How Can We Learn To Fulfill Our Potential

9:00 a.m. What are mindsets?

-Mindset: "the view you adopt for yourself which profoundly affects the way you lead your life" (Pg. 6)

-Two Types of Mindset:

1. Growth Mindset:

-“belief that your basic qualities are things you cn cultivate through your efforts. Although people may differ in every which way—in their initial talents and aptitudes, interests, or temperaments—everyone can change and grow through application and experience” (pg. 7)

-Hallmark: “the passion for stretching yourself and sticking to it, even (or especially) when it’s not going well” (pg. 7)

-It’s a world of changing qualities and it’s about stretching yourself to learn something new and develop yourself (pg. 15)

-It’s about learning something over time, confronting a challenge and solving a problem (pg. 24)

2. Fixed Mindset:

-“Believing that your qualities are carved in stone—creates an urgency to prove yourself over and over” (pg. 6)

-The world is full of fixed traits and success is about proving you’re smart or talented and validating yourself (pg. 15)

-it’s not enough to just succeed. You need to be flawless and be flawless right away (pg.24)


-You are a young adult having a bad day. You go to an important class that you enjoy and get a C+ on the mid-term. You're disappointed and start to head home only to get a parking ticket. Frustrated you call your best friend and are brushed off (7-9)

-Fixed mindset response:

-“I’d feel like a reject”

-“I’m a total failure”

-I’m an idiot”

-“I’m a loser”

-They would view what happened as a direct measurement of their worth

-Cope: “I wouldn’t bother to put so much time and effort into doing well in anything.” “Do nothing.” “stay in. bed.”

-Growth mindset response:

-“I need to try harder in class, be more careful when parking the car, and wonder if my friend had a bad day”

-“The C+ would tell me that I’d have to work a lot harder in the class, but I have the rest of the semester to pull up my grade”

-Cope: directly

9:10 a.m. What type of mindset do your students have?

Signs of the Growth/Fixed Mindset

-Response to challenges:

-Growth: desire challenges, look for situations that require them to think and work (pg. 17); they thrive off challenges (pg. 21)

-Fixed: Run away from challenges, avoid situations that they might not succeed in or that would test them (pg. 17) They thrive when they are safe in their comfort zones (pg. 22)

-Coping mechanisms:

-Growth: View failure as as motivation to work harder, and to do better; failure encourages them to try harder (Pg. 9)

-.Fixed: View failure as a measurement of their competence worth; feel dumb, stupid, and think that they are a failure. They would view their life and everything around them as unfair and blame anyone but themselves for their failure (Pg. 8)

9:20 a.m. What makes a good teacher a great teacher?

"The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning" (Pg. 194)

- "Great teachers set high standards for all their students, not just the ones who are already achieving" (pg. 196)

-Great teachers create a nurturing atmosphere that is still strict and disciplined, but loving (Pg. 198)

-Great teachers teach students how to reach the high standards that are set for them (pg. 198)

-Great teachers teach their students to love learning (Pg. 199)

-Great teachers tell students the truth and them give them the tools to close the gap (pg. 199)

-A great teacher is one who continues to learn along the students (pg. 201)

Ex: Marva Collins (pg. 194-0)

-Taught Chicago children who had been cast off as rejects and failures.

-Created She promised her students that they would learn and she created a contract with them that if they worked hard they would be successful

-Let her students know that she loved them regardless of their mistakes

-Didn't hand them a reading list and expect them to succeed, but read and discussed each line in class with them

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9:30 a.m. How can we encourage learners to have a growth mindset?

• Set high expectations and create challenges

Ex: marva Collins required every four year old who started in September to be reading by Christmas (Pg. 197)

• Motivate and praise efforts not talent

-praising someone's intelligence harms their motivation and it harms their performance (pg. 175); We should keep away praise that judges children's intelligence or talent rather than the work they put in and instead praise them for what they accomplished through practice, study, persistence, and good strategies (pg. 177)

Bad Example: "You're brilliant you got an A without studying! You're so smart! (pg. 175)

Good Example: "You really studied for your test and your improvement shows it" (Pg. 177)

• Create an atmosphere of trust, not judgement; teach children that making mistakes is part of learning (pg. 197)

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9:45 a.m. Discussion/Bringing it into the classroom

Helpful ideas: (pg. 211-212)

-Limit praise in the classroom to praising children for their handwork and effort rather than their talent and intelligence

-Watch how you criticize; give children constructive criticism to help them improve

-Set goals for the children to strive towards

-Give children activities that challenge them and cause them to stretch their minds

-Present topics in a growth framework and give students process feedback

-Q and A

Helping Students Learn: Growth Mindset