizen that can contribute to society”) scored higher on measures of grit and self-control than classmates who only reported self-oriented motives for learning such as wanting to get a good job or earn more money. The purposeful learners were also less likely to succumb to the digital distractions, answering more math problems on the diligence task -- and they were more likely to be enrolled in college the following fall, the researchers found.\u003c/p>\n\u003ch3>The Potential of a Purposeful Mindset\u003c/h3>\n\u003cp>Next, a pilot experiment tested the sense-of-purpose intervention to see if it would improve grades in math and science (two subjects often seen as uninteresting): The researchers asked 338 ninth graders at a middle-class Bay Area high school to log online for a 20- to 30-minute reading and writing exercise. The teenagers read a brief article and specific quotes from other students, all conveying the message that many adolescents work hard in school not just to gain knowledge for, say, pursuing a career they like -- but also because they want to achieve “something that matters for the world.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"fWNL0AYd5rTOGJ6r6XtvAeGyJoLeoDB6\"]\u003c/p>\n\u003cp>Study participants then wrote short testimonials to other, future students describing how high school would help them become the kind of person they want to be or make an impact on society. As one teen explained, “I believe learning in school will give me the rudimentary skills to survive in the world. Science will give me a good base for my career in environmental engineering. I want to be able to solve our energy problems.” Another ninth grader wrote that having an education “allows me to form well-supported, well-thought opinions about the world. I will not be able to help anyone without first going to school.”\u003c/p>\n\u003cp>A few months later, at the end of the grading quarter, the researchers observed positive effects from the intervention, most notably in the weakest students: Underachieving pupils saw their low GPAs go up by 0.2 points. That’s a helpful improvement, said UT Austin’s Henderson, because many pivotal educational decisions hang in the balance based on a GPA cutoff. A few tenths of a point can make or break a student’s acceptance into a program or a school, which could in turn affect what type of job she ends up getting and ultimately, the salary she earns, Henderson said.\u003c/p>\n\u003cp>“GPA is really a better long-term predictor of not just educational outcomes but all kinds of positive life outcomes,” commented education researcher Camille Farrington of the University of Chicago. A 0.2 point gain in GPA could bump a B to a B+ or a B+ to an A-, she noted, which is an important impact given how brief and relatively inexpensive the sense-of-purpose treatment was. Many other education interventions take a lot more time, energy and money, yet “don’t give any more of a bump than that,” she said.\u003c/p>\n\u003ch3>How Does It Work?\u003c/h3>\n\u003cp>As with other kinds of \u003ca href=\"http://ccsr.uchicago.edu/sites/default/files/publications/Noncognitive%20Report.pdf\">academic mindset strategies\u003c/a>, the benefit from the sense-of-purpose intervention “almost seems like magic,” Henderson said. But it’s not, (as Yeager and Walton have \u003ca href=\"https://labs.la.utexas.edu/adrg/files/2013/12/REVIEW-OF-EDUCATIONAL-RESEARCH-2011-Yeager-267-301.pdf\">previously elaborated\u003c/a>). The research team ran two other experiments (with college undergrads) that helped unpack how the intervention might work: by motivating students to engage in deeper learning, and by bolstering self-control in resisting tempting distractions from schoolwork (as measured again by Duckworth and D’Mello’s diligence test).\u003c/p>\n\u003cp>What a purposeful mindset does for students is that “when they encounter challenges, difficulty or things that could potentially be roadblocks to learning, it motivates them to persist and barrel through,” Henderson said. The psychology researchers don’t know how long the positive effects last, but they speculate that just a small shift in students’ attitudes could spark a chain reaction of stronger academic performance and confidence that builds upon itself and endures over time.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"People are motivated by, they care about having meaning in their life.\"\u003c/aside>\n\u003cp>Such a payoff can be hard to believe. After all, grownups have forever been telling children any number of reasons why a good education is important for their future. But here’s the thing: The technique for nurturing a sense-of-purpose mentality is designed so that “the student owns that and kind of puts those pieces together in their own heads, for themselves,” Farrington noted. “And that is a different thing than your mom or your teacher telling you, it’s important to do this because blah, blah, blah, blah.”\u003c/p>\n\u003cp>Other, self-oriented goals such as making money or getting out of their parents' house didn't seem to inspire students as much as the self-transcendent goals did in the studies. That’s worth noting, Farrington said, especially considering that youths from low-income backgrounds are often exhorted to study hard so that they can get out of their disadvantaged neighborhoods and go to college or find a good job. If the research results are right, these kids may get more motivational mileage out of the goal of making a meaningful contribution to the world. “That’s consistent with what we know in social psychology: that people are motivated by, they care about having meaning in their life,” she said.\u003c/p>\n\u003cp>The sense-of-purpose work is just in its beginning stages, Henderson said, with the psychologists still tinkering to improve the intervention. They want to explore whether the technique can reduce student cheating, and whether teachers can “activate” the purposeful-learning mindset by writing simple, subtle and carefully tailored messages of feedback on classwork, he said.\u003c/p>\n\u003ch3>Finding Meaning in Schoolwork\u003c/h3>\n\u003cp>The experiments with the new strategy beg the question of whether the researchers are implicitly endorsing drill-and-kill-style learning. They aren’t, Paunesku is quick to say. He’s all for \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a> and other efforts to make school more relevant and alluring for students. Yet, he added, it isn’t practical or possible to render every lesson or assignment in K-12 “super fun and game-y” for kids -- and even if it were, doing so could be a disservice to them later. What would they do when they get to law school and are faced with having to memorize long lists of laws? Or when they land a job that calls for mastering information that no one has “gamefied” to make it exciting to learn?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Students go to school not just to learn specific facts, he pointed out. They're learning how to learn, how to practice self-discipline and motivate themselves through frustrating roadblocks, and thus are preparing for adulthood. That's important even if it isn't always fascinating, he said. But having that bigger sense of purpose, that personal mission of making a positive difference in the broader world, might help students to find meaning in difficult or mundane schoolwork. “If you think about it the right way, you can actually be motivated and you can find it interesting, even if on the surface it’s not fun,\" Paunesku said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37072\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37072\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/Mindshift1_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A few years ago, psychologist David Yeager and his colleagues noticed something interesting while \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0361476X12000112\">interviewing high school students \u003c/a>in the San Francisco Bay Area about their hopes, dreams and life goals.\u003c/p>\n\u003cp>It was no surprise that students often said that making money, attaining fame or pursuing a career that they enjoyed were important to them. But many of them also spoke of additionally wanting to make a positive impact on their community or society -- such as by becoming a doctor to take care of people, or a pastor who “makes a difference.” What’s more, the teens with these “pro-social” types of goals tended to rate their schoolwork as more personally meaningful.\u003c/p>\n\u003cp>Given this information, Yeager and his colleagues wanted to know: could such a bigger sense of purpose that looks beyond one’s own self-interests be a real and significant inspiration for learning? They believe the answer is yes. And they’ve devised a new social psychology intervention to foster a “purposeful learning” mindset as another way to motivate pupils to persevere in their studies. Yeager, now based at the University of Texas (UT) at Austin, conducted the work in collaboration with UT colleague Marlone Henderson, David Paunesku and Greg Walton of Stanford, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-focus-on-grit-work-in-school-cultures-that-reward-grades/\">“grit”\u003c/a> guru Angela Duckworth of the University of Pennsylvania, and others.\u003c/p>\n\u003cp>They recently explored purposeful learning in a \u003ca href=\"https://labs.la.utexas.edu/adrg/files/2013/12/Purpose.pdf\">series of four studies\u003c/a> and put their intervention to the test against one of the banes of learning: boredom. Initial promising results suggest the psychology strategy could encourage pupils to plug away at homework or learning tasks that are challenging or tedious, yet necessary to getting an education that’ll help them reach their greater life goals.\u003c/p>\n\u003ch3>Can Drudgery Be Eliminated from Learning?\u003c/h3>\n\u003cp>The idea of drudgery in schoolwork is anathema to many progressive educators these days. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/at-this-school-its-all-about-play-game-based-learning/\">Game-based approaches to learning \u003c/a>are far favored over “drill-and-kill” exercises. And while an emphasis on fortifying students’ academic “grit” and self-discipline in their study habits has been explored in depth, it’s controversial. Along with \u003ca href=\"http://learningpond.wordpress.com/2014/01/24/does-grit-need-deeper-discussion/\">criticisms about deeper implications \u003c/a>relating to race and poverty, some observers say the buzz over grit neglects the need to make dull classroom lessons more compelling to today’s learners. As education author \u003ca href=\"http://www.washingtonpost.com/opinions/sometimes-its-better-to-quit-than-to-prove-your-grit/2014/04/04/24075a84-b8f8-11e3-96ae-f2c36d2b1245_story.html\">Alfie Kohn has written\u003c/a>, “not everything is worth doing, let alone doing for extended periods, and not everyone who works hard is pursuing something worthwhile.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you think about it the right way, you can actually be motivated and you can find it interesting, even if on the surface it’s not fun.”\u003c/aside>\n\u003cp>It's complicated, though. At Stanford’s \u003ca href=\"http://perts.net\">Project for Education Research that Scales\u003c/a>, Paunesku believes that teachers and educators should make learning more engaging wherever possible. “However, the reality is that schoolwork is often neither interesting nor meaningful,” he said -- at least, not in a way that students immediately get. “It’s hard for students to understand why doing algebra, for example, really matters or why it’ll help them or why it will make a difference in their life.” Yet, he noted, such work is often key in building basic skills and knowledge they’ll need for a successful future.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With that in mind, Yeager and Paunesku designed an intervention that subtly guides students to connect their academic efforts with pro-social long-term goals, to see whether it might help inspire them to plow through assignments that are “boring but important.”\u003c/p>\n\u003cp>As a baseline, the research team first investigated a mindset of “self-transcendent” purposeful learning by surveying 1,364 low-income high-school seniors at 10 urban public schools in California, Texas, Arkansas and New York. The teenagers sat down at a computer and took an “academic diligence task” devised by Duckworth and Sidney D’Mello of the University of Notre Dame. For a few minutes, the participants had the choice of either doing lots of simple, tedious math subtraction problems, or watching YouTube video clips or playing Tetris.\u003c/p>\n\u003cp>The students with a purposeful-learning attitude (who agreed with socially oriented statements like “I want to become an educated citizen that can contribute to society”) scored higher on measures of grit and self-control than classmates who only reported self-oriented motives for learning such as wanting to get a good job or earn more money. The purposeful learners were also less likely to succumb to the digital distractions, answering more math problems on the diligence task -- and they were more likely to be enrolled in college the following fall, the researchers found.\u003c/p>\n\u003ch3>The Potential of a Purposeful Mindset\u003c/h3>\n\u003cp>Next, a pilot experiment tested the sense-of-purpose intervention to see if it would improve grades in math and science (two subjects often seen as uninteresting): The researchers asked 338 ninth graders at a middle-class Bay Area high school to log online for a 20- to 30-minute reading and writing exercise. The teenagers read a brief article and specific quotes from other students, all conveying the message that many adolescents work hard in school not just to gain knowledge for, say, pursuing a career they like -- but also because they want to achieve “something that matters for the world.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Study participants then wrote short testimonials to other, future students describing how high school would help them become the kind of person they want to be or make an impact on society. As one teen explained, “I believe learning in school will give me the rudimentary skills to survive in the world. Science will give me a good base for my career in environmental engineering. I want to be able to solve our energy problems.” Another ninth grader wrote that having an education “allows me to form well-supported, well-thought opinions about the world. I will not be able to help anyone without first going to school.”\u003c/p>\n\u003cp>A few months later, at the end of the grading quarter, the researchers observed positive effects from the intervention, most notably in the weakest students: Underachieving pupils saw their low GPAs go up by 0.2 points. That’s a helpful improvement, said UT Austin’s Henderson, because many pivotal educational decisions hang in the balance based on a GPA cutoff. A few tenths of a point can make or break a student’s acceptance into a program or a school, which could in turn affect what type of job she ends up getting and ultimately, the salary she earns, Henderson said.