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Mindset Mindset
Learning and AchievementLearning and Achievement
By A.Arputha Selvaraj APMP IIM CalcuttaBy A.Arputha Selvaraj APMP IIM Calcutta
Mindset: The Psychology Mindset: The Psychology of Successof Success
AgendaAgenda Two mindsetsTwo mindsets Motivational framework supporting Motivational framework supporting
mindsetsmindsets PraisePraise The brainThe brain Lasting changeLasting change SummarySummary
Two mindsetsTwo mindsets
Are people born smart?Are people born smart?
Prime MinisterPrime Minister
Winston Churchill Winston Churchill REPEATEDREPEATED a a grade during grade during elementary schoolelementary school
He was placed in the He was placed in the LOWEST LOWEST division of division of the the LOWESTLOWEST class class
ComposerComposer
Beethoven’s teacher Beethoven’s teacher called him a called him a
HOPELESSHOPELESS composercomposer
He wrote He wrote 5 5 of his of his greatest greatest
SYMPHONIES SYMPHONIES while while DEAFDEAF
WriterWriter
Leo Tolstoy Leo Tolstoy dropped dropped
out of collegeout of college
He was described as He was described as both “both “UNABLE UNABLE and and
unwilling tounwilling to LEARN LEARN " "
Role modelsRole models
……..Einstein'sEinstein's teacher said that he was teacher said that he was ‘academically subnormal‘academically subnormal ’’
……..Michael Jordan'sMichael Jordan's coach said that he coach said that he wasn’t more talented than other peoplewasn’t more talented than other people……
……....Walt DisneyWalt Disney was told that he lacked was told that he lacked ‘creative imagination’‘creative imagination’
‘‘People are made, not born’People are made, not born’ The ‘growth mindset’The ‘growth mindset’
Two mindsetsTwo mindsets
MindsetMindset
Related to your belief about abilityRelated to your belief about ability Creates a whole mental world for you Creates a whole mental world for you
to live into live in FixedFixed mindset – ability cannot change mindset – ability cannot change GrowthGrowth mindset – ability can change mindset – ability can change
(grow)(grow)
Set of 6 studies of childrenSet of 6 studies of childrenPraised for Praised for efforteffort Praised for Praised for abilityability
goalsgoals 90% of the group 90% of the group created learning created learning goalsgoals
66% of the group 66% of the group createdcreatedperformance goalsperformance goals
enjoymentenjoyment continuedcontinued decreaseddecreased
persistencepersistence continuedcontinued decreaseddecreased
performanceperformance improvedimproved declineddeclined
lied about scoreslied about scores one individualone individual 40%40%
Motivational Framework Motivational Framework supporting mindsetssupporting mindsets
GoalsGoalsResponsesResponses
EffortEffortStrategiesStrategies
Goals:Goals: are the things we aim forare the things we aim for
Goals:Goals: performance performance Those with a Those with a FIXED MINDSETFIXED MINDSET tend to create tend to create
PERFORMANCE PERFORMANCE goals. goals.
They believe that a person’s They believe that a person’s POTENTIALPOTENTIAL can can be be MEASUREDMEASURED .. They aim to receive They aim to receive validation from others.validation from others.
Receiving low marks mean that they are not Receiving low marks mean that they are not smart.smart.
Both success and failure cause Both success and failure cause ANXIETY.ANXIETY.
Goals:Goals: learninglearning Those with a growth mindset tend to create Those with a growth mindset tend to create
LEARNING LEARNING goals.goals.
The goal is The goal is MASTERY MASTERY and and COMPETENCE.COMPETENCE.
Scores and marks reflect how people are doing Scores and marks reflect how people are doing NOWNOW and do not measure a person’s potential. and do not measure a person’s potential.
Creating goals for learning has shown to Creating goals for learning has shown to INCREASE PERFORMANCEINCREASE PERFORMANCE and enjoyment and enjoyment and decrease negative emotion.and decrease negative emotion.
