Mindset Ch 3

1
MindsetCh 3

• The Truth About Ability and Accomplishment

2
Geniuses

• Edison- while inventing the lightbulb, he had
  thirty assistants.
• Darwin- The Origin of Species took him half a
  lifetime of dedication and cooperation with
  colleagues to complete.
• Mozart- each of his pieces took more than ten
  years to complete.

3
Mindset and School Achievement

• The grades of the students with fixed mindsets
  declined as they entered junior high.
• The grades of those students worsened in the two
  years of junior high.
• Students with growth mindsets had an increase in
  their grades over the two years.

4
Fixed Mindset

• Explained the reasons for their poor grades as if
  they were based on ability.
• Examples I am the stupidest or I suck in
  math
• Many played the blame game.
• Those students called their teachers names, which
  does not solve the problem.

5
Growth Mindset

• Students with the growth mindset mobilized their
  resources for learning.
• Although at times they felt overwhelmed, they
  decided to do whatever it took to learning-wise
  to get a good grade.

6
The Low-Effort Syndrome

• Students with the fixed mindset avoid hard work.
• They usually try to take the easy way out, so
  they will not have to work hard.

7
The College Transition

• How fixed minded students study
• Read the textbook and their class notes
• If the material is difficult, they reread
• Sometimes, try to memorize the material instead
  of trying to learn it
• Students with the Growth Mindset looked for
  themes in their notes and went over mistakes
  until they understood them.

8
Created Equal?

• Some children are born with more heightened
  abilities than others.
• Although children with average abilities can
  become very accomplished with effort.

9
Can Everyone Do Well?

• If the teacher teach students with the growth
  mindset, more students will benefit and learn.
• Teachers with the fixed mindset dont help
  students fulfill their full potential.

10
Is Artistic Ability a Gift?

• People can develop their intellectual abilities
  over the years.
• Students were able to learn to draw almost
  perfectly in only five days and they were
  classified by their instructor as a typical
  group.
• Just because some people can do something with
  little or no training, it doesnt mean that
  others cant do it with training

11
The Danger of Praise and Positive Labels

• Students who were praised on their ability did
  not want to try new and challenging task.
• Students who were praised on their effort, 90 of
  them wanted to try the challenging tasks.
• Fixed mindset To be good is to fail. To be
  very good is to fail. The only thing not a
  failure is to be great.

12
The Danger of Praise and Positive Labels Contd

• Praising on ability lowers a persons IQ, but
  praising on effort raises the IQ of a person.
• Telling children theyre smart, in the end, made
  them feel dumber and act dumber, but claim they
  were smarter.

13
Negative Labels and How They Work

• In the fixed mindset, both positive and negative
  labels have a bad effect.
• When given a positive label, you are afraid of
  losing it and when are hit with a negative label,
  you are afraid of deserving it.

14
Do I Belong Here?

• Can women be good at math?
• Growth mindset- believe math is an ability that
  can be improved- felt a sense of belonging.
• Fixed mindset- the stereotype lowered their
  confidence and they felt as if they could not do
  math.

15
When Things Go Right

• The growth mindset allows people to use and
  develop their minds fully, even those who are
  targets of negative labels.
• They are not limited by thoughts, fear of not
  belonging, or that people can define them.