\u003c/p>\n\u003cp>“GPA is really a better long-term predictor of not just educational outcomes but all kinds of positive life outcomes,” commented education researcher Camille Farrington of the University of Chicago. A 0.2 point gain in GPA could bump a B to a B+ or a B+ to an A-, she noted, which is an important impact given how brief and relatively inexpensive the sense-of-purpose treatment was. Many other education interventions take a lot more time, energy and money, yet “don’t give any more of a bump than that,” she said.\u003c/p>\n\u003ch3>How Does It Work?\u003c/h3>\n\u003cp>As with other kinds of \u003ca href=\"http://ccsr.uchicago.edu/sites/default/files/publications/Noncognitive%20Report.pdf\">academic mindset strategies\u003c/a>, the benefit from the sense-of-purpose intervention “almost seems like magic,” Henderson said. But it’s not, (as Yeager and Walton have \u003ca href=\"https://labs.la.utexas.edu/adrg/files/2013/12/REVIEW-OF-EDUCATIONAL-RESEARCH-2011-Yeager-267-301.pdf\">previously elaborated\u003c/a>). The research team ran two other experiments (with college undergrads) that helped unpack how the intervention might work: by motivating students to engage in deeper learning, and by bolstering self-control in resisting tempting distractions from schoolwork (as measured again by Duckworth and D’Mello’s diligence test).\u003c/p>\n\u003cp>What a purposeful mindset does for students is that “when they encounter challenges, difficulty or things that could potentially be roadblocks to learning, it motivates them to persist and barrel through,” Henderson said. The psychology researchers don’t know how long the positive effects last, but they speculate that just a small shift in students’ attitudes could spark a chain reaction of stronger academic performance and confidence that builds upon itself and endures over time.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"People are motivated by, they care about having meaning in their life.\"\u003c/aside>\n\u003cp>Such a payoff can be hard to believe. After all, grownups have forever been telling children any number of reasons why a good education is important for their future. But here’s the thing: The technique for nurturing a sense-of-purpose mentality is designed so that “the student owns that and kind of puts those pieces together in their own heads, for themselves,” Farrington noted. “And that is a different thing than your mom or your teacher telling you, it’s important to do this because blah, blah, blah, blah.”\u003c/p>\n\u003cp>Other, self-oriented goals such as making money or getting out of their parents' house didn't seem to inspire students as much as the self-transcendent goals did in the studies. That’s worth noting, Farrington said, especially considering that youths from low-income backgrounds are often exhorted to study hard so that they can get out of their disadvantaged neighborhoods and go to college or find a good job. If the research results are right, these kids may get more motivational mileage out of the goal of making a meaningful contribution to the world. “That’s consistent with what we know in social psychology: that people are motivated by, they care about having meaning in their life,” she said.\u003c/p>\n\u003cp>The sense-of-purpose work is just in its beginning stages, Henderson said, with the psychologists still tinkering to improve the intervention. They want to explore whether the technique can reduce student cheating, and whether teachers can “activate” the purposeful-learning mindset by writing simple, subtle and carefully tailored messages of feedback on classwork, he said.\u003c/p>\n\u003ch3>Finding Meaning in Schoolwork\u003c/h3>\n\u003cp>The experiments with the new strategy beg the question of whether the researchers are implicitly endorsing drill-and-kill-style learning. They aren’t, Paunesku is quick to say. He’s all for \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a> and other efforts to make school more relevant and alluring for students. Yet, he added, it isn’t practical or possible to render every lesson or assignment in K-12 “super fun and game-y” for kids -- and even if it were, doing so could be a disservice to them later. What would they do when they get to law school and are faced with having to memorize long lists of laws? Or when they land a job that calls for mastering information that no one has “gamefied” to make it exciting to learn?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students go to school not just to learn specific facts, he pointed out. They're learning how to learn, how to practice self-discipline and motivate themselves through frustrating roadblocks, and thus are preparing for adulthood. That's important even if it isn't always fascinating, he said. But having that bigger sense of purpose, that personal mission of making a positive difference in the broader world, might help students to find meaning in difficult or mundane schoolwork. “If you think about it the right way, you can actually be motivated and you can find it interesting, even if on the surface it’s not fun,\" Paunesku said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Research: Students Benefit from Learning That Intelligence Is Not Fixed",
"title": "New Research: Students Benefit from Learning That Intelligence Is Not Fixed",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_36768\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36768\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408.jpg\" alt=\"Arten Popov\" width=\"640\" height=\"369\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408-320x185.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Arten Popov\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>” can help many kids understand their true potential.\u003c/p>\n\u003cp>The new research involves larger, more rigorous field trials that provide some of the first evidence that the social psychology strategy can be effective when implemented in schools on a wide scale. Even a one-time, 30-minute online intervention can spur academic gains for many students, particularly those with poor grades. The premise is that these positive effects can stick over years, leading for example to higher graduation rates; but long-term data is still needed to confirm that.\u003c/p>\n\u003cp>Earlier, well-designed tests of simple and relatively inexpensive growth-mindset interventions had surprisingly shown improvements in students’ grades over weeks or months. For instance, promising results from one famous experiment – an eight-session workshop in 91 seventh graders in a New York City school – led psychology researchers \u003ca href=\"https://chronicle.com/article/Carol-Dwecks-Attitude/65405\">Carol Dweck\u003c/a> and Lisa Blackwell to start up Mindset Works, a company that offers a computer-based program called Brainology.\u003c/p>\n\u003cp>However, all the original intervention studies were small and left some educators and policymakers unconvinced. “Some folks, I think, are skeptical just because the effects are big and because they come from something that’s so small,” said Stanford behavioral scientist David Paunesku. “And I think it’s fair that extraordinary claims require extraordinary evidence.” There were doubts, too, whether the classroom-based growth-mindset techniques would work if broadly put into practice without intensive training or supervision from the experts who developed them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“There’s so much more good that could come if we could effectively communicate to teachers and train teachers how to do this in day-to-day classroom practices.”\u003c/aside>\n\u003cp>To address those issues, Dweck, Paunesku and associates started the Stanford \u003ca href=\"https://p3.perts.net/about\">Project for Education Research That Scales\u003c/a> (PERTS) with the goal of conducting large-scale randomized, controlled trials of distilled mindset interventions that were briefer and could be easily delivered by internet. The program, which is directed by Paunesku, collaborates with schools in testing various experimental psychology strategies for \u003ca href=\"http://web.stanford.edu/~gwalton/home/Welcome_files/Yeager%20Walton%20Cohen%202013.pdf\">shifting the ways students think\u003c/a> about their education, so as to motivate them to work hard.\u003c/p>\n\u003ch3>A Light Touch Leads to Meaningful Change\u003c/h3>\n\u003cp>In one intervention trial that was part of his Ph.D. dissertation, Paunesku worked with colleagues to enlist 1,594 students at 13 U.S. high schools, including 519 under-performing teens with the lowest GPAs. In spring semester 2012, the kids all logged online for a 30-minute, no-frills slideshow presentation (which they were only told was part of a general study of how and why students learn).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Half the group watched a lesson explaining the basic anatomy of the brain, but the other half received a growth-mindset “treatment”: They read an article that described scientific research findings about the brain’s malleability and explained that, just as people can get stronger by working out their muscles, anyone who works out their brain through learning can get smarter. The presentation also noted it could be helpful to try different studying strategies. Then, the teens were asked to summarize what they’d learned by composing a note of advice to a hypothetical struggling student.\u003c/p>\n\u003cp>For example, as one student wrote, “The more you practice or study the more you learn. Your brain has neurons inside that grow whenever you learn something new. Even though you may struggle in a certain subject the neurons in your brain are making new connections and your brain is getting stronger and smarter. … Struggling in school is absolutely normal and we may feel and call ourselves ‘dumb’ during these times. If you practice using better ways to study and learn you will get smarter and might struggle less.”\u003c/p>\n\u003cp>By the end of spring term, encouraging changes were afoot, particularly in the students struggling with low GPAs: the proportion who earned satisfactory grades rose to 49 percent from 43 percent the previous semester, a relative gain of 14 percent. Students in the control condition, however, showed a slight downward slide. A 14 percent improvement might not sound like much, but it represents that many more kids who lifted themselves above poor or failing grades, Paunesku said. “Hopefully, that will put these kids on a different trajectory where they would be more likely to actually graduate high school,” he said. Students who don’t perform well early in the school year usually end up doing worse and worse and are at risk for dropping out.\u003c/p>\n\u003cp>Fostering \u003ca href=\"http://www.hewlett.org/library/grantee-publication/academic-mindsets-critical-component-deeper-learning\">other kinds of academic mindsets\u003c/a> may help as well. The same study also tested a “sense-of-purpose” psychology intervention (in a separate 30-minute online session) designed to get the teens to link their schoolwork to a meaningful broader purpose – such as preparing for future goals that “make a positive impact on the world.” That motivational strategy was roughly as effective as the growth-mindset training, Paunesku said. (Combining the two didn’t add up to a bigger benefit.)\u003c/p>\n\u003cp>“The hypothesis would then be that later on, when the students take the AP classes or when they just encounter a more challenging concept or when they go off to college, that having these more adaptive academic mindsets will serve them well,” he said. To determine whether that’s true, the PERTS researchers would have to track the high schoolers’ performance over longer time-frames; for instance, they’ll be doing two-year follow-ups in some other growth-mindset studies targeting community college students. But such longitudinal work is difficult and costly.\u003c/p>\n\u003cp>Other not-yet-published, large-scale trials from PERTS and affiliated researchers such as University of Texas (UT) psychologist David Yeager are likewise finding modest boosts in achievement from growth-mindset messages tailored to other learners – ranging from \u003ca href=\"https://p3.perts.net/about#results\">students doing Khan Academy math problems online\u003c/a> (who were exposed to single sentences such as, “If you make a mistake, it’s an opportunity to get smarter!”) to \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">incoming UT Austin freshmen\u003c/a> who log into a 30-minute online intervention.\u003c/p>\n\u003ch3>Bringing Growth Mindsets into Schools\u003c/h3>\n\u003cp>Designing online interventions that are quick is critical for wide-scale testing and uptake, Paunesku said, because schools might be hesitant to relinquish class time for them. The PERTS growth-mindset session is much shorter than Mindset Works’ Brainology curriculum for middle students, which entails weekly lessons over five to 16 weeks and costs $20 per student for a group of 20 or more. Paunesku and his colleagues are now updating their no-frills interventions with a higher production quality and more engaging content. If further research confirms effectiveness and enough funding support is available, they’d like to make the materials freely accessible to schools, he said.\u003c/p>\n\u003cp>But Paunesku cautions that “academic mindset interventions are not magic bullets.” There may be many reasons why half of the low-performing kids who received the growth-mindset lesson still failed to earn satisfactory grades. Some may not have found the online presentation persuasive enough, he said, if they grew up repeatedly hearing “fixed”-mindset attitudes – such as, “some people are just bad at math” – from parents and peers. And even if students adopt a more adaptive mindset, other obstacles may still loom: A child might have trouble focusing in class because he’s hungry or anxious about being bullied, or he may not get enough support from his parents with homework.\u003c/p>\n\u003cp>[contextly_sidebar id=\"f991a001e9ccb1723614205bb370e700\"]\u003c/p>\n\u003cp>Paunesku’s high school study is valuable in showing how small changes can have a surprising impact, similar to effects seen in other \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/9686450\">previous studies of brief growth-mindset messages\u003c/a>, said Blackwell, vice president at Mindset Works (which also collaborates with PERTS). However, not only is it not yet known how well the positive impacts of growth-mindset interventions are sustained in the longer term as students encounter more significant challenges and failures in the real world, she notes, but none of the methods work for everybody or do anything to change the classroom contexts in which kids learn.