The Power of A Growth Mindset: Helping Our Campers to Have a Positive Self-Theory
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The Power of A Growth Mindset:Helping Our Campers to Have a
Positive Self-Theory
Scott Brody
Owner & Director of Camps Kenwood & EvergreenFounder of Everwood Day Camp
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Which Traits Are Children Born With?
The Drive to Help (Altruism) The Drive to Master Problem-Solving Social Connection Instinctive Optimism Intrinsic Motivation The Drive to Acquire Knowledge & Develop
Intelligence
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You Don’t See Unmotivated Babies!
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Babies Are Engaged Learners
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The Challenge:
MANY OF THE THINGS ADULTS DO TO HELP AND TO MOTIVATE OUR CHILDREN CONSPIRE TO HELP THEM BECOME NON-LEARNERS!
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Labeling of Children:
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Labeling of Children:
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Feeling This Creates in Children:
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The Trophy Generation:
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How Do We Make Help Children Remain Engaged
Learners?
MINDSET MATTERS!
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Where The Research Began:
Carol Dweck has done research over the last 30 years with children and young adults in the USA
She is particularly interested in how students view themselves as learners
Their self-theory is likely to have a major effect on their self-belief, their motivation to learn and their resilience
Carol Dweck’s Self-TheoriesTheir Role in Motivation, Personality &
Development (Psychology Press, 1999)
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Years of Research
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New Insights: Brain Plasticity
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Self Theory = Mindset
Dweck’s research into Self-Theories has shown that most people have one of two Mindsets:Fixed Mindset, orGrowth Mindset
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Growth Mindset: 40% of Kids
Growth Mindse
t
I believe that
intelligence is not fixed.
My intelligence can be improved through learning
I thrive on challenge & throw myself
info difficult tasks.
I have learning goals &
like feedback so I can
improve!
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Fixed Mindset: 40% of kids
FixedMindse
t
I believe that
intelligence is fixed
I don’t like
challenge because it makes me
look stupid
I was born bright/not
very bright
I like easy goals &
being told I’ve done well & am
smart
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Four Things You Probably Believe About
Mindset:Belief: Children with high ability are more
likely to display a growth mindset Truth:
You might think that students who were highly skilled would be the ones to relish a challenge and persevere in the face of setbacks. Instead, many of these students are the most worried about failure, and the most likely to question their ability and to wilt when they hit obstacles (Leggett, 1985)
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Four Things You Probably Believe About
Mindset:Belief: Success in school or in life directly
fosters a growth mindset.Truth: You might also think that when
students succeed, they are emboldened and energized to seek out more challenging tasks. The truth is that success in itself does little to boost children’s desire for challenge or their ability to cope with setbacks. In fact we can see that it can have quite the opposite effect. (Diener & Dweck, 1978, 1980)
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Four Things You Probably Believe About
Mindset:Belief: Praise, particularly praising a student’s
intelligence, encourages mastery-oriented qualities (growth mindset).
Truth: This is a most cherished belief in our society. One can hardly walk down the street without hearing parents telling their children how smart they are. The hope is that such praise will instill confidence and thereby promote a host of desirable qualities. Instead, this type of praise can lead children to fear failure, avoid risks, doubt themselves when they fail and cope poorly with setbacks. (Mueller & Dweck, 1998)
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Four Things You Probably Believe About
Mindset:Belief: A child’s confidence in his/her intelligence is
the key to mastery-oriented qualities (growth mindset).
Truth: It seems only logical to assume that children who have confidence in their intelligence—who clearly believe they are smart—would have nothing to fear from challenge and would be resilient. But many of the most confident individuals do not want their intelligence too stringently tested, and their high confidence is all too quickly shaken when they encounter difficulty. (Henderson & Dweck, 1990; Dweck & Lin, 1998)
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Mindset Rule #1
Fixed Mindset: LOOK SMART AT ALL COSTS
Growth Mindset: LEARN AT ALL COSTS
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Dweck Study: Transition to 7th Grade
Followed hundreds of students across difficult transition
Measured their mindsetsMeasured their attitudes toward
learningMonitored their grades in math for
two years
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Dweck Study: Transition to 7th Grade
Achievement in Junior HSBlackwell, Dweck, & Trzesniewski (2007)
72.072.573.073.574.074.575.075.576.076.577.0
EnteringAcademic
Year
Fall Year 1
Spring Year 1
Fall Year 2
SpringYear2
FixedGrowth
growth mindset
fixed mindset
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Dweck Study: Pre-Med Students
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Dweck Study: Pre-Med Students
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Mindset Rule #2:
Fixed Mindset: IT SHOULD COME NATURALLY
Growth Mindset: WORK HARD, EFFORT IS KEY
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Which Is True?
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Do Geniuses Work-- Or Does it Just Come
Naturally?
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Mindset Rule #3:In The Face of
Setbacks…Fixed Mindset: It’s about me
HIDE MISTAKESCONCEAL DEFICIENCIES
Growth Mindset: It’s about learningCAPITALIZE ON MISTAKESCONFRONT DEFICIENCIES
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After Setback…
Fixed Mindset: “I’d spend less time on this subject from now
on.”“I would try not to take this subject ever again.”“I would try to cheat on the next test.”Growth Mindset:“I would work harder in this class from now on.” “I would spend more time studying for the tests.”
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Growth Mindset Brains Work Harder!
Moser et al., 2011
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Fixed Mindset provides no recipe for recovering from failures:
Giving up, retreating to comfort zone
Blaming others
Trying to feel superior
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How Are Mindsets Transmitted?
Our language tells children what we believe and what we value Mueller & Dweck, 1998; Kamins & Dweck,1 999; Cimpian,
Arce, Markman, & Dweck, 2007.
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How We Praise…
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Dweck Study: Non-Verbal IQ Test
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Dweck Study:Messages About What We
Value• Intelligence Praise: “Wow, that’s a really
good score. You must be smart at this.”
• Effort (Process) Praise: “Wow, that’s a really good score. You must have tried really hard.”
• Control Group: : “Wow, that’s a really good score.”
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Dweck Study:Intelligence vs. Effort Praise
• Mindset: Fixed vs. Growth
• Goals: Looking smart vs. Learning After Difficult Trial:• Confidence/ Enjoyment/Performance
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Dweck Study:Intelligence vs. Effort Praise
Lying: Students Who Misrepresented Their Scores
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Process Praise
We need to praise:EffortStrategies that lead towards
successResilience
We should not praise:Intelligence, “cleverness” or innate
talent
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Key Messages to Produce Growth
Mindset
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Key Messages to Produce Growth
Mindset
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Key Messages to Produce Growth
Mindset
The brain is a network of cells (neurons)
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Key Messages to Produce Growth
Mindset
The cells communicate through chemical messages
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Key Messages to Produce Growth
MindsetThe messages signal other neurons whether to fire or not
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Dweck Study:Learning About Brain Plasticity
Produced Growth MindsetMath Grades
(Blackwell, Trzesniewski, & Dweck)
Before After2.2
2.3
2.4
2.5
2.6
2.7
2.8
ControlBraInology
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Dweck Study:Learning About Brain Plasticity
Produced Growth MindsetPercent Showing Increased Motivation
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How Do We Help Our Campers Move from Fixed to Growth
Mindset? Counselors can role model Growth Mindset—they are
living it. Essential that we show them we believe their intelligence
and other abilities, including athleticism, is not fixed We need to make them believe they can improve We need to ensure they know how to improve Collaborative community environment where campers
take responsibility for their own learning Campers understand the Growth Mindset and how it can
help them in all of their efforts.