We can improve intelligence, ability and performance.- Carol S dweck
Dweck’s definition of fixed and growth mindsets from a 2012 interview:
In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.
“Stanford University’s Carol Dweck on the Growth Mindset and Education”. OneDublin.org. June 19, 2012. Retrieved November 26, 2019.
Individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a growth mindset. They tend to achieve more than those with a more fixed mindset (those who believe their talents are innate gifts). This is because they worry less about looking smart and they put more energy into learning.
Mindset- We can improve intelligence, ability and performance.
Mindset- We can improve intelligence, ability and performance. Growth Mindset – you believe your ability can change and grow and it would be impossible to predict what you or someone else could achieve.
What is mindset? Can you make me understand through example?
As I see it, a mindset is a set of beliefs, knowledge, attitudes, feelings and emotions that one bears in his/her mind regarding a certain issue at a certain time. As you say, one’s mindset shapes our thinking, feelings and behavior. For example, if you are in a good mood you tend to be more altruistic than when you are in a negative or neutral mood. Consider a second example. If you think that exam marks are due to luck and not to your intelligence or effort, then you are inclined to not study much because to get good marks, you think, does not depend on your effort and intelligence. (Orlando M Lourenco a student of university of Lisbon )
“You can be anything you want to be, if only you believe with sufficient conviction and act in accordance with your faith; for whatever the mind can conceive and believe, the mind can achieve.” (Napoleon Hill)
1.“Why waste time proving over and over how great you are, when you could be getting better? 2. Why hide deficiencies instead of overcoming them? Why look for friends or partners who will just shore up your self-esteem instead of ones who will also challenge you to grow? 3.And why seek out the tried and true, instead of experiences that will stretch you?
The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives.”
“The more you seek the uncomfortable, the more you will become comfortable” Conon McGregor
“A mindset is a mental attitude. It shapes our actions and our thoughts” (Meier & Kropp, 2010, p. 179)
“A consistent pattern of thoughts about a specific topic can become a mindset, which represents an established set of beliefs that shape how people think and reason about this topic.” (Auster-Gussman & Rothman, 2018)
What is false growth Mindset ?
What to praise & How to Praise for developing right growth mindset ?
Helping students to develop a growth mindset, we can help them to learning more effective and efficient.
Carol Dweck precisely says, “a lot of parents or teachers say praise the effort, not the outcome. I say thats’ wrong: Praise the effort that led to the outcome or learning progress; tie the praise to it. It’s not just effort, but strategy … so support the student in finding another strategy. Effective teachers who actually have classrooms full of children with a growth mindset are always supporting children’s learning strategies and showing how strategies created that success.
Students need to know that if they’re stuck, they don’t need just effort. You don’t want them redoubling their efforts with the same ineffective strategies. You want them to know when to ask for help and when to use resources that are available. So, with praise, focus on “process praise”—focus on the learning process and show how hard work, good strategies, and good use of resources lead to better learning. Be matter-of-fact, with not too strong or too passive a reaction. (Adopted form -An excerpt from an interview with Carol S Dweck with Gross-Loh)
Better Resources on
Meier, J. D., & Kropp, M. (2010). Getting Results the Agile Way: A Personal Results System for Work and Life. Bellevue, WA: Innovation Playhouse