\u003c/p>\n\u003cp>That is why, Blackwell said, rather than approaching mindsets “solely as an isolated belief within an individual’s psychology,” Mindset Works has broadened its focus to “changing school and classroom cultures and providing individuals with the tools and strategies to sustain a growth mindset over time.” The company rolled out an \u003ca href=\"http://www.mindsetworks.com/professional-development-and-tools/\">educator toolkit\u003c/a> in 2012 to guide teachers and administrators in cultivating a growth mindset throughout a school.\u003c/p>\n\u003cp>Paunesku agrees that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">changing school culture\u003c/a> is likely to be fruitful. To complement its half-hour online student interventions, PERTS plans to release an open set of growth-mindset professional development materials, starting with math teachers next year. “There’s so much more good that could come if we could effectively communicate to teachers and train teachers how to do this in day-to-day classroom practices,” he says.\u003c/p>\n\u003ch3>Experimenting in the Trenches\u003c/h3>\n\u003cp>For many teachers, the growth-mindset philosophy is appealing because it makes intuitive sense. At Cobleskill-Richmondville High School in rural upstate New York, assistant principal Casey Bardin has informally experimented with various academic mindset strategies inspired by work at Stanford, including tactics to \u003ca href=\"http://edition.cnn.com/2012/06/01/health/enayati-importance-of-belonging/index.html\">bolster a sense of social belonging\u003c/a> in disadvantaged students.\u003c/p>\n\u003cp>Last fall, he held one-on-one “goals meetings” with 70 pupils who were flunking three or more classes. Most lacked a support system at school, with no one to relate to there, he said. Bardin offered encouragement by explaining that intelligence grows with hard effort, and then suggested trying different studying tactics. One kid – an African-American in a predominantly white school – was failing math and four other subjects. After Bardin connected him with a senior who could help him with math, the two teens worked together in study hall every day. By spring, the African-American student was passing all his classes.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Similarly, 29 other under-performing students improved their grades after four weeks, with more than half of them no longer failing any courses. By May, 40 of the 70 had pulled up their academic standing. “I was very excited,” Bardin said of the experiment. He now hopes to get buy-in from teachers and other administrators at the high school to expand that work and, down the road, possibly adopt Mindset Works programming, tough budget constraints permitting. Cobleskill-Richmondville High plans to participate in a PERTS research trial next academic year.\u003c/p>\n\n",
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"excerpt": "New research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36768\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36768\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408.jpg\" alt=\"Arten Popov\" width=\"640\" height=\"369\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/8092977876_eb69f90b3f_k-e1404868580408-320x185.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Arten Popov\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>” can help many kids understand their true potential.\u003c/p>\n\u003cp>The new research involves larger, more rigorous field trials that provide some of the first evidence that the social psychology strategy can be effective when implemented in schools on a wide scale. Even a one-time, 30-minute online intervention can spur academic gains for many students, particularly those with poor grades. The premise is that these positive effects can stick over years, leading for example to higher graduation rates; but long-term data is still needed to confirm that.\u003c/p>\n\u003cp>Earlier, well-designed tests of simple and relatively inexpensive growth-mindset interventions had surprisingly shown improvements in students’ grades over weeks or months. For instance, promising results from one famous experiment – an eight-session workshop in 91 seventh graders in a New York City school – led psychology researchers \u003ca href=\"https://chronicle.com/article/Carol-Dwecks-Attitude/65405\">Carol Dweck\u003c/a> and Lisa Blackwell to start up Mindset Works, a company that offers a computer-based program called Brainology.\u003c/p>\n\u003cp>However, all the original intervention studies were small and left some educators and policymakers unconvinced. “Some folks, I think, are skeptical just because the effects are big and because they come from something that’s so small,” said Stanford behavioral scientist David Paunesku. “And I think it’s fair that extraordinary claims require extraordinary evidence.” There were doubts, too, whether the classroom-based growth-mindset techniques would work if broadly put into practice without intensive training or supervision from the experts who developed them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“There’s so much more good that could come if we could effectively communicate to teachers and train teachers how to do this in day-to-day classroom practices.”\u003c/aside>\n\u003cp>To address those issues, Dweck, Paunesku and associates started the Stanford \u003ca href=\"https://p3.perts.net/about\">Project for Education Research That Scales\u003c/a> (PERTS) with the goal of conducting large-scale randomized, controlled trials of distilled mindset interventions that were briefer and could be easily delivered by internet. The program, which is directed by Paunesku, collaborates with schools in testing various experimental psychology strategies for \u003ca href=\"http://web.stanford.edu/~gwalton/home/Welcome_files/Yeager%20Walton%20Cohen%202013.pdf\">shifting the ways students think\u003c/a> about their education, so as to motivate them to work hard.\u003c/p>\n\u003ch3>A Light Touch Leads to Meaningful Change\u003c/h3>\n\u003cp>In one intervention trial that was part of his Ph.D. dissertation, Paunesku worked with colleagues to enlist 1,594 students at 13 U.S. high schools, including 519 under-performing teens with the lowest GPAs. In spring semester 2012, the kids all logged online for a 30-minute, no-frills slideshow presentation (which they were only told was part of a general study of how and why students learn).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Half the group watched a lesson explaining the basic anatomy of the brain, but the other half received a growth-mindset “treatment”: They read an article that described scientific research findings about the brain’s malleability and explained that, just as people can get stronger by working out their muscles, anyone who works out their brain through learning can get smarter. The presentation also noted it could be helpful to try different studying strategies. Then, the teens were asked to summarize what they’d learned by composing a note of advice to a hypothetical struggling student.\u003c/p>\n\u003cp>For example, as one student wrote, “The more you practice or study the more you learn. Your brain has neurons inside that grow whenever you learn something new. Even though you may struggle in a certain subject the neurons in your brain are making new connections and your brain is getting stronger and smarter. … Struggling in school is absolutely normal and we may feel and call ourselves ‘dumb’ during these times. If you practice using better ways to study and learn you will get smarter and might struggle less.”\u003c/p>\n\u003cp>By the end of spring term, encouraging changes were afoot, particularly in the students struggling with low GPAs: the proportion who earned satisfactory grades rose to 49 percent from 43 percent the previous semester, a relative gain of 14 percent. Students in the control condition, however, showed a slight downward slide. A 14 percent improvement might not sound like much, but it represents that many more kids who lifted themselves above poor or failing grades, Paunesku said. “Hopefully, that will put these kids on a different trajectory where they would be more likely to actually graduate high school,” he said. Students who don’t perform well early in the school year usually end up doing worse and worse and are at risk for dropping out.\u003c/p>\n\u003cp>Fostering \u003ca href=\"http://www.hewlett.org/library/grantee-publication/academic-mindsets-critical-component-deeper-learning\">other kinds of academic mindsets\u003c/a> may help as well. The same study also tested a “sense-of-purpose” psychology intervention (in a separate 30-minute online session) designed to get the teens to link their schoolwork to a meaningful broader purpose – such as preparing for future goals that “make a positive impact on the world.” That motivational strategy was roughly as effective as the growth-mindset training, Paunesku said. (Combining the two didn’t add up to a bigger benefit.)\u003c/p>\n\u003cp>“The hypothesis would then be that later on, when the students take the AP classes or when they just encounter a more challenging concept or when they go off to college, that having these more adaptive academic mindsets will serve them well,” he said. To determine whether that’s true, the PERTS researchers would have to track the high schoolers’ performance over longer time-frames; for instance, they’ll be doing two-year follow-ups in some other growth-mindset studies targeting community college students. But such longitudinal work is difficult and costly.\u003c/p>\n\u003cp>Other not-yet-published, large-scale trials from PERTS and affiliated researchers such as University of Texas (UT) psychologist David Yeager are likewise finding modest boosts in achievement from growth-mindset messages tailored to other learners – ranging from \u003ca href=\"https://p3.perts.net/about#results\">students doing Khan Academy math problems online\u003c/a> (who were exposed to single sentences such as, “If you make a mistake, it’s an opportunity to get smarter!”) to \u003ca href=\"http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html\">incoming UT Austin freshmen\u003c/a> who log into a 30-minute online intervention.\u003c/p>\n\u003ch3>Bringing Growth Mindsets into Schools\u003c/h3>\n\u003cp>Designing online interventions that are quick is critical for wide-scale testing and uptake, Paunesku said, because schools might be hesitant to relinquish class time for them. The PERTS growth-mindset session is much shorter than Mindset Works’ Brainology curriculum for middle students, which entails weekly lessons over five to 16 weeks and costs $20 per student for a group of 20 or more. Paunesku and his colleagues are now updating their no-frills interventions with a higher production quality and more engaging content. If further research confirms effectiveness and enough funding support is available, they’d like to make the materials freely accessible to schools, he said.\u003c/p>\n\u003cp>But Paunesku cautions that “academic mindset interventions are not magic bullets.” There may be many reasons why half of the low-performing kids who received the growth-mindset lesson still failed to earn satisfactory grades. Some may not have found the online presentation persuasive enough, he said, if they grew up repeatedly hearing “fixed”-mindset attitudes – such as, “some people are just bad at math” – from parents and peers. And even if students adopt a more adaptive mindset, other obstacles may still loom: A child might have trouble focusing in class because he’s hungry or anxious about being bullied, or he may not get enough support from his parents with homework.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Paunesku’s high school study is valuable in showing how small changes can have a surprising impact, similar to effects seen in other \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/9686450\">previous studies of brief growth-mindset messages\u003c/a>, said Blackwell, vice president at Mindset Works (which also collaborates with PERTS). However, not only is it not yet known how well the positive impacts of growth-mindset interventions are sustained in the longer term as students encounter more significant challenges and failures in the real world, she notes, but none of the methods work for everybody or do anything to change the classroom contexts in which kids learn.\u003c/p>\n\u003cp>That is why, Blackwell said, rather than approaching mindsets “solely as an isolated belief within an individual’s psychology,” Mindset Works has broadened its focus to “changing school and classroom cultures and providing individuals with the tools and strategies to sustain a growth mindset over time.” The company rolled out an \u003ca href=\"http://www.mindsetworks.com/professional-development-and-tools/\">educator toolkit\u003c/a> in 2012 to guide teachers and administrators in cultivating a growth mindset throughout a school.\u003c/p>\n\u003cp>Paunesku agrees that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/\">changing school culture\u003c/a> is likely to be fruitful. To complement its half-hour online student interventions, PERTS plans to release an open set of growth-mindset professional development materials, starting with math teachers next year. “There’s so much more good that could come if we could effectively communicate to teachers and train teachers how to do this in day-to-day classroom practices,” he says.\u003c/p>\n\u003ch3>Experimenting in the Trenches\u003c/h3>\n\u003cp>For many teachers, the growth-mindset philosophy is appealing because it makes intuitive sense. At Cobleskill-Richmondville High School in rural upstate New York, assistant principal Casey Bardin has informally experimented with various academic mindset strategies inspired by work at Stanford, including tactics to \u003ca href=\"http://edition.cnn.com/2012/06/01/health/enayati-importance-of-belonging/index.html\">bolster a sense of social belonging\u003c/a> in disadvantaged students.\u003c/p>\n\u003cp>Last fall, he held one-on-one “goals meetings” with 70 pupils who were flunking three or more classes. Most lacked a support system at school, with no one to relate to there, he said. Bardin offered encouragement by explaining that intelligence grows with hard effort, and then suggested trying different studying tactics. One kid – an African-American in a predominantly white school – was failing math and four other subjects. After Bardin connected him with a senior who could help him with math, the two teens worked together in study hall every day. By spring, the African-American student was passing all his classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Similarly, 29 other under-performing students improved their grades after four weeks, with more than half of them no longer failing any courses. By May, 40 of the 70 had pulled up their academic standing. “I was very excited,” Bardin said of the experiment. He now hopes to get buy-in from teachers and other administrators at the high school to expand that work and, down the road, possibly adopt Mindset Works programming, tough budget constraints permitting. Cobleskill-Richmondville High plans to participate in a PERTS research trial next academic year.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Difference Between Praise and Feedback",
