EXPLORING MINDSETS

ABOUT LEARNING C U L T U R A L LY R E S P O N S I V E T E A C H I N G A N D

L E A R N I N G ( C R T L ) W O R K S H O P # 1

Friday, October 2, 2015

Room SSB 414

Facilitated by Susi Dovlatian

Co-facilitated by Mary Hardy, Arnita Porter, and Antoinette Simpson

West Los Angeles College

OBJECTIVE

To explore Carol Dweck’s work on mindsets

and to empower you and your students to

recognize, develop, and embrace strategies to

move from a “fixed” to a “growth” mindset.

WHAT IS MINDSET?

According to Carol Dweck, “mindset” is a set of beliefs or a way

of thinking that influences behavior, outlook, and mental

attitude, especially concerning:

what you think you are capable of achieving.

the views or perceptions you adopt about yourself and your

abilities.

your learning, motivation, and performance.

OPENING ASSESSMENT ACTIVITY

YOU HAVE BEEN GIVEN TWO HANDOUTS

1. The Opening Assessment Activity Chart

A chart to record your confidence level

2. The Opening Assessment Activity

A sample from the Accuplacer, a multiple choice placement test

OPENING ASSESSMENT

ACTIVITY

Please take 5-8 minutes to work on the questions.

After you have looked over the assessment, use the chart to

describe your thoughts, feelings, and self-talk.

What is self-talk? Be aware of the thoughts, feelings, and self-talk.

Example: Are you talking yourself into or out of trying?

Next, record your feelings, thoughts, and self-talk on the Note

Taking Sheet.

PEER DISCUSSION

Pair and Share Discussion

What were your thoughts, feelings, and self-

talk about your abilities before, during, and

after the activity?

FIXED MINDSET

Believes ability is fixed and unchangeable.

Is concerned with looking smart at all times and at all costs.

Avoids challenges or gives up easily.

Expects effortless achievement.

May see effort as fruitless.

Feels failure confirms inferiority.

May ignore useful criticism.

Makes people into non-learners.

GROWTH MINDSET

Believes ability is not limited but improvable.

Sees intelligence as malleable and developing.

Embraces failure as an opportunity to increase learning.

Converts life’s setbacks into future successes.

Is inspired by the success of others.

Believes the harder one works, the better one will become.

Sees effort as necessary in order to gain mastery.

FIXED VS GROWTH

The Learner with a Fixed Mindset

WHEN ENTERING A TASK ……Can I do this? Will I look smart or

stupid?

FOCUSES ON…..the outcome.

BELIEVES THAT ERRORS …..indicate failure or limitations.

FINDS UNCERTAINTY….threatening (anxiety producing).

SEES THE TEACHER’S ROLE AS….a judge, a controller of rewards and

punishment.

FIXED VS. GROWTH

The Learner with a Growth Mindset

WHEN ENTERING A TASK….How can I do this? What do I need to figure this

out?

FOCUSES ON….the process that leads to the outcome.

BELIEVES THAT ERRORS…are a natural and useful source of feedback.

FINDS UNCERTAINTY….challenging - maybe exciting.

SEES THE TEACHER’S ROLE AS….a coach, a resource, and a guide.

HOW CAN WE CHANGE

INTO A GROWTH MINDSET?

Neuroplasticity video https://www.youtube.com/watch?v=ELpfYCZa87g

PRAISE WISELY

Through praise you increase EFFORT. Praise specific actions such as:

• EFFORT

• STRUGGLE

• APPLYING STRATEGIES

• PERSISTENCE IN THE FACE OF SETBACKS

• IMPROVEMENT

Examples:

“Maybe you can try another way.”

“You must have tried very hard. Good effort in trying!”

“I love that you kept trying, even when it got difficult!”

“You got an ‘A’ without putting forth the effort? That’s nice, but you must not

be learning much. I’m sorry I wasted your time. Let’s do something that you

can learn from!”

IMPACT OF PRAISE

A FEW WORDS ON PRAISE

PRAISE THE EFFORT

When students succeed, attention and approval should be directed

at their efforts and their strategies.

Our words tell students what we believe and what we value.

Students crave praise.

In certain demographics students have not received praise.

EFFORT

Those with a fixed mindset:

• view effort as a reflection of low intelligence.

• expect effortless achievement.

• believe if they really good at something they shouldn’t have to work

hard at it.

• believe if they have to work hard, that means they’re not capable.

Those with a growth mindset:

• value effort.

