Growth Mindsets: Creating Motivation and Productivity | Evoke Learning The key to success and achieving our goals is not necessarily persistence, hard work and focus. These behaviours are the by-product of something else. What is actually critical to our success is our mindset. We all have innate talents and skills, things that we are naturally good at or that set us apart from other people. The key to success is the adoption and development of a growth mindset that creates persistence and focus. When we realize we can change our own abilities, we bring our game to a whole new level. Similarly, people with a fixed mindset see hard work and effort as a bad thing, something only people with low capabilities and intelligence have to exert. In contrast, people with a growth mindset see effort as a good thing, the thing that makes us smart and as a way to grow. How do we move from a fixed mindset to a growth mindset? Fixed mindsets ask: What’s wrong (about me, the other person or the situation)? A growth mindset asks: References: Dweck, Carol S.
InBrief: The Science of Early Childhood Development (Video) Search InBrief: The Science of Early Childhood Development This edition of the InBrief series addresses basic concepts of early childhood development, established over decades of neuroscience and behavioral research, which help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society. View this video en Español >> Download PDF version of this InBrief >> More from the InBrief series >> InBrief: Executive Function: Skills for Life and Learning InBrief: The Foundations of Lifelong Health InBrief: The Impact of Early Adversity InBrief: Early Childhood Program Effectiveness View more videos >> Major support for the InBrief videos has been provided by: the Birth to Five Policy Alliance, the Buffett Early Childhood Fund, the Norlien Foundation, and Susan Fales-Hill. Sign up to receive the Center's e-mail newsletter and other announcements >> Subscribe to the Center's RSS feed for news and announcements >>
Using Humor to Deal With Setbacks By Rick Nauert PhD Senior News Editor Reviewed by John M. Grohol, Psy.D. on July 15, 2011 A new study finds that positive reframing — looking at a thing in a different light — and perhaps laughing about life’s daily small setbacks is an effective way to feel satisfied at the end of the day. Researchers used a diary study to review the strategies people use to deal with the small setbacks and failures that we all experience on a daily basis. In the study, 149 students completed daily diary reports for 3 to 14 days, reporting the most bothersome failure they experienced during the day, what strategies they used to cope with the failure, and how satisfied they felt at the end of the day. Students used a variety of coping strategies including emotional or instrumental support; self-distraction; denial; religion; venting; substance use; self-blame; and behavioral disengagement. This strategy helped students deal with failures and feel satisfied at the end of the day. Psychologists Drs.
Growth Mindset Lesson Plan PDQ Blog An inside look at some of the top teacher prep programs Today NCTQ released its Teacher Prep Review, which takes a close look at the quality of training provided by 2,420 teacher preparation programs across the country. Our results show that most have a long way to go to get teachers classroom ready from day one. But there are some programs that stand out. It's programs like these that aspiring teachers should strongly think about applying to and that districts should look to recruit from. Lipscomb University (Tennessee)Strengths: Undergraduate secondary overall (4/4 stars) Ohio State University Strengths: Graduate secondary overall (4/4 stars), graduate elementary overall (3.5/4 stars) Lousiana State University Strengths: Common Core elementary mathematics (4/4 stars) and selection criteria (4/4 stars) for undergraduate elementary Arizona State University Morgan State University — Ginger Moored
Positive reframing, acceptance and humor are the most effective coping strategies New research from the University of Kent has revealed that positive reframing, acceptance and humour are the most effective coping strategies for people dealing with failures. In a paper published by the international journal Anxiety, Stress & Coping, Dr Joachim Stoeber and Dr Dirk Janssen from the University's School of Psychology describe a diary study that found these three strategies to be most effective in dealing with small failures and setbacks, and helping people to keep up their spirits and feel satisfied at the end of the day. For the study, a sample of 149 students completed daily diary reports for 3 -- 14 days, reporting the most bothersome failure they experienced during the day, what strategies they used to cope with the failure, and how satisfied they felt at the end of the day. Their coping strategies included: using emotional or instrumental support; self-distraction; denial; religion; venting; substance use; self-blame; and behavioural disengagement.
Growth Mindset: A Driving Philosophy, Not Just a Tool Picture a high school ELA honors class full of amazing kids who came up through the grades without any struggling, kids who thrive in schools that believe these students would do just fine. It was a class of mine, students who felt initially uncomfortable but were ultimately able to come together and study Kurt Vonnegut's Slaughterhouse-Five, a novel that presented content and literacy challenges the students weren't used to. How about my son, who entered first grade last year as five-year-old, not because I'm a crazy, achievement-driven parent, but because we had just moved from New York to Massachusetts, which define cutoff ages differently? We thought to put him in with his age group, but the district saw that he'd do better in first grade (he actually tested past second), and his new teacher ran her literacy program using flexible grouping so that all the kids could continually excel as was appropriate. These are just examples, but what do they have in common? The need to grow.