"title": "The Difference Between Praise and Feedback",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34784\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34784\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg\" alt=\"4294686346_fa10e0e9c7_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” \u003ca href=\"http://nymag.com/news/features/27840/\" target=\"_blank\">Widely popularized psychological research\u003c/a> warns about the “inverse power of praise” and the importance of “\u003ca href=\"http://www.amazon.com/Unconditional-Parenting-Moving-Rewards-Punishments/dp/0743487486\" target=\"_blank\">unconditional parenting\u003c/a>.” The incorrectly phrased, indiscriminately doled out pat on the back can, we learn, undermine a child’s inner motivation to learn and achieve, promote a “fixed mindset” that will cause her to shrink from taking on any kind of challenge or effort, and maybe even destroy her sense of self worth.\u003c/p>\n\u003cp>The anxiety is such that parenting blogs circulate actual \u003ca href=\"http://growingleaders.com/blog/what-parents-should-say-as-their-kids-perform/\" target=\"_blank\">word-for-word scripts\u003c/a> for parents to use in such difficult situations as the \u003ca href=\"http://www.handsfreemama.com/2012/04/16/six-words-you-should-say-today/\" target=\"_blank\">sidelines of a swim meet\u003c/a>, or after a music recital. There are l\u003ca href=\"http://www.parenting.com/article/things-you-shouldnt-say-to-your-child\" target=\"_blank\">ong lists of forbidden words and phrases\u003c/a>, too.\u003c/p>\n\u003cp>What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?\u003c/p>\n\u003ch3>\u003cstrong>Process Praise\u003c/strong>\u003c/h3>\n\u003cp>Some of the most prominent psychologists behind all of this talk about talking are Stanford University’s Carol Dweck, author of the book \u003ca href=\"http://mindsetonline.com/\" target=\"_blank\">\u003cem>Mindset\u003c/em>\u003c/a>, and Edward Deci and Richard Ryan at the University of Rochester, whose research the education author Alfie Kohn relies heavily on in his books including \u003cem>Unconditional Parenting\u003c/em>. Both Dweck and Deci are theorists of human motivation, but they emphasize very different perspectives on praise.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dweck’s studies have focused on the effects of “process praise,” which means praising effort or strategy: “You must have worked very hard on this painting!” This is opposed to “person praise,” which labels people with phrases like, “You are really good at painting!” “You must be a genius!”\u003c/p>\n\u003cp>The idea is that reinforcing effort contributes to children’s beliefs that they can get better at things if they try, the vaunted “growth mindset.” But praising traits feeds the belief that talent is fixed, which makes kids \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\">less willing to take on new challenges\u003c/a> that might expose them as less naturally able.\u003c/p>\n\u003cp>Most of Dweck’s research has focused on process praise given by strange adults interacting with children in a research study environment. But in a recent study, her team coded videotapes of parents praising their one to three-year-old children. They found that the greater use of process praise with these very young children predicted their later desire to take on new challenges, which in turn influenced these children’s math achievement seven years later, in fourth grade.\u003c/p>\n\u003cp>“Kids are thrilled by the idea that they can grow their brains through their effort and strategy,” Dweck says. “Praising strategy and focus and improvement gives them actionable information and a reason to try hard.”\u003c/p>\n\u003ch3>\u003cstrong>Praise and Personhood\u003c/strong>\u003c/h3>\n\u003cp>Simple, right? Not so fast. Writers such as \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\">Kohn\u003c/a>\u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\"> have condemned all praise\u003c/a>, including Dweck’s “process praise,” as little more than “\u003ca href=\"http://www.amblesideschools.com/sites/default/files/Five%20Reasons%20to%20Stop%20Saying%20%20Good%20Job!.pdf\" target=\"_blank\">sugarcoated control\u003c/a>.”\u003c/p>\n\u003cp>The idea is that parental praise is manipulative, intrusive, and undermines both children’s intrinsic enjoyment of what they’re doing and their own internal sense of whether they are, in fact, doing a good job or trying hard.\u003c/p>\n\u003cp>Kohn \u003ca href=\"http://www.selfdeterminationtheory.org/\" target=\"_blank\">cites\u003c/a> Deci and Richard Ryan, and their colleagues including Guy Roth and Avi Assor at the University of the Negev in Israel. All of them have found in a series of studies that when parents express any kind of “\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0140197111001278\" target=\"_blank\">conditional regard\u003c/a>,” it harms young people’s developing autonomy, causing them to feel pressured to achieve, to feel shame if they don’t, and to \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.0022-3506.2004.00256.x/abstract;jsessionid=3996DC7D60E4327CCD583CE5CB9FEB05.f01t04?deniedAccessCustomisedMessage=&userIsAuthenticated=false\" target=\"_blank\">suppress negative emotions and experiences\u003c/a>. Conditional regard includes \u003ca href=\"http://psycnet.apa.org/journals/dev/45/4/1119/\" target=\"_blank\">positive reinforcement\u003c/a>, the practice of offering praise in exchange for desired behavior.\u003c/p>\n\u003cp>“If you tell your kids, ‘You’re a good boy for taking out the trash,’” they may feel that if they don’t take out the trash, they’re not worthy of your love,” says Deci. “You need to express that you love them and approve of them no matter what they do.”\u003c/p>\n\u003cp>Verbal rewards are a pretty central weapon in the parenting arsenal, especially when it comes to academic achievement. Deci and his colleagues found that offering your warmth and approval in exchange for academic achievement does work, in the sense that it causes young people to be more invested in trying to do well in school. But it’s a devil’s bargain that backfires emotionally in the form of “maladaptive self feelings.”\u003c/p>\n\u003cp>The controversial recent book \u003ca href=\"http://www.amazon.com/The-Triple-Package-Unlikely-Cultural/dp/1594205469\" target=\"_blank\">\u003cem>The Triple Package\u003c/em>\u003c/a>, coauthored by “tiger mom” Amy Chua, purported to explain why certain ethnic groups tend to outperform others in education, occupational status and earnings. Two of the three traits the authors describe are a superiority complex accompanied by insecurity—a pretty good description of what researchers say can be the outcome of too much conditional parental positive regard.\u003c/p>\n\u003ch3>\u003cstrong>Praise vs. Feedback\u003c/strong>\u003c/h3>\n\u003cp>Parents are not perfectly controlled Siri-like bots but human beings with positive and negative emotions that are going to arise in response to specific actions by children. So is there any way to channel and communicate your sincere feelings to your kids without doing lasting harm? Surprisingly, despite their differing views on praise, Dweck and Deci tend to agree on the right course of action.\u003c/p>\n\u003cp>When I ask Dweck about the “sugarcoated control” idea, she says, “I basically agree that we overpraise.” Her intention in talking about process praise is to redirect this impulse more constructively. Instead of mindlessly kvelling over every fingerpainting or math test -- or even just telling kids to “try hard!” -- her recommendation is to get more involved with what a kid is doing. “Appreciate it. Ask questions. If we see that a child is using interesting strategies we can ask about them. Talk to them about their thought processes, how they can learn from mistakes.” Encourage your child to actively seek both positive and negative feedback in order to grow and improve.\u003c/p>\n\u003cp>Deci says something similar. In addition to assuring children of your continuous love and regard, “You want to understand what your child is thinking and feeling, to be respectful toward them. Asking questions is a far better idea than giving praise”—or criticism for that matter. The idea is to support the development of a child’s autonomy by taking his perspective.\u003c/p>\n\u003cp>If you’re on the sidelines at a soccer game, it’s easy to pull out some pre-scripted phrase like “I love to watch you play!” or “You’re a natural!” It’s harder to watch your kid so you can tell her, “When you made that pass in the second quarter, I could see that you’ve been practicing your footwork a lot,” or to take the time to ask, “What was your favorite part of the game?” and really listen to the answer.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Providing helpful, detailed, encouraging feedback and appreciation requires paying attention to what kids are doing, and listening to what they are saying. This takes time and energy. Dweck says what she sees all too often are time-pressured parents who reach for a quick sugar fix instead. “We are a praise-addicted culture. I don’t think parents are going to stop praising.”\u003c/p>\n\n",
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"excerpt": "Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” Widely popularized psychological research warns about the “inverse power of praise” and the importance of “unconditional parenting.” What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34784\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34784\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg\" alt=\"4294686346_fa10e0e9c7_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/4294686346_fa10e0e9c7_z-e1395880426923-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” \u003ca href=\"http://nymag.com/news/features/27840/\" target=\"_blank\">Widely popularized psychological research\u003c/a> warns about the “inverse power of praise” and the importance of “\u003ca href=\"http://www.amazon.com/Unconditional-Parenting-Moving-Rewards-Punishments/dp/0743487486\" target=\"_blank\">unconditional parenting\u003c/a>.” The incorrectly phrased, indiscriminately doled out pat on the back can, we learn, undermine a child’s inner motivation to learn and achieve, promote a “fixed mindset” that will cause her to shrink from taking on any kind of challenge or effort, and maybe even destroy her sense of self worth.\u003c/p>\n\u003cp>The anxiety is such that parenting blogs circulate actual \u003ca href=\"http://growingleaders.com/blog/what-parents-should-say-as-their-kids-perform/\" target=\"_blank\">word-for-word scripts\u003c/a> for parents to use in such difficult situations as the \u003ca href=\"http://www.handsfreemama.com/2012/04/16/six-words-you-should-say-today/\" target=\"_blank\">sidelines of a swim meet\u003c/a>, or after a music recital. There are l\u003ca href=\"http://www.parenting.com/article/things-you-shouldnt-say-to-your-child\" target=\"_blank\">ong lists of forbidden words and phrases\u003c/a>, too.\u003c/p>\n\u003cp>What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?\u003c/p>\n\u003ch3>\u003cstrong>Process Praise\u003c/strong>\u003c/h3>\n\u003cp>Some of the most prominent psychologists behind all of this talk about talking are Stanford University’s Carol Dweck, author of the book \u003ca href=\"http://mindsetonline.com/\" target=\"_blank\">\u003cem>Mindset\u003c/em>\u003c/a>, and Edward Deci and Richard Ryan at the University of Rochester, whose research the education author Alfie Kohn relies heavily on in his books including \u003cem>Unconditional Parenting\u003c/em>. Both Dweck and Deci are theorists of human motivation, but they emphasize very different perspectives on praise.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dweck’s studies have focused on the effects of “process praise,” which means praising effort or strategy: “You must have worked very hard on this painting!” This is opposed to “person praise,” which labels people with phrases like, “You are really good at painting!” “You must be a genius!”\u003c/p>\n\u003cp>The idea is that reinforcing effort contributes to children’s beliefs that they can get better at things if they try, the vaunted “growth mindset.” But praising traits feeds the belief that talent is fixed, which makes kids \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\">less willing to take on new challenges\u003c/a> that might expose them as less naturally able.\u003c/p>\n\u003cp>Most of Dweck’s research has focused on process praise given by strange adults interacting with children in a research study environment. But in a recent study, her team coded videotapes of parents praising their one to three-year-old children. They found that the greater use of process praise with these very young children predicted their later desire to take on new challenges, which in turn influenced these children’s math achievement seven years later, in fourth grade.\u003c/p>\n\u003cp>“Kids are thrilled by the idea that they can grow their brains through their effort and strategy,” Dweck says. “Praising strategy and focus and improvement gives them actionable information and a reason to try hard.”\u003c/p>\n\u003ch3>\u003cstrong>Praise and Personhood\u003c/strong>\u003c/h3>\n\u003cp>Simple, right? Not so fast. Writers such as \u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\">Kohn\u003c/a>\u003ca href=\"http://www.washingtonpost.com/blogs/answer-sheet/post/criticizing-common-criticisms-of-praise/2012/02/03/gIQAPQjzmQ_blog.html\" target=\"_blank\"> have condemned all praise\u003c/a>, including Dweck’s “process praise,” as little more than “\u003ca href=\"http://www.amblesideschools.com/sites/default/files/Five%20Reasons%20to%20Stop%20Saying%20%20Good%20Job!.pdf\" target=\"_blank\">sugarcoated control\u003c/a>.”\u003c/p>\n\u003cp>The idea is that parental praise is manipulative, intrusive, and undermines both children’s intrinsic enjoyment of what they’re doing and their own internal sense of whether they are, in fact, doing a good job or trying hard.\u003c/p>\n\u003cp>Kohn \u003ca href=\"http://www.selfdeterminationtheory.org/\" target=\"_blank\">cites\u003c/a> Deci and Richard Ryan, and their colleagues including Guy Roth and Avi Assor at the University of the Negev in Israel. All of them have found in a series of studies that when parents express any kind of “\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0140197111001278\" target=\"_blank\">conditional regard\u003c/a>,” it harms young people’s developing autonomy, causing them to feel pressured to achieve, to feel shame if they don’t, and to \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.0022-3506.2004.00256.x/abstract;jsessionid=3996DC7D60E4327CCD583CE5CB9FEB05.f01t04?deniedAccessCustomisedMessage=&userIsAuthenticated=false\" target=\"_blank\">suppress negative emotions and experiences\u003c/a>. Conditional regard includes \u003ca href=\"http://psycnet.apa.org/journals/dev/45/4/1119/\" target=\"_blank\">positive reinforcement\u003c/a>, the practice of offering praise in exchange for desired behavior.