College Classroom - Week 5: Fixed/Growth Mindsets and Assessment that supports learning

The College ClassroomFebruary 6, 2013

Week 5: Fixed vs growth mindset and assessments that support learning

collegeclassroom.ucsd.edu #tccucsd

2

• way too long – had to skip all stuff about rubrics

• cut A/B qs from beginning – flow chart does same

• clip examples of growth – come out later in hobby/ed

• speedier thru 2x2 matrices but worked well – colored paper for each of 4 matrices, made it v easy for students to get together. need to color code matching slides so you know who to look for to give answers.

Vocabulary Check: Mindsets [1]

The helpless [children] believe that intelligence is a fixed trait: you have only a certain amount, and that’s that. I call this a ‘fixed mind-set.’

The mastery-oriented children think intelligence is malleable and can be developed through education and hard work.

3


Fixed, Entity, Performance-oriented

Growth, Malleable, Incremental,Mastery- oriented

Fixed or Growth?


4

Fixed

Growth

Children shun effort in the belief that having to work hard means they are dumb.

A B

If you believe that you can expand your intellectual skills, you want to do just that.

A B

Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change.

A B

They want to learn above all else. A B

Fixed or Growth?


5

Fixed

Growth

They avoid challenges because challenges make mistakes more likely and looking smart less so.

A B

Challenges are energizing rather than intimidating; they offer opportunities to learn.

A B

Because slipups stem from a lack of effort, not ability, they can be remedied by more effort

A B

Students were destined for greater academic success and were quite likely to outperform their counterparts.

A B

collegeclassroom.ucsd.edu #tccucsd6

Graphic by Nigel Holmes [2]


7


8


9


10


11


12


13

Agency “Human agency is the capacity for human beings to make choices. It is normally contrasted to natural forces, which are causes involving only unthinking deterministic processes.”

Wikipedia en.wikipedia.org/wiki/Agency_(philosop

hy)

We’ve all been there…14

You’ve written posts on the course blog about times when you encountered fixed mindsets.

When have you encountered a growth mindset, in yourself or someone you know?

2-minute Think, Pair, Share


Fixed vs. growth mindset influences…


15

our [students’] motivation to attempt a task:

True or false? A growth mindset is necessary for deliberate practice.

how we react to feedback:fixed mindset

growth mindset

praise ? ?criticism ? ?

Feedback and Practice that Enhance Learning (How Learning Works)

16

Writing – public policy coursePresentations on research – medical anthropology


Instructors’ expertise and bias not clear to students (or themselves)


17

Solution: Goal-directed practice coupled with targeted feedback are critical to learning. [3]


Images: Excellent Shot by Varsity Life on flickr CCMusic by Piulet on flickr CC


18

Solution: Goal-directed practice coupled with targeted feedback are critical to learning. [3]

[G]oals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts.

[p. 127]

[T]argeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance.

[p. 141]


Scenarios


19

feedback at appropriate level

feedback not at appropriate level

productive practice unproductive practice

practice is goal-directed

practice not goal-directed

timely feedback untimely feedback

Find 2 others with the same colored sheet as you. Fill out the table

together.

Feedback at Appropriate Level Feedback not at Appropriate Level

sport/hobby ________________

education __________________

Productive Practice Unproductive Practice

sport/hobby ________________

education __________________

Practice Goal-directed Practice not Goal-directed

sport/hobby ________________

education __________________

Timely Feedback Untimely Feedback

sport/hobby ________________

education __________________

Appropriate Level of Challenge24

Glued to Games [4]: Psychological exploration (and comparison with educational practices) of characteristics of games that drive people to spend time and succeed.

James Paul Gee [5] “What video games have to teach us about learning and literacy”


angrybirds.com

Instructional Scaffolding25

Needs to be given BEFORE and BUILT INTO assignment

Outlines what it takes to improve Supports Zone of Proximal Development [6]

(“reasonable yet challenging goal” [2]) Rubrics

Use to support growth mindsets Path to improvement


Clicker question27

Does this rubric foster aA) fixed mindsetB) growth mindsetC) neitherD) both



Teaching Statement Rubric

Goals for student learning

Enactment of goals (teaching method)

Assessment of goals (measuring student learning)

Creating an inclusive learning environment

Structure, rhetoric and language

ExcellentNeedsWork

Weak

Assessment Strategies…


29

addressing the need for goal-directed practive

addressing the need for targeted feedbackWork on the hand-out,

thinking about what you’ve experienced or

what you aspire to do in your field.

Take Away30

Plan your course (learning outcomes, assessments and activities)


Carl Wieman Science Education Initiativecwsei.ubc.ca

Take Away31

Plan your course (learning outcomes, assessments and activities)

Motivation and Expertise Growth mindset is necessary for deliberate

practice, development of expertise Behave in the classroom

Rewarding errors, etc. Take care to support and be sensitive to

minority experiences be aware of your own mindset towards your

students’ ability to learn your disciplinecollegeclassroom.ucsd.edu #tccucsd

Watch for email/post about writing a Teaching Statement

Next Week: Cooperative Learning

References


33

1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18, 6, 36-43.

2. Nigel Holmes http://nigelholmes.com/home.htm

3. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass.

4. Glued to Games: How Video Games Draw Us In and Hold Us Spellbound http://www.gluedtogames.com/

5. Gee, J.P. (2005). Learning by Design: good video games as learning machines. E-Learning 2, 1, 5-16.

6. Wertsch, J.V. (1984). The zone of proximal development: Some conceptual issues. New Directions for Child and Adolescent Development, 1984, 23, 7–18.

http://www.gluedtogames.com/



College Classroom - Week 5: Fixed/Growth Mindsets and Assessment that supports learning

Documents

Transcript of College Classroom - Week 5: Fixed/Growth Mindsets and Assessment that supports learning