What Do Babies Think? Part 3 of the TED Radio Hour episode Unstoppable Learning. About Alison Gopnik's TEDTalk Alison Gopnik's research explores the sophisticated intelligence-gathering and decision-making that babies are doing when they play. About Alison Gopnik What's it really like to see through the eyes of a child? On the contrary, argues Alison Gopnik, professor of psychology and philosophy at the University of California, Berkeley. Why does failure inspire some and demoralize others? Stanford Magazine reports on the applications from psychological research Carol Dweck's work, which uses careful experiments to determine why some people give up when confronted with failure, while others roll up their sleeves and dive in. Through a series of exercises, the experimenters trained half the students to chalk up their errors to insufficient effort, and encouraged them to keep going. Those children learned to persist in the face of failure–and to succeed. The control group showed no improvement at all, continuing to fall apart quickly and to recover slowly. These findings, says Dweck, “really supported the idea that the attributions were a key ingredient driving the helpless and mastery-oriented patterns.” The Effort Effect, Carol Dweck's book, "Mindset: The New Psychology of Success" (Thanks, Dad!)
Here’s Why Believing People Can Change Is So Important in Life How a growth mindset affects stress levels and health. Adolescents who believe people can change cope better with the challenges of attending high school, a new study finds. In contrast, those who believed that people’s personalities are fixed and unchangeable fared worse, suffering higher levels of stress and poorer physical health. The study’s authors were inspired by the idea that the high school years are a defining period in life: “Iconic films such as The Breakfast Club or Back to the Future depict teens as indelibly marked as “losers,” “jocks,” or “bullies”—labels that are thought to haunt them or buoy them throughout high school and into adulthood.” To see if high schoolers believe this, they recruited 158 ninth-grade students at a California high school. At the start of the academic year they measured the extent to which they thought people can change. What they found was that those who more strongly endorsed the idea that people can change also reported: Believe in change
Mapping Brain Connectivity The new field of “connectomics” aims to show how brains behave at a level not previously possible—examining how entire brains are wired together, how wiring changes as brains grow up, and how interactions with the external world affect this wiring. The Lichtman Lab at Harvard University, a partner in the Conte Center at Harvard, pioneered tools to potentially map every connection in a complete brain and has started to map the connectome in mouse brains. In this narrated, 15-minute multimedia presentation, postdoctoral fellow Bobby Kasthuri shares some of the results and insights from his work at the Lichtman Lab, using images and videos that show three-dimensional recreations of actual neural connections in the brain. He also discusses the future direction of this work in helping to understand how early adverse experiences affect connectivity. Internship Opportunity
Perfectionism and coping with daily failures: Positive reframing helps achieve satisfaction at the end of the day - Kent Academic Repository Stoeber, J. and Janssen, D.P. (2011) Perfectionism and coping with daily failures: Positive reframing helps achieve satisfaction at the end of the day. Anxiety, Stress, & Coping, 24 (5). pp. 477-497. (Full text available) Differentiating perfectionistic strivings and perfectionistic concerns, the present study examined how perfectionism predicts what coping strategies people use when dealing with failures, and how perfectionism and coping influence people’s satisfaction. A sample of 149 students completed daily reports for 3 to 14 days reporting the most bothersome failure they experienced during the day, what strategies they used to cope with the failure, and how satisfied they felt at the end of the day.
Carol Dweck, "Mindsets", Impostor Syndrome, Praise, and Early-Career Blues Carol Dweck, "Mindsets", Impostor Syndrome, Praise, and Early-Career Blues The following concept has literally changed my life and rescued my career. I know for a fact that a lot of people starting out in their engineering careers, on their first jobs as engineers, have to deal with these problems and issues. I am writing about this and posting it here in the hopes that people encountering this problem will find this page during their Googling. The following ideas have been developed by Carol Dweck during her work as a psychology researcher at Harvard, Columbia, and Stanford. • The basic idea, in summary: A lot of folks feel that people's abilities are primarily based on innate talent: some people are "smart", some people are "bad at math", some people are "good with languages", etc. Kids who do better-than-average at school are often told they are "smart", "talented", "gifted", etc. If you have "caught" this mindset, it will cause some serious problems. • My story: Ok.