\u003c/p>\n\u003cp>“If you tell your kids, ‘You’re a good boy for taking out the trash,’” they may feel that if they don’t take out the trash, they’re not worthy of your love,” says Deci. “You need to express that you love them and approve of them no matter what they do.”\u003c/p>\n\u003cp>Verbal rewards are a pretty central weapon in the parenting arsenal, especially when it comes to academic achievement. Deci and his colleagues found that offering your warmth and approval in exchange for academic achievement does work, in the sense that it causes young people to be more invested in trying to do well in school. But it’s a devil’s bargain that backfires emotionally in the form of “maladaptive self feelings.”\u003c/p>\n\u003cp>The controversial recent book \u003ca href=\"http://www.amazon.com/The-Triple-Package-Unlikely-Cultural/dp/1594205469\" target=\"_blank\">\u003cem>The Triple Package\u003c/em>\u003c/a>, coauthored by “tiger mom” Amy Chua, purported to explain why certain ethnic groups tend to outperform others in education, occupational status and earnings. Two of the three traits the authors describe are a superiority complex accompanied by insecurity—a pretty good description of what researchers say can be the outcome of too much conditional parental positive regard.\u003c/p>\n\u003ch3>\u003cstrong>Praise vs. Feedback\u003c/strong>\u003c/h3>\n\u003cp>Parents are not perfectly controlled Siri-like bots but human beings with positive and negative emotions that are going to arise in response to specific actions by children. So is there any way to channel and communicate your sincere feelings to your kids without doing lasting harm? Surprisingly, despite their differing views on praise, Dweck and Deci tend to agree on the right course of action.\u003c/p>\n\u003cp>When I ask Dweck about the “sugarcoated control” idea, she says, “I basically agree that we overpraise.” Her intention in talking about process praise is to redirect this impulse more constructively. Instead of mindlessly kvelling over every fingerpainting or math test -- or even just telling kids to “try hard!” -- her recommendation is to get more involved with what a kid is doing. “Appreciate it. Ask questions. If we see that a child is using interesting strategies we can ask about them. Talk to them about their thought processes, how they can learn from mistakes.” Encourage your child to actively seek both positive and negative feedback in order to grow and improve.\u003c/p>\n\u003cp>Deci says something similar. In addition to assuring children of your continuous love and regard, “You want to understand what your child is thinking and feeling, to be respectful toward them. Asking questions is a far better idea than giving praise”—or criticism for that matter. The idea is to support the development of a child’s autonomy by taking his perspective.\u003c/p>\n\u003cp>If you’re on the sidelines at a soccer game, it’s easy to pull out some pre-scripted phrase like “I love to watch you play!” or “You’re a natural!” It’s harder to watch your kid so you can tell her, “When you made that pass in the second quarter, I could see that you’ve been practicing your footwork a lot,” or to take the time to ask, “What was your favorite part of the game?” and really listen to the answer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Providing helpful, detailed, encouraging feedback and appreciation requires paying attention to what kids are doing, and listening to what they are saying. This takes time and energy. Dweck says what she sees all too often are time-pressured parents who reach for a quick sugar fix instead. “We are a praise-addicted culture. I don’t think parents are going to stop praising.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's Your Learning Disposition? How to Foster Students' Mindsets",
"title": "What's Your Learning Disposition? How to Foster Students' Mindsets",
"headTitle": "GROWTH MINDSET | MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>[contextly_sidebar id=\"936a5b0cc610cbc6837d624b55af8462\"]\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. Educators and researchers working to develop academic mindsets emphasized the importance of school culture to make kids believe in the concepts. “Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades,” said Mahoney.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Fostering academic mindsets is a two-way street and requires teachers to listen to students. “If we’re thinking about what’s required of us as teachers to foster academic mindsets in classrooms -- and thereby foster student development and growth -- it’s a mindset in and of itself,” said Rob Riordan, co-founder of \u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\" rel=\"noopener\">High Tech High\u003c/a> and President of its Graduate School of Education. “It wants to know what students are thinking and how they’re thinking.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34741\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg\" alt=\"3113816327_9a3e7bdaff_z-e1395356922903\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/3113816327_9a3e7bdaff_z-e1395356922903-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">\" credit=\"Flickr: fhwrdh\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap\" style=\"text-align: left\">Stanford psychologist \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\" rel=\"noopener\">Carol Dweck’s work on growth mindsets\u003c/a> has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.\u003c/p>\n\u003cp>\u003cstrong>Belonging to an academic community:\u003c/strong> Feeling connected to adults and peers at school intellectually, not just socially, through an academic community, is a strong motivator. Feeling a sense of belonging in an intellectual community helps students interpret setbacks as a natural part of learning, and not as a personal deficit that sets them apart.\u003c/p>\n\u003cp>\u003cstrong>Belief in the likelihood of success:\u003c/strong> Students’ belief in their own self-efficacy is a better predictor of academic success than measured ability. Students need to feel that they're likely to succeed in order to sustain the hard work of learning something challenging. When students believe they'll fail, they often don’t invest in the work or devalue the task.\u003c/p>\n\u003cp>\u003cstrong>The work has meaning and value:\u003c/strong> The brain naturally looks for connections. When students find academic work to be relevant to lives, interests, and concerns they're much more likely to work on a task in a sustained way and to perform well. It takes much more energy to focus attention on a task that does not have direct value to the student.\u003c/p>\n\u003cp>\u003cstrong>Belief that abilities and intelligence can grow with effort:\u003c/strong> Known as a growth mindset, (Carol Dweck's theory we refer to above) if students believe the brain is a muscle that must be exercised, they're more likely to interpret setbacks as opportunities to learn and improve. This mindset is associated with the joy of mastering a task, rather than learning for a grade or to outperform others.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>FOSTERING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Schools can encourage students to develop these mindsets, but it requires an intentional focus. “One thing we like to do as a school is celebrate kids taking risks and failing and then learning from those failures,” said Stephen Mahoney, principal of \u003ca href=\"http://www.springfieldrenaissanceschool.com/\" target=\"_blank\" rel=\"noopener\">Springfield Renaissance School\u003c/a> on a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\" rel=\"noopener\">Deeper Learning MOOC panel\u003c/a>. The majority of Renaissance students receive free and reduced price lunch and 80 percent are students of color. Even the school’s honor roll is based on effort and perseverance rather than on objective performance. Setting school values in this way sends a strong message to students about what educators see as the most valuable skills school can teach.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To help students see learning as a process, their assessments need to reflect the same ethos, including lots of informal feedback so students can improve on their work. “If they did something not very well, and they only get one chance to show what they know, that’s not a very good way to foster a growth mindset,” said \u003ca href=\"https://uei.uchicago.edu/about/staff/camille-farrington\" target=\"_blank\" rel=\"noopener\">Camille Farrington\u003c/a>, research associate at University of Chicago Consortium on Chicago School Research and author of a \u003ca href=\"http://www.hewlett.org/uploads/documents/Academic_Mindsets_as_a_Critical_Component_of_Deeper_Learning_CAMILLE_FARRINGTON_April_20_2013.pdf\" target=\"_blank\" rel=\"noopener\">white paper \u003c/a>on academic mindsets for the Hewlett Foundation.\u003c/p>\n\u003cp>To avoid that trap, schools can structure failure into the school culture, as Springfield Renaissance has done, so students don’t see a misstep as the end of their ability to succeed. “When students start reading the tea leaves and realize it’s impossible for them to succeed, they give up,” Farrington said. In points-based grading systems, students know when they’ve reached a point at which they can no longer pass, and stop trying.\u003c/p>\n\u003cp>“Students always have mindsets and they're always in the process of affirming the mindsets they already have,” Farrington said. “If they believe that they don’t belong or they can’t really do it then they’ll be looking for confirmation that that’s true.” It’s the teacher’s job to interrupt that negative mindset and turn it around to something positive and adaptive. Researchers have seen the impact of small, experimental interventions on a limited scale, so teachers who see kids every day can have a much bigger effect.\u003c/p>\n\u003cp>To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.\u003c/p>\n\u003cp>It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR TEACHING MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Influencing how students view themselves as learners is challenging work. Students often won’t respond if a teacher just tells them how they should think -- that creates defensiveness. Instead, a good tactic is to teach them some of the neuroscience around learning, including that the brain is malleable.\u003c/p>\n\u003cp>“You're telling students that when you work on really challenging things that’s when your brain is growing the most,” said Carissa Romero, assistant director of \u003ca href=\"http://www.perts.net/home/about.php\" target=\"_blank\" rel=\"noopener\">Stanford’s PERTS center\u003c/a>, which studies academic motivation. Giving them a reason to care about their approach to learning helps them connect it to their own lives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Adults in the building have to be very clear that you can’t have a focus on academic mindsets if all you’re going to be focused on is grades.”\u003c/aside>\n\u003cp>Another tactic is to ask students if they exhibited one of the academic mindsets in another area of their lives and help them see how it could apply to learning. When a student exhibits that mindset in school, it can then be identified and connected to the rest of their lives. It’s important in these conversations to honor who students are as people and where they come from.\u003c/p>\n\u003cp>Even in environments where test results dominate the conversation, teachers have control over the language they use. “Even if you're forced to give lots of assessments, the way that you talk about your assessments can promote a growth mindset,” Romero said. “Tell [students] this will help you know where you are, and we can use this together to get you to where you want to be, and help you reach your learning goals.”\u003c/p>\n\u003cp>\u003cstrong>THE TEACHER IS CENTRAL\u003c/strong>\u003c/p>\n\u003cp>“I think the best way to cultivate these academic mindsets is through the type of culture where every adult in the school is on the same page about what we're trying to do and how we're going about it,” said Ed Briceno, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\" rel=\"noopener\">MindSet Works\u003c/a>, a company offering professional development and curriculum based on Carol Dweck’s research. “And then everything we do on a daily basis fosters those positive academic mindsets.”\u003c/p>\n\u003cp>Creating that kind of culture starts by being honest with students about the kinds of goals educators are working towards and the challenges they faced along the way. “My kids know that I got kicked out of the Peace Corps and that I recovered from getting kicked out the Peace Corps,” said Mahoney. They also know his goal is to better support middle school math. He’s invited students to check in with him about that goal, and they do. By being transparent with students, Mahoney is modeling the kind of approach that he’d like to see students take.\u003c/p>\n\u003cp>“It starts with the conversation you direct in schools and it starts with the examples you set for kids,” Mahoney said. “The kids are watching and they’re making note of that. And it’s important to make this fun. Making it feel like a game for kids is just another way of making it not so bad to fail.”\u003c/p>\n\u003cp>Growth, community, a sense of personal agency, and creating meaningful work are not always the primary goals in many U.S. schools. Too often the conversation is focused on test scores, standards and pacing guides. 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"content": "\u003cp>What are your top five strengths? In the last ten years psychologists have done a lot of research into the character qualities and strengths that help people feel happy and satisfied with their lives. There's been a similar emphasis on the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\" target=\"_blank\">personality traits that help students succeed in school\u003c/a> by remaining engaged and motivated to learn over an extended period of time. Traits like optimism, curiosity, social intelligence, and enthusiasm are just a few of the character traits that have shown to lead to satisfied lives.\u003c/p>\n\u003cp>This eight minute film by \u003ca href=\"http://www.moxieinstitute.org/\" target=\"_blank\">Tiffany Shlain and The Moxie Institute Films\u003c/a> explores how people can strengthen good character traits by appreciating the positive qualities of others and oneself. It discusses the neuroscience behind a strong character, emphasizing that character is not a fixed quality, but rather something that can grow, change and ultimately improve happiness and satisfaction.\u003c/p>\n\u003cp>Dig deeper into the science of character with \u003ca href=\"http://www.letitripple.org/character\" target=\"_blank\">these resources\u003c/a> from the filmmaker, including discussion questions and activities.