Responses: Responses: are how we react to eventsare how we react to events
Response:Response: helplesshelplessWhen faced with failure or challenge, people with a When faced with failure or challenge, people with a
FIXED mindset:FIXED mindset:
do not pay attention to learning informationdo not pay attention to learning information get depressed, become get depressed, become de-energisedde-energised and lose and lose
self-esteemself-esteem denigrate their intelligence: ‘I am stupid’, they’ll denigrate their intelligence: ‘I am stupid’, they’ll
thinkthink under-represent past successes and over-under-represent past successes and over-
represent failures (pessimism)represent failures (pessimism) explain the cause of events as something stable explain the cause of events as something stable
about them.about them.
Response:Response: mastery mastery Pay attention to learning information, and so do Pay attention to learning information, and so do
better on future tests.better on future tests. Focus on what they are learning, rather than Focus on what they are learning, rather than
focusing on how they feel.focusing on how they feel. Try out new ways of doing things.Try out new ways of doing things. Use self-motivating statements such as ‘ the Use self-motivating statements such as ‘ the
harder it gets the harder I try’.harder it gets the harder I try’. When faced with tests which are impossible to When faced with tests which are impossible to
pass they will factor in other reasons and not pass they will factor in other reasons and not blame their intellect i.e. this test was beyond my blame their intellect i.e. this test was beyond my ability for now.ability for now.
Effort:Effort: is it required for success?is it required for success?
EffortEffort Those with a Those with a fixed mindsetfixed mindset
view effort as a view effort as a reflectionreflection of of low intelligencelow intelligence..
Hard work means ‘I don’t Hard work means ‘I don’t get it’, ‘I’m unintelligentget it’, ‘I’m unintelligent
Effort = lack of abilityEffort = lack of ability
Those with a Those with a growthgrowth mindset see effort as a mindset see effort as a necessary part of necessary part of successsuccess..
They They try hardertry harder when faced when faced with a setback.with a setback.
Effort = success.Effort = success.
They use effort to They use effort to overcome overcome difficulty.difficulty.
EffortEffort
People were asked about intelligence and how People were asked about intelligence and how much they thought it was down to effort and how much they thought it was down to effort and how much they thought it was about abilitymuch they thought it was about ability
Intelligence=______% effort _______% abilityIntelligence=______% effort _______% ability
Fixed = 35% effort vs. 65% abilityFixed = 35% effort vs. 65% ability Growth = 65% effort vs. 35% abilityGrowth = 65% effort vs. 35% ability
Effort:Effort: mindsetmindset
Strategies:Strategies:how to reach successhow to reach success
Strategies:Strategies: growth mindsetgrowth mindset
People adopting a growth mindset tend to People adopting a growth mindset tend to generate other, and new, ways to do things.generate other, and new, ways to do things.
If one route doesn’t work they will try others.If one route doesn’t work they will try others.
They will think ‘outside of the box’ to solve They will think ‘outside of the box’ to solve problems because they believe that they ‘can’.problems because they believe that they ‘can’.
Strategies: Strategies: fixed mindsetfixed mindset
Carol Dweck has found that students with a fixed Carol Dweck has found that students with a fixed mindset keep using the wrong strategy when mindset keep using the wrong strategy when faced with a problem.faced with a problem.
Then they disengage from the problem.Then they disengage from the problem.
Finally, they give up.Finally, they give up.
PraisePraise
People are very sensitive to the messages they People are very sensitive to the messages they receive about themselves.receive about themselves.
The way we interact with young people can The way we interact with young people can foster either a growth or a fixed mindset.foster either a growth or a fixed mindset.
Praise for effort v. praise for ability.Praise for effort v. praise for ability.
Praise: Praise: abilityability
Praising for ability (e.g. talent or Praising for ability (e.g. talent or intelligence)intelligence)
Can change a young person’s mindset from Can change a young person’s mindset from growth to fixed.growth to fixed.
Encourages young people to create Encourages young people to create performance goalsperformance goals and display a and display a helpless helpless responseresponse when faced with challenges. when faced with challenges.
Encourages young people to Encourages young people to l iel ie about scores. about scores.
UnderminesUndermines motivation and willingness to take motivation and willingness to take risks.risks.
Praise: Praise: efforteffort
Praise for effortPraise for effort
Encourages people to adopt a growth Encourages people to adopt a growth mindset.mindset.
