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What is Mindset

What is Mindset
Every so often a truly groundbreaking idea comes along. This is one. Mindset explains: Why brains and talent don’t bring success How they can stand in the way of it Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them How teaching a simple idea about the brain raises grades and productivity What all great CEOs, parents, teachers, athletes know Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports.

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What Having a “Growth Mindset” Actually Means Andrew Nguyen/HBR STAFF Scholars are deeply gratified when their ideas catch on. And they are even more gratified when their ideas make a difference — improving motivation, innovation, or productivity, for example. But popularity has a price: people sometimes distort ideas, and therefore fail to reap their benefits. This has started to happen with my research on “growth” versus “fixed” mindsets among individuals and within organizations. To briefly sum up the findings: Individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a growth mindset. Does Teaching Kids To Get 'Gritty' Help Them Get Ahead? : NPR Ed hide captionAt the Lenox Academy in Brooklyn, N.Y., educators try to teach kids to see struggle as a normal part of learning. Tovia Smith/NPR At the Lenox Academy in Brooklyn, N.Y., educators try to teach kids to see struggle as a normal part of learning. Tovia Smith reported this audio story in two parts on Morning Edition and All Things Considered. To hear Part One, click 'Listen To The Story' above.

Carol Dweck - Wikipedia Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University.[1] Dweck is known for her work on the mindset psychological trait. She graduated from Barnard College in 1967 and earned a Ph.D. from Yale University in 1972. Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives “If you imagine less, less will be what you undoubtedly deserve,” Debbie Millman counseled in one of the best commencement speeches ever given, urging: “Do what you love, and don’t stop until you get what you love. Work as hard as you can, imagine immensities…” Far from Pollyanna platitude, this advice actually reflects what modern psychology knows about how belief systems about our own abilities and potential fuel our behavior and predict our success. Much of that understanding stems from the work of Stanford psychologist Carol Dweck, synthesized in her remarkably insightful Mindset: The New Psychology of Success (public library) — an inquiry into the power of our beliefs, both conscious and unconscious, and how changing even the simplest of them can have profound impact on nearly every aspect of our lives. One of the most basic beliefs we carry about ourselves, Dweck found in her research, has to do with how we view and inhabit what we consider to be our personality.

Hard Fun By Seymour Papert I have had a lot of flack from people who read this column (and other things I have written) as advocating taking the hard work and discipline out of learning. I don't blame them. I am a critic of the ways in which traditional school forces kids to learn and most attempts to introduce a more engaging, less coercive curriculum do indeed end up taking the guts out of the learning.

Education Week Commentary By Carol Dweck For many years, I secretly worked on my research. I say “secretly” because, once upon a time, researchers simply published their research in professional journals—and there it stayed. However, my colleagues and I learned things we thought people needed to know. We found that students’ mindsets—how they perceive their abilities—played a key role in their motivation and achievement, and we found that if we changed students’ mindsets, we could boost their achievement. Science Behind Growth Mindset Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger.

Logical Journey of the Zoombinis Logical Journey of the Zoombinis (also known as Zoombinis Logical Journey in the remake) is an educational puzzle computer game developed and published by Brøderbund Software for the original and The Learning Company for the remake. Premise[edit] The Zoombinis are a race of small blue creatures depicted with varying facial features, initially living in prosperous peace on a small island called Zoombini Isle; but later enslaved by their neighbors, the Bloats. Big Five personality traits In psychology, the Big Five personality traits are five broad domains or dimensions of personality that are used to describe human personality. The theory based on the Big Five factors is called the five-factor model (FFM).[1] The five factors are openness, conscientiousness, extraversion, agreeableness, and neuroticism. Acronyms commonly used to refer to the five traits collectively are OCEAN, NEOAC, or CANOE. Beneath each global factor, a cluster of correlated and more specific primary factors are found; for example, extraversion includes such related qualities as gregariousness, assertiveness, excitement seeking, warmth, activity, and positive emotions.[2]:24 The Big Five model is able to account for different traits in personality without overlapping. Empirical research has shown that the Big Five personality traits show consistency in interviews, self-descriptions and observations.

Connecting Growth Mindset and Assessment When I think about Carol Dweck and praise, I am taken back to the Educational Leadership article in 2005 entitled, The Perils and Promises of Praise (PDF). It feels like the title begins to outline the fact that there are two sides to the praise conversation. Just this month Carol had a commentary in Education Week, Carol Dweck Revisits the ‘Growth Mindset’ where she candidly shares what’s been learned since the publishing of Mindset: The New Psychology of Success – information about the pitfalls, misunderstandings and what can be done (Dweck 2015). In my post about superheroes and growth mindset I quoted Dweck’s definition of a growth mindset – In this mindset, the hand you’re dealt is just the starting point for development.

The Big Five Project - Personality Test Take this psychology test to find out about your personality! This test measures what many psychologists consider to be the five fundamental dimensions of personality. Learn more about the Big Five by reading answers to commonly asked questions.Read our consent form, which explains the benefits of this free, anonymous test and your rights.There are no "right" or "wrong" answers, but note that you will not obtain meaningful results unless you answer the questions seriously.These results are being used in scientific research, so please try to give accurate answers.Your results will be displayed as soon as you submit your answers.

Assessments for learning encourage a growth mindset, Assessments For A Growth Mindset The feedback we give students through assessments influences their mindsets. In many classrooms, student take a test at the end of the unit to see if they've learned the material or not, which can lead students to focus on their performance. However, assessments are critical during learning, to shed lights on students' learning progress, what they have learned and what they haven't learned yet.

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