\u003c/p>\n\u003cp>[youtube //www.youtube.com/watch?v=U3nT2KDAGOc]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What are your top five strengths? In the last ten years psychologists have done a lot of research into the character qualities and strengths that help people feel happy and satisfied with their lives. There's been a similar emphasis on the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\" target=\"_blank\">personality traits that help students succeed in school\u003c/a> by remaining engaged and motivated to learn over an extended period of time. Traits like optimism, curiosity, social intelligence, and enthusiasm are just a few of the character traits that have shown to lead to satisfied lives.\u003c/p>\n\u003cp>This eight minute film by \u003ca href=\"http://www.moxieinstitute.org/\" target=\"_blank\">Tiffany Shlain and The Moxie Institute Films\u003c/a> explores how people can strengthen good character traits by appreciating the positive qualities of others and oneself. It discusses the neuroscience behind a strong character, emphasizing that character is not a fixed quality, but rather something that can grow, change and ultimately improve happiness and satisfaction.\u003c/p>\n\u003cp>Dig deeper into the science of character with \u003ca href=\"http://www.letitripple.org/character\" target=\"_blank\">these resources\u003c/a> from the filmmaker, including discussion questions and activities.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/U3nT2KDAGOc'\n title='//www.youtube.com/embed/U3nT2KDAGOc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33129\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-33129\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/erinscott_-7183.jpg\" alt=\"erinscott_-7183\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/erinscott_-7183-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It might feel overwhelming to keep track of the latest education trends, jargon, and ed-tech products. But for many educators -- and most MindShift readers -- the topic of focus that stays top-of-mind above the chatter is \u003cem>learning\u003c/em>. A look through the most popular MindShift posts this year reveals that, despite all the news about iPad rollouts and Common Core, the strongest thread of interest for our readers remains the topic of learning: student-directed learning, inquiry-based approaches to teaching, and the desire to help students learn how to learn in a changing world.\u003c/p>\n\u003cp>\u003cstrong>POSITIVE CONDITIONS FOR LEARNING\u003c/strong>\u003c/p>\n\u003cp>Adults can make a big impact on how students view their own learning process and capabilities, as described in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/giving-good-praise-to-girls-what-messages-stick/\">Giving Good Praise to Girls: What Messages Stick\u003c/a>. Research by Stanford professor Carol Dweck has shown that students who demonstrate a “growth mindset” about their abilities fare much better than those who believe their abilities in any given area are fixed -- that either they're smart or they're not. Educators and parents can help encourage a growth mindset by praising the effort children put into their work, not the byproduct.\u003c/p>\n\u003cp>“What we've shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not,” Dweck said. “It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.” Her research also shows that girls are more susceptible to the fixed mindset than boys, especially when it comes to math. Dweck’s research asks educators and parents to think carefully about the messages they're sending to children, even at a young age. The praise a parent gives her child between the ages of one and three affects that child’s ability to overcome challenges five years later.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices.”\u003c/aside>\n\u003cp>Just as adults should be careful how and what they praise, they may also want to spend concentrated time helping kids ignore distractions and focus on a single task. In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">Age of Distraction: Why It's Crucial For Students to Learn How to Focus, \u003c/a>Daniel Goleman presents compelling research suggesting that the ability to focus has more impact on future success than socio-economic background or IQ. “The more children and teens are natural focusers, the better able they’ll be to use the digital tool for what they have to get done and then to use it in ways that they enjoy,” Goleman said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If children don’t learn to tune out distracting deluge of texts and online messages, they may not develop the neural pathways that lead to empathy, as well as the ability to stay on task and self-regulate. “The circuitry for paying attention is identical for the circuits for managing distressing emotion,” Goleman said. Even as he advocates a “digital sabbath,” regular time away from devices to help gain balance, he recognizes devices themselves aren’t the enemy. “What we need to do is be sure that the current generation of children has the attentional capacities that other generations had naturally before the distractions of digital devices,” Goleman said. “It’s about using the devices smartly but having the capacity to concentrate as you need to, when you want to.”\u003c/p>\n\u003cp>The same premise comes up again in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?\u003c/a> The article describes a study that showed that students stayed on task only 65 percent of the time in a 15-minute period -- even with the knowledge that researchers were watching their study habits. That has big consequences for learning. When students multitask while studying, they come away with a shallower and spottier understanding of the material. And while checking a quick text doesn’t seem like a big deal, neuroscientists point out that reading email and texts are complex mental tasks that use the same parts of the brain as listening to a lecture or reading. Neuroscientists don’t believe it’s possible to multitask two complicated tasks at the same time.\u003c/p>\n\u003cp>\u003cstrong>STUDENT INQUIRY AND INTEREST\u003c/strong>\u003c/p>\n\u003cp>Educators are finding that student-driven learning based on interests and passions is one of the best ways to help students develop intrinsic motivation, and that theme has been shown to resonate with tens of thousands of MindShift readers.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you inspire them to care about it and draw parallels with their world then they care and remember.”\u003c/aside>\n\u003cp>Perhaps one of the most basic elements of inquiry-based learning -- though a crucial one -- is knowing when to step back, according to educator Diana Laufenberg, the primary source in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">Creating Classrooms We Need: 8 Ways Into Inquiry Learning\u003c/a>. “There are vastly creative minds that are capable of doing intensely wonderful things with their learning but often we don’t let that live and breathe,” said Diana Laufenberg who taught history at Science Leadership Academy for many years. “Thankfully I got out of their way and let them do the work they were capable of.”\u003c/p>\n\u003cp>It’s also important to know when to step in. The inquiry process can provoke feelings of uncertainty, optimism, frustration, satisfaction, and disappointment, and in the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/5-tools-to-help-students-learn-how-to-learn/\">Tools to Help Students Learn How to Learn\u003c/a>, it becomes clear that educators are aware of key moments when a small intervention or offer of guidance can help mitigate emotions that might derail the student’s commitment to the project. One of the most difficult things about helping students learn how to learn is recognizing those small shifts in enthusiasm and energy and helping students to get beyond emotional roadblocks.\u003c/p>\n\u003cp>One of the most tried-and-true tactics -- learning through doing -- is the focus of another hugely popular article this year, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">What Project-Based Learning Is -- And Isn't\u003c/a>. The best kinds of projects, the article argues, allows discovery that's embedded in the project, not offered before it begins or after it ends. Many teachers have found the best way to achieve this goal is by connecting learning to the real-world problems and experiences of students. “If you inspire them to care about it and draw parallels with their world then they care and remember,” said Azul Terronez, eighth-grade Humanities teacher at High Tech High. This process takes a lot of teacher planning, but doesn’t require any “teaching,” just a lot of guidance and an authentic audience as motivation.\u003c/p>\n\u003cp>In the article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/dan-pink-how-teachers-can-sell-love-of-learning-to-students/\">How Teachers Can Sell Love of Learning to Students\u003c/a>, author Dan Pink says helping student find their own interests and passions resembles the job of a salesman. Pink, the author of \u003cem>To Sell Is Human,\u003c/em> argues against policies that standardize education and erase the power of individuals from the system. Standards-based learning and assessment make it easier for adults to evaluate children, Pink claims, but don’t necessarily lead to learning.\u003c/p>\n\u003cp>Busting open the standardized education system is the focus of another popular article,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/a-school-with-no-teachers-where-students-teach-themselves/\"> A School With No Teachers, Where Students Teach Themselves.\u003c/a> Launched by telecommunications magnate in France, the school, called 42, is for young people between 18 and 30 and is based on the idea that no educator can foresee problems of the future, so students need to become self-sufficient, independent learners who are used to problem-solving without any parameters. The school hopes to develop creativity and innovative skills by remaining outside the standard French education system, and achieve a more equitable environment by doing so.\u003c/p>\n\u003cp>\u003cstrong>LISTS\u003c/strong>\u003c/p>\n\u003cp>MindShift readers love a meaty, informative list. One of the favorites this year,\u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10-ways-to-teach-innovation/\"> 10 Ways To Teach Innovation,\u003c/a> goes into detail about how teachers can inspire students by demonstrating a willingness to innovate themselves, by encouraging teamwork and by emphasizing skills and concepts over facts.\u003c/p>\n\u003cp>And for teachers always on the look-out for tech tools that will foster innovation, inquiry, and creativity, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/13-free-web-tools-students-and-teachers-should-know-about/\">13 Free Web Tools Students and Teachers Should Know About\u003c/a> offers some smart ideas and strategies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200066596-001.jpg\" alt=\"200066596-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways.\u003c/p>\n\u003cp>With apologies to Stevens, we're going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.\u003c/p>\n\u003cp>As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and\u003cbr>\nuseful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence.\u003c/p>\n\u003cp>\u003cstrong>1. SITUATIONS CAN MAKE US SMARTER.\u003c/strong> The science of learning has demonstrated that we are powerfully shaped by the situations that we find ourselves in: situations that can either evoke or suppress our intelligence.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Situations can be internal or external. They can be brief and transitory, or persistent and long-lasting. They can be as varied as the conditions under which a student studies, the conditions that prevail in the classroom or school a student attends, the conditions exerted by a student’s peer group. The physical conditions that students experience by way of how much stress they’re under and how much sleep and exercise they get, and the mental conditions students create for themselves by the levels of expertise and attention and motivation they’re able to achieve.\u003c/p>\n\u003cp>Situational intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">A feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals and concrete actions we’ll take.\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>On one level this is obvious, but on another it is quite radical. Radical, because, since its earliest beginnings, the study of intelligence has emphasized its inherent and fixed qualities. Intelligence has been conceptualized as an innate characteristic of the individual, invariant across time and place, determined mostly by genes (or before that, what was called “heredity”).\u003c/p>\n\u003cp>This was the view of \u003ca href=\"http://galton.org/\">Francis Galton\u003c/a>, the Victorian gentleman who is the father of psychometric testing. He used the notion of inherent, fixed intelligence to show that it ran in the blood of England's most eminent families. This was the view of \u003ca href=\"http://en.wikipedia.org/wiki/Lewis_Terman\">Lewis Terman\u003c/a>, the creator of the modern intelligence test. He used the notion of inherent, fixed intelligence to identify and cultivate children who were \"gifted.\" And this was the view of Charles Murray and Richard Herrnstein, authors of the notorious 1994 book \u003ca href=\"http://en.wikipedia.org/wiki/The_Bell_Curve\">The Bell Curve\u003c/a>. They used the notion of inherent, fixed intelligence to argue that America's class structure was the inevitable product of the IQ levels of various racial and social groups.\u003c/p>\n\u003cp>So to assert that intelligence is in large part a product of the situations we find ourselves in is a departure, not only from the way science has traditionally thought about ability, but from the way many of us think about ability today.\u003c/p>\n\u003cp>Think about how you could recast your own role (as a teacher, an administrator, a parent) as a situation-maker: a creator of circumstances that evoke intelligence in others.\u003c/p>\n\u003cp>\u003cstrong>2. BELIEFS CAN MAKE US SMARTER.\u003c/strong> Stanford psychologist Carol Dweck distinguishes two types of mindsets: the fixed mindset, or the belief that ability is fixed and unchanging, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\">growth mindset\u003c/a>, or the belief that abilities can be developed through learning and practice.\u003c/p>\n\u003cp>These beliefs matter because they influence how think about our own abilities, how we perceive the world around us, and how we act when faced with a challenge or with adversity. The psychologist David Yeager, also of Stanford, notes that our mindset effectively creates the “psychological world” in which we live. Students’ beliefs, whether they’re oriented around limits or around growth, constitute one of these internal situations that either suppresses or evokes\u003cbr>\nintelligence.