Encourages people to create learning goals Encourages people to create learning goals and display a mastery response when faced and display a mastery response when faced with setback.with setback.
Increases motivation and success.Increases motivation and success.
Praise is not a villainPraise is not a villain
Good feedback is importantGood feedback is important
Constructive criticism is necessary if we want Constructive criticism is necessary if we want people to develop and learn.people to develop and learn.
Praise is not a villain – praising for the effort and Praise is not a villain – praising for the effort and the process will help the person become more the process will help the person become more motivated and ultimately more resilient.motivated and ultimately more resilient.
FrontalLobe
Parietal Lobe
OccipitalLobe
TemporalLobe
FrontalLobe
Parietal Lobe
Occipital Lobe
TemporalLobe
The body in the brainThe body in the brain A homunculus is used to A homunculus is used to
describe the relative describe the relative amount of space our body amount of space our body parts occupy in the brain.parts occupy in the brain.
In a model of motor In a model of motor functions, some parts are functions, some parts are much bigger because we much bigger because we use them much more, or use them much more, or with more accuracy.with more accuracy.
The more we use a part The more we use a part of our body, the more of our body, the more space our brain needs to space our brain needs to control or interpret it.control or interpret it.
In fact, by learning the In fact, by learning the brain may have to brain may have to change the space it uses change the space it uses to account for new to account for new abilities.abilities.
The body in the brainThe body in the brain
People who play music People who play music have been found to have have been found to have auditory centres that are auditory centres that are BIGGER than normal. BIGGER than normal.
The ‘sound’ area of their The ‘sound’ area of their brain grew through brain grew through practising their music.practising their music.
Evidence from neuroscienceEvidence from neuroscience
Rats in a rich environment have heavier brains, Rats in a rich environment have heavier brains, by 10%, than those in a boring environment.by 10%, than those in a boring environment.
Taxi drivers have bigger areas which deal with Taxi drivers have bigger areas which deal with 3D space – the hippocampus - than non-taxi 3D space – the hippocampus - than non-taxi drivers.drivers.
Musicians have a larger auditory cortex.Musicians have a larger auditory cortex.
All of the areas of the brain All of the areas of the brain ……like sound, communication, problem-solving…like sound, communication, problem-solving…
are made of cells calledare made of cells calledNEURONSNEURONS
They transmit information all around the brain.They transmit information all around the brain.
Neurons pass information Neurons pass information through CONNECTIONS through CONNECTIONS
with other neurons at with other neurons at SYNAPSESSYNAPSES
Learning helps our neurons GROW.Learning helps our neurons GROW.The more we learn, the more connections they The more we learn, the more connections they
make.make.
People with large auditory areas in their brain grew People with large auditory areas in their brain grew lots more neuron connections in the sound area lots more neuron connections in the sound area
through lots and lots of practice.through lots and lots of practice.
Final proof? Babies aren’t Final proof? Babies aren’t stupid! They grow connections.stupid! They grow connections.
The brain must develop billions of connections:
every green dot is a junction between one nerve and
another
Lasting changeLasting change Dweck suggests that we need to present young Dweck suggests that we need to present young
people with information on the brain and its huge people with information on the brain and its huge potential. Including how the brain learns.potential. Including how the brain learns.
Praise for strategies, effort and processes rather Praise for strategies, effort and processes rather than for intelligence or ability.than for intelligence or ability.
Positive stories provide people with role models of Positive stories provide people with role models of those individuals who have succeeded because of those individuals who have succeeded because of a growth mindset.a growth mindset.
Writing about your growth mindset experiences, in Writing about your growth mindset experiences, in order to convince others, will deepen your own order to convince others, will deepen your own growth mindset.growth mindset.
SummarySummary A growth mindset helps people to be motivated A growth mindset helps people to be motivated
and to succeed.and to succeed.
A growth mindset can be learnt.A growth mindset can be learnt.
We can foster a growth mindset in others by the We can foster a growth mindset in others by the type of feedback we give and by teaching them type of feedback we give and by teaching them about the brain’s huge potential.about the brain’s huge potential.
Role models give people evidence of the growth Role models give people evidence of the growth mindset in action.mindset in action.