• appreciate effort’s power to ignite their abilities and make them grow.

THE POWER OF YET

When a student says…

I can’t do it…

You say…YET

I don’t understand this…

You say…YET

I don’t get it…

You say…YET

I’m not good at this…

You say….YET

BEETHOVEN

Beethoven's teacher called him a hopeless composer.

He wrote five of his best symphonies while deaf.

EINSTEIN Einstein's teacher said that he was academically subnormal.

“I don't divide the world into the weak and the strong, or the successes

and the failures, those who make it or those who don't. I divide the

world into learners and non-learners.”

BENJAMIN BARBER

THE IMPORTANCE OF

CRITICAL SELF REFLECTION

“Learning Styles and Importance of Critical Self-

Reflection,” TEDx Talk, by Tesia Marshik

https://www.youtube.com/watch?v=855Now8h5Rs

CLOSE TO HOME

We talked to some of our students and this is what they said…

Student – “How am I

doing in this class?”

Teacher – “Well, how do

you think you’re doing?”

Teacher- “This math, you’re

never going to use it again so

just learn it to get through

the class.”

WHAT SOME OF OUR STUDENTS

SAID

My teacher said, “You

made a good effort. I’m

impressed with how you

took notes.”

My teacher told me,

"It’s easy so why aren’t

you getting it? It’s in the

book. Read the book.”

“He’s getting an ‘A’

so you can get an ‘A.’

He’s getting it so

why aren’t you?

There’s something

you’re doing wrong.”

Student – “Math is

not my friend.”

Teacher – “It’s not

an object; it’s not

going to like you or

dislike you.”

My teacher said,

“To understand it

(math) you have to

practice. You’re in

control, it’s up to

you if you want to

understand.”

WHAT SOM E OF OU R STU DENTS

WANT YOU TO KNOW

I would like my

professor to know

there are times where

I don’t have a place

to stay quiet and have

time for myself. I go

to class and still pay

attention and yes

there is the library

but library hours

don’t fit with my full

time schedule.

Help students feel

more comfortable

asking questions in

class. Give us

enough resources

to pass the class.

WHAT SOM E OF OU R STU DENTS

WANT YOU TO KNOW

Q: What would you like your

professors to know about your

struggle in obtaining

education?

A: That everything can be

explained. If I get a bad

grade or struggle, don’t give

up on me!

Q: What qualities

do you look for in

an instructor?

A: More office

hours for students,

and more review

in class before

exams.

QUESTIONS FOR DISCUSSION

AND REFLECTION

What indication or evidence have you had that students who have

previously been seen as “not smart” can be quite successful academically as a

result of their effort and a teacher’s partnership?

When a student does poorly in class, do you ever take the time to consider

the student’s home or personal situation? What tools do you utilize or provide

to assist students who are struggling in your class?

In what ways do you demonstrate to your students that they are in charge

of their academic success?

LEARNING HOW TO LEARN

“Learning How to Learn,” TED Talk, by Barbara Oakley

https://www.youtube.com/watch?v=O96fE1E-

rf8&list=PLakG8WaYhDdy9w1VWaD_kYj_Yw7J_VohK

QU ESTIONS F OR DISCU SSION AND

REF L ECTION

How often do you make comments that emphasize being smart rather than

working hard?

Does knowing your student’s background matter to you, or is the student just

a student ID number?

THANK YOU

“We must have the courage to make school a

place for learning how to learn, not just what to

know, and the will to encourage the joy of

discovery…” -Alexander Bernstein, Art Instructor

References

Bernstein, Alexander. “Arts, for the Thrill of Learning.” Los Angeles Times, March

25, 1993. http://articles.latimes.com/1993-03-25/local/me-14714_1_arts-education

Coleman, Larry G., and David Truscello. “Exploring Mindsets about Learning”

(Powerpoint presented at the Culturally Responsive Teaching and Learning Train

the Trainer Workshop, July 7, 2015, Harbor College, Wilmington, CA)

Dweck, Carol S. Mindset: The New Psychology of Success. NY: Random House,

2006. http://mindsetonline.com

Marshik, Tesia. “Learning Styles and Importance of Critical Self-Reflection,” TEDx

Talk. https://www.youtube.com/watch?v=855Now8h5Rs

Oakley, Barbara. “Learning How to Learn,” TEDx Talk.

https://www.youtube.com/watch?v=O96fE1E-rf8

Sentis. “Neuroplasticity.” https://www.youtube.com/watch?v=ELpfYCZa87g