\u003c/p>\n\u003cp>\u003cstrong>3. EXPERTISE CAN MAKE US SMARTER. \u003c/strong>One very robust line of research within the science of learning is concerned with the psychology of expertise: what goes on in the mind of an expert. What researchers have found is that experts don’t just know more, they know differently, in ways that allow them to think and act especially intelligently within their domain of expertise.\u003c/p>\n\u003cp>An expert’s knowledge is deep, not shallow or superficial; it is well-organized, around a core of central principles; it is automatic, meaning that it has been streamlined into mental programs that run with very little conscious effort; it is flexible and transferable to new situations; it is self-aware, meaning that an expert can think well about his or her own thinking. Expertise takes a long time to develop, of course, but the adolescent and young adult years are not too soon to begin encouraging students to go deep in a subject area that interests them.\u003c/p>\n\u003cp>\u003cstrong>4. ATTENTION CAN MAKE US SMARTER.\u003c/strong> You’ve probably heard about the “marshmallow test,” a famous experiment conducted by psychologist Walter Mischel in the late 1960s. Mischel found that children who could resist eating a marshmallow in return for the promise of two marshmallows later on did better in school and in their careers.\u003c/p>\n\u003cp>Well, there’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">a new marshmallow test \u003c/a>that is faced every day, almost every minute by our students: it’s the ability to resist the urge to check one’s email, to respond to a text, to see what’s happening on Facebook or Twitter. I know we’ve all heard that \"digital natives\" grew up multitasking and\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?]\u003c/a>\u003c/p>\n\u003cp>therefore excel at it, but the fact is that there are information-processing bottlenecks in the brain—everybody’s brain—that prevent us from paying attention to two things at the same time. The state of focused attention is a very important internal situation that students must cultivate in order to fully express their intelligence.\u003c/p>\n\u003cp>\u003cstrong>5. EMOTIONS CAN MAKE US SMARTER. \u003c/strong>We sometimes give short shrift to emotions when we’re talking about academic success, but the science of learning is demonstrating that our \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-do-emotions-have-to-do-with-learning/\">emotional state represents a crucial internal situation\u003c/a> that influences how intelligently we think and act.\u003c/p>\n\u003cp>When we’re in a positive mood, for example, we tend to think more expansively and creatively. When we feel anxious—for instance, when we’re about to take a dreaded math test—that anxiety uses up some of the working memory capacity we need to solve problems, leaving us, literally, with less intelligence to apply to the exam.\u003c/p>\n\u003cp>One line of investigation within the science of learning has to do with the feeling of hope. Research in this area has found that a feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals, and—this is the interesting part—specific, concrete actions we’ll take when and if (usually when) our original plans don’t work out as expected.\u003c/p>\n\u003cp>\u003cstrong>6. TECHNOLOGY CAN MAKE US SMARTER. \u003c/strong> There’s a fascinating line of research in philosophy and cognitive science investigating what’s called the extended mind. This is the idea that the mind doesn’t stop at the skull—that it reaches out and loops in our bodies, our tools, even other people, to use in our thinking processes.\u003c/p>\n\u003cp>Brain-scanning studies have found that when we use a tool, say a rake we’re using to reach an object that’s out of our grasp, our brains actually designate neurons to represent the end of the rake—as if it were the tips of our own fingers. The human mind has evolved to make our tools—including our technological devices—into extensions of itself.\u003c/p>\n\u003cp>The problem is that our devices so often make us dumber instead of smarter. I’ve already alluded to the way in which technology can divide our attention, producing learning that is spottier, shallower, and less flexible than learning that occurs under conditions of full concentration. Technology can also make us dumber when we allow key skills to atrophy from disuse, or fail to develop those skills in the first place.\u003c/p>\n\u003cp>To give you a common example: The ready availability of technology may persuade students that they don’t need to learn facts anymore, because \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">they can always “just Google it.” \u003c/a>In fact, research from cognitive science shows that the so-called \"21st century skills\" that we’re always hearing about—critical thinking, problem-solving, collaboration, creativity—can’t emerge in a content-free vacuum. They must develop in the context of a rich base of fact knowledge: knowledge that’s stored on the original hard drive, one’s own brain.\u003c/p>\n\u003cp>In order for tech to make our students smarter and not dumber, we need to help them understand when to take full advantage of their devices, and when to put them away.\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong> \u003cstrong>OUR BODIES CAN MAKE US SMARTER. \u003c/strong>A line of inquiry related to the “extended mind” research I mentioned earlier is the work now being done on what’s called “embodied cognition.”\u003c/p>\n\u003cp>Ever since the cognitive science revolution of the 1970s, the dominant metaphor for the brain has been the computer: a machine that processes abstract symbols. The science of learning is demonstrating that the computer metaphor is seriously flawed when it comes to describing the\u003cbr>\nhuman brain. It might be more accurate, in fact, to compare the brain to the heart. All the things that make the heart work better—good nutrition, adequate sleep, regular exercise, moderate stress—make the brain work better too.\u003c/p>\n\u003cp style=\"text-align: left\">I’ll take up the issue of sleep as an example, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">since sleep is something so many of today’s students are lacking\u003c/a>. They—and we—often don’t recognize that sleep is actually a key part of the learning process. It’s during sleep that the brain consolidates the memories it formed during waking hours—meaning that it sorts through those memories, weakening the ones that are trivial, strengthening the ones that are important, and connecting up these new memories to the memory structures that already exist in the brain.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">Why Sleeping May Be More Important Than Studying]\u003c/a>\u003c/p>\n\u003cp>If we don’t get enough sleep after learning, or if that sleep is of low quality, the learning process is truncated, and we remember that information less well and less flexibly. That’s just one example of how physical state of our bodies is a key conditions under which our brain operates and under which our intelligence is evoked or suppressed.\u003c/p>\n\u003cp>\u003cstrong>8. RELATIONSHIPS CAN MAKE US SMARTER. \u003c/strong>I mentioned earlier that the human mind is very adept at looping in our bodies, our tools, and even other people to use as instruments of our own thinking.\u003c/p>\n\u003cp>You’ve experienced this if you have a spouse or significant other: it’s likely that one of you is “in charge” of remembering when the car needs to go in for inspection, while the other is “in charge” of remembering relatives’ birthdays. This is called transactive memory, and it’s just one of the ways that relationships with others can make us smarter than we would be on our own.\u003c/p>\n\u003cp>There’s one particular kind of relationship I will wrap up with, and that is the relationship that students have to their academic institution and to their fellow students. The science of learning has demonstrated that a feeling of belonging is critical to the full expression of students’ ability and intelligence.\u003c/p>\n\u003cp>The notion of promoting a sense of belonging goes against some of what we’ve traditionally done in academia. We’ve all heard that old line, “Look to the right, look to the left; only one of you will be passing this course”—and while professors may not say those words anymore, there are plenty of courses that are intended to 'weed' students out, and plenty of situations in high school and college in which students feel very much left on their own, to sink or to swim.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I’ll end by reminding you of something I mentioned earlier in this article, about seeing your role as one of “situation creator,” and by asking you: What situations can you create, or help your students create for themselves, that will give them a sense that they are not numbers in a database, but members of a community?\u003c/p>\n\n",
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"excerpt": "The science of learning can offer some surprising and useful perspectives on how we guide and educate young people. Things like our perception of \"smart,\" relationships between students and educators, sleep, and use of technology can have profound effects on intelligence.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29265\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200066596-001.jpg\" alt=\"200066596-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200066596-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">In “Thirteen Ways of Looking At A Blackbird,” poet Wallace Stevens takes something familiar—an ordinary black bird—and by looking at it from many different perspectives, makes us think about it in new ways.\u003c/p>\n\u003cp>With apologies to Stevens, we're going to take the same premise, but change the subject by considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.\u003c/p>\n\u003cp>As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and\u003cbr>\nuseful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence.\u003c/p>\n\u003cp>\u003cstrong>1. SITUATIONS CAN MAKE US SMARTER.\u003c/strong> The science of learning has demonstrated that we are powerfully shaped by the situations that we find ourselves in: situations that can either evoke or suppress our intelligence.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Situations can be internal or external. They can be brief and transitory, or persistent and long-lasting. They can be as varied as the conditions under which a student studies, the conditions that prevail in the classroom or school a student attends, the conditions exerted by a student’s peer group. The physical conditions that students experience by way of how much stress they’re under and how much sleep and exercise they get, and the mental conditions students create for themselves by the levels of expertise and attention and motivation they’re able to achieve.\u003c/p>\n\u003cp>Situational intelligence, in other words, is the only kind of intelligence there is—because we are always doing our thinking in a particular situation, with a particular brain in a particular body.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">A feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals and concrete actions we’ll take.\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>On one level this is obvious, but on another it is quite radical. Radical, because, since its earliest beginnings, the study of intelligence has emphasized its inherent and fixed qualities. Intelligence has been conceptualized as an innate characteristic of the individual, invariant across time and place, determined mostly by genes (or before that, what was called “heredity”).\u003c/p>\n\u003cp>This was the view of \u003ca href=\"http://galton.org/\">Francis Galton\u003c/a>, the Victorian gentleman who is the father of psychometric testing. He used the notion of inherent, fixed intelligence to show that it ran in the blood of England's most eminent families. This was the view of \u003ca href=\"http://en.wikipedia.org/wiki/Lewis_Terman\">Lewis Terman\u003c/a>, the creator of the modern intelligence test. He used the notion of inherent, fixed intelligence to identify and cultivate children who were \"gifted.\" And this was the view of Charles Murray and Richard Herrnstein, authors of the notorious 1994 book \u003ca href=\"http://en.wikipedia.org/wiki/The_Bell_Curve\">The Bell Curve\u003c/a>. They used the notion of inherent, fixed intelligence to argue that America's class structure was the inevitable product of the IQ levels of various racial and social groups.\u003c/p>\n\u003cp>So to assert that intelligence is in large part a product of the situations we find ourselves in is a departure, not only from the way science has traditionally thought about ability, but from the way many of us think about ability today.\u003c/p>\n\u003cp>Think about how you could recast your own role (as a teacher, an administrator, a parent) as a situation-maker: a creator of circumstances that evoke intelligence in others.\u003c/p>\n\u003cp>\u003cstrong>2. BELIEFS CAN MAKE US SMARTER.\u003c/strong> Stanford psychologist Carol Dweck distinguishes two types of mindsets: the fixed mindset, or the belief that ability is fixed and unchanging, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/discovering-how-to-learn-smarter/\">growth mindset\u003c/a>, or the belief that abilities can be developed through learning and practice.\u003c/p>\n\u003cp>These beliefs matter because they influence how think about our own abilities, how we perceive the world around us, and how we act when faced with a challenge or with adversity. The psychologist David Yeager, also of Stanford, notes that our mindset effectively creates the “psychological world” in which we live. Students’ beliefs, whether they’re oriented around limits or around growth, constitute one of these internal situations that either suppresses or evokes\u003cbr>\nintelligence.\u003c/p>\n\u003cp>\u003cstrong>3. EXPERTISE CAN MAKE US SMARTER. \u003c/strong>One very robust line of research within the science of learning is concerned with the psychology of expertise: what goes on in the mind of an expert. What researchers have found is that experts don’t just know more, they know differently, in ways that allow them to think and act especially intelligently within their domain of expertise.\u003c/p>\n\u003cp>An expert’s knowledge is deep, not shallow or superficial; it is well-organized, around a core of central principles; it is automatic, meaning that it has been streamlined into mental programs that run with very little conscious effort; it is flexible and transferable to new situations; it is self-aware, meaning that an expert can think well about his or her own thinking. Expertise takes a long time to develop, of course, but the adolescent and young adult years are not too soon to begin encouraging students to go deep in a subject area that interests them.\u003c/p>\n\u003cp>\u003cstrong>4. ATTENTION CAN MAKE US SMARTER.\u003c/strong> You’ve probably heard about the “marshmallow test,” a famous experiment conducted by psychologist Walter Mischel in the late 1960s. Mischel found that children who could resist eating a marshmallow in return for the promise of two marshmallows later on did better in school and in their careers.\u003c/p>\n\u003cp>Well, there’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">a new marshmallow test \u003c/a>that is faced every day, almost every minute by our students: it’s the ability to resist the urge to check one’s email, to respond to a text, to see what’s happening on Facebook or Twitter. I know we’ve all heard that \"digital natives\" grew up multitasking and\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\">How Does Multitasking Change the Way Kids Learn?]\u003c/a>\u003c/p>\n\u003cp>therefore excel at it, but the fact is that there are information-processing bottlenecks in the brain—everybody’s brain—that prevent us from paying attention to two things at the same time. The state of focused attention is a very important internal situation that students must cultivate in order to fully express their intelligence.\u003c/p>\n\u003cp>\u003cstrong>5. EMOTIONS CAN MAKE US SMARTER. \u003c/strong>We sometimes give short shrift to emotions when we’re talking about academic success, but the science of learning is demonstrating that our \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-do-emotions-have-to-do-with-learning/\">emotional state represents a crucial internal situation\u003c/a> that influences how intelligently we think and act.\u003c/p>\n\u003cp>When we’re in a positive mood, for example, we tend to think more expansively and creatively. When we feel anxious—for instance, when we’re about to take a dreaded math test—that anxiety uses up some of the working memory capacity we need to solve problems, leaving us, literally, with less intelligence to apply to the exam.\u003c/p>\n\u003cp>One line of investigation within the science of learning has to do with the feeling of hope. Research in this area has found that a feeling of hopefulness actually leads us to try harder and persist longer—but only if it is paired with practical plans for achieving our goals, and—this is the interesting part—specific, concrete actions we’ll take when and if (usually when) our original plans don’t work out as expected.\u003c/p>\n\u003cp>\u003cstrong>6. TECHNOLOGY CAN MAKE US SMARTER. \u003c/strong> There’s a fascinating line of research in philosophy and cognitive science investigating what’s called the extended mind. This is the idea that the mind doesn’t stop at the skull—that it reaches out and loops in our bodies, our tools, even other people, to use in our thinking processes.\u003c/p>\n\u003cp>Brain-scanning studies have found that when we use a tool, say a rake we’re using to reach an object that’s out of our grasp, our brains actually designate neurons to represent the end of the rake—as if it were the tips of our own fingers. The human mind has evolved to make our tools—including our technological devices—into extensions of itself.\u003c/p>\n\u003cp>The problem is that our devices so often make us dumber instead of smarter. I’ve already alluded to the way in which technology can divide our attention, producing learning that is spottier, shallower, and less flexible than learning that occurs under conditions of full concentration. Technology can also make us dumber when we allow key skills to atrophy from disuse, or fail to develop those skills in the first place.\u003c/p>\n\u003cp>To give you a common example: The ready availability of technology may persuade students that they don’t need to learn facts anymore, because \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\">they can always “just Google it.” \u003c/a>In fact, research from cognitive science shows that the so-called \"21st century skills\" that we’re always hearing about—critical thinking, problem-solving, collaboration, creativity—can’t emerge in a content-free vacuum. They must develop in the context of a rich base of fact knowledge: knowledge that’s stored on the original hard drive, one’s own brain.\u003c/p>\n\u003cp>In order for tech to make our students smarter and not dumber, we need to help them understand when to take full advantage of their devices, and when to put them away.\u003c/p>\n\u003cp>\u003cstrong>7. \u003c/strong> \u003cstrong>OUR BODIES CAN MAKE US SMARTER. \u003c/strong>A line of inquiry related to the “extended mind” research I mentioned earlier is the work now being done on what’s called “embodied cognition.”\u003c/p>\n\u003cp>Ever since the cognitive science revolution of the 1970s, the dominant metaphor for the brain has been the computer: a machine that processes abstract symbols. The science of learning is demonstrating that the computer metaphor is seriously flawed when it comes to describing the\u003cbr>\nhuman brain. It might be more accurate, in fact, to compare the brain to the heart. All the things that make the heart work better—good nutrition, adequate sleep, regular exercise, moderate stress—make the brain work better too.\u003c/p>\n\u003cp style=\"text-align: left\">I’ll take up the issue of sleep as an example, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">since sleep is something so many of today’s students are lacking\u003c/a>. They—and we—often don’t recognize that sleep is actually a key part of the learning process. It’s during sleep that the brain consolidates the memories it formed during waking hours—meaning that it sorts through those memories, weakening the ones that are trivial, strengthening the ones that are important, and connecting up these new memories to the memory structures that already exist in the brain.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/\">Why Sleeping May Be More Important Than Studying]\u003c/a>\u003c/p>\n\u003cp>If we don’t get enough sleep after learning, or if that sleep is of low quality, the learning process is truncated, and we remember that information less well and less flexibly. That’s just one example of how physical state of our bodies is a key conditions under which our brain operates and under which our intelligence is evoked or suppressed.\u003c/p>\n\u003cp>\u003cstrong>8. RELATIONSHIPS CAN MAKE US SMARTER. \u003c/strong>I mentioned earlier that the human mind is very adept at looping in our bodies, our tools, and even other people to use as instruments of our own thinking.\u003c/p>\n\u003cp>You’ve experienced this if you have a spouse or significant other: it’s likely that one of you is “in charge” of remembering when the car needs to go in for inspection, while the other is “in charge” of remembering relatives’ birthdays. This is called transactive memory, and it’s just one of the ways that relationships with others can make us smarter than we would be on our own.\u003c/p>\n\u003cp>There’s one particular kind of relationship I will wrap up with, and that is the relationship that students have to their academic institution and to their fellow students. The science of learning has demonstrated that a feeling of belonging is critical to the full expression of students’ ability and intelligence.\u003c/p>\n\u003cp>The notion of promoting a sense of belonging goes against some of what we’ve traditionally done in academia. We’ve all heard that old line, “Look to the right, look to the left; only one of you will be passing this course”—and while professors may not say those words anymore, there are plenty of courses that are intended to 'weed' students out, and plenty of situations in high school and college in which students feel very much left on their own, to sink or to swim.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I’ll end by reminding you of something I mentioned earlier in this article, about seeing your role as one of “situation creator,” and by asking you: What situations can you create, or help your students create for themselves, that will give them a sense that they are not numbers in a database, but members of a community?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25106\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bunchesandbits/5638667887/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-25106\" title=\"5638667887_54066a7c10_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/5638667887_54066a7c10_z-620x391.jpg\" alt=\"\" width=\"620\" height=\"391\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bunchesandbits\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“The struggle with writing is over.”\u003c/p>\n\u003cp>That message, written on a Post-It note and affixed to his computer, brings the novelist Philip Roth great relief and contentment these days, according to a profile published earlier this week in the \u003ca href=\"http://www.nytimes.com/2012/11/18/books/struggle-over-philip-roth-reflects-on-putting-down-his-pen.html?pagewanted=all&pagewanted=print\">\u003cem>New York Times\u003c/em>\u003c/a>. At the age of 79, the author of more than 31 acclaimed books says he is finished with writing, and he couldn’t be happier. “I look at that note every morning,” he told \u003cem>Times\u003c/em> reporter Charles McGrath, “and it gives me such strength.”\u003c/p>\n\u003cp>Fans of Roth’s books—which include \u003cem>Goodbye Columbus\u003c/em>, \u003cem>Portnoy’s Complaint\u003c/em>, \u003cem>The Human Stain\u003c/em>, and the Pulitzer Prize-winning \u003cem>American Pastoral\u003c/em>—may be surprised to learn that he regarded writing as a struggle at all.\u003c/p>\n\u003cp>His words flowed so easily on the page, and his books arrived with such frequency in the stores: at times, close to one every year. But behind that proficiency and productivity was arduous, unrelenting work. Roth told his interviewer that he’d enjoyed spending time with friends at his house in Connecticut this past summer: “In the old days I couldn’t have people in the house all the time. When they came for the weekend, I couldn’t get out to write.”\u003c/p>\n\u003cp>Americans have a complicated relationship with this kind of relentless striving. We extol the virtues of hard work even as we idolize the “natural,” the star who effortlessly achieves, who wins the race \u003c!--more-->without breaking a sweat. The writer Malcolm Gladwell has called this tendency “\u003ca href=\"http://www.upenn.edu/pennnews/current/node/2048\">the naturalness bias\u003c/a>,” and notes that we bring it to bear on individuals ranging from athletes to artists to “gifted” children. In \u003ca href=\"www.fas.harvard.edu/~mrbworks/articles/2011_JESP.pdf\">a study published in the \u003cem>Journal of Experimental Social Psychology\u003c/em>\u003c/a> last year, Harvard\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">Can Everyone Be Smart at Everything?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/struggle-means-learning-difference-in-eastern-and-western-cultures/\">Struggle Means Learning: The Difference Between Eastern and Western Cultures\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">Why Kids Need School to Change\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>psychologists Mahzarin Banaji and Chia-Jung Tsay applied a scientific lens to the phenomenon, gathering a group of professional musicians as subjects. The experimenters first asked the musicians their opinion on the source of musical achievement: Was \"effortful\" training more important, they inquired, or innate ability? The former, the musicians replied, expressing “the strong belief that strivers will achieve over naturals.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Banaji and Tsay then described two pianists, equal in achievement but different in their paths to success: one was a natural, showing early evidence of high innate ability; the other was a striver, exhibiting early evidence of high motivation and perseverance. The investigators played an audio clip of each pianist performing, and asked the musicians for their judgments. Despite their stated belief in the value of effort, the naturalness bias won out: the musicians rated the “natural” performer as more talented, more likely to succeed, and more hirable than the striver. (In fact, the clips were played by the same performer, pianist Gwhyneth Chen.)\u003c/p>\n\u003cp>\u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx\">Research by another psychologist\u003c/a>, Carol Dweck of Stanford University, has shown that children and adults who believe in the power of effort to overcome challenges (what she calls a “growth mindset”) are more resilient and ultimately more successful than those who are convinced that ability is innate (the “fixed mindset”). Banaji and Tsay’s experiment suggests that our faith in inborn talent “may operate less than consciously,” leading us to make “suboptimal choices and evaluations”—because, as volumes of research show, elite performance really is the product of striving.\u003c/p>\n\u003cp>Take it from Philip Roth, who’s spent a lifetime laboring to write perfect sentences. Or from Carol Dweck, who puts it more prosaically: “Even geniuses work hard.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Banaji and Tsay then described two pianists, equal in achievement but different in their paths to success: one was a natural, showing early evidence of high innate ability; the other was a striver, exhibiting early evidence of high motivation and perseverance. The investigators played an audio clip of each pianist performing, and asked the musicians for their judgments. Despite their stated belief in the value of effort, the naturalness bias won out: the musicians rated the “natural” performer as more talented, more likely to succeed, and more hirable than the striver. (In fact, the clips were played by the same performer, pianist Gwhyneth Chen.)\u003c/p>\n\u003cp>\u003ca href=\"http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-Geniuses-Work-Hard.aspx\">Research by another psychologist\u003c/a>, Carol Dweck of Stanford University, has shown that children and adults who believe in the power of effort to overcome challenges (what she calls a “growth mindset”) are more resilient and ultimately more successful than those who are convinced that ability is innate (the “fixed mindset”). Banaji and Tsay’s experiment suggests that our faith in inborn talent “may operate less than consciously,” leading us to make “suboptimal choices and evaluations”—because, as volumes of research show, elite performance really is the product of striving.\u003c/p>\n\u003cp>Take it from Philip Roth, who’s spent a lifetime laboring to write perfect sentences. Or from Carol Dweck, who puts it more prosaically: “Even geniuses work hard.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"link": "/californiareportmagazine",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"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 />",
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"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",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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