1. Mindset: The Psychology of Learning and Achievement

2. Mindset: The Psychology of Success

3. Agenda Two mindsets Two mindsets Motivational framework supporting mindsets Motivational framework supporting mindsets Praise Praise The brain The brain Lasting change Lasting change Summary Summary

4. Two mindsets

5. Are people born smart?

6. Prime Minister Winston Churchill REPEATED a grade during elementary school Winston Churchill REPEATED a grade during elementary school He was placed in the LOWEST division of the LOWEST class He was placed in the LOWEST division of the LOWEST class

7. Composer Beethoven’s teacher called him a HOPELESS composer Beethoven’s teacher called him a HOPELESS composer He wrote 5 of his greatest SYMPHONIES while DEAF He wrote 5 of his greatest SYMPHONIES while DEAF

8. Writer Leo Tolstoy dropped out of college He was described as both “UNABLE and unwilling to LEARN" He was described as both “UNABLE and unwilling to LEARN"

9. Role models ….Einstein's teacher said that he was ‘academically subnormal ’ ….Michael Jordan's coach said that he wasn’t more talented than other people … …..Walt Disney was told that he lacked ‘creative imagination’

10. ‘People are made, not born’ The ‘growth mindset’ The ‘growth mindset’

11. Two mindsets

12. Mindset Related to your belief about ability Related to your belief about ability Creates a whole mental world for you to live in Creates a whole mental world for you to live in Fixed mindset – ability cannot change Fixed mindset – ability cannot change Growth mindset – ability can change (grow) Growth mindset – ability can change (grow)

13. Set of 6 studies of children Praised for effort Praised for ability goals 90% of the group created learning goals 66% of the group created performance goals enjoymentcontinueddecreased persistencecontinueddecreased performanceimproveddeclined lied about scores one individual 40%

14. Motivational Framework supporting mindsets GoalsResponsesEffortStrategies

15. Goals: are the things we aim for

16. Goals: performance Those with a FIXED MINDSET tend to create PERFORMANCE goals. Those with a FIXED MINDSET tend to create PERFORMANCE goals. They believe that a person’s POTENTIAL can be MEASURED. They aim to receive validation from others. They believe that a person’s POTENTIAL can be MEASURED. They aim to receive validation from others. Receiving low marks mean that they are not smart. Receiving low marks mean that they are not smart. Both success and failure cause ANXIETY. Both success and failure cause ANXIETY.

17. Goals: learning Those with a growth mindset tend to create LEARNING goals. Those with a growth mindset tend to create LEARNING goals. The goal is MASTERY and COMPETENCE. The goal is MASTERY and COMPETENCE. Scores and marks reflect how people are doing NOW and do not measure a person’s potential. Scores and marks reflect how people are doing NOW and do not measure a person’s potential. Creating goals for learning has shown to INCREASE PERFORMANCE and enjoyment and decrease negative emotion. Creating goals for learning has shown to INCREASE PERFORMANCE and enjoyment and decrease negative emotion.

18. Responses: are how we react to events

19. Response: helpless When faced with failure or challenge, people with a FIXED mindset: do not pay attention to learning information do not pay attention to learning information get depressed, become de-energised and lose self-esteem get depressed, become de-energised and lose self-esteem denigrate their intelligence: ‘I am stupid’, they’ll think denigrate their intelligence: ‘I am stupid’, they’ll think under-represent past successes and over- represent failures (pessimism) under-represent past successes and over- represent failures (pessimism) explain the cause of events as something stable about them. explain the cause of events as something stable about them.

20. Response: mastery Pay attention to learning information, and so do better on future tests. Pay attention to learning information, and so do better on future tests. Focus on what they are learning, rather than focusing on how they feel. Focus on what they are learning, rather than 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 harder it gets the harder I try’. Use self-motivating statements such as ‘ the harder it gets the harder I try’. When faced with tests which are impossible to pass they will factor in other reasons and not blame their intellect i.e. this test was beyond my ability for now. When faced with tests which are impossible to pass they will factor in other reasons and not blame their intellect i.e. this test was beyond my ability for now.

21. Effort: is it required for success?

22. Effort Those with a fixed mindset view effort as a reflection of low intelligence. Those with a fixed mindset view effort as a reflection of low intelligence. Hard work means ‘I don’t get it’, ‘I’m unintelligent Hard work means ‘I don’t get it’, ‘I’m unintelligent Effort = lack of ability Effort = lack of ability Those with a growth mindset see effort as a necessary part of success. Those with a growth mindset see effort as a necessary part of success. They try harder when faced with a setback. They try harder when faced with a setback. Effort = success. Effort = success. They use effort to overcome difficulty. They use effort to overcome difficulty.

23. Effort People were asked about intelligence and how much they thought it was down to effort and how much they thought it was about ability People were asked about intelligence and how much they thought it was down to effort and how much they thought it was about ability Intelligence=______% effort _______% ability Fixed = 35% effort vs. 65% ability Fixed = 35% effort vs. 65% ability Growth = 65% effort vs. 35% ability Growth = 65% effort vs. 35% ability

24. Effort: mindset

25. Strategies: how to reach success

26. Strategies: growth mindset People adopting a growth mindset tend to generate other, and new, ways to do things. People adopting a growth mindset tend to 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 problems because they believe that they ‘can’. They will think ‘outside of the box’ to solve problems because they believe that they ‘can’.

27. Strategies: fixed mindset Carol Dweck has found that students with a fixed mindset keep using the wrong strategy when faced with a problem. Carol Dweck has found that students with a fixed mindset keep using the wrong strategy when faced with a problem. Then they disengage from the problem. Then they disengage from the problem. Finally, they give up. Finally, they give up.

28. Praise People are very sensitive to the messages they receive about themselves. People are very sensitive to the messages they receive about themselves. The way we interact with young people can foster either a growth or a fixed mindset. The way we interact with young people can foster either a growth or a fixed mindset. Praise for effort v. praise for ability. Praise for effort v. praise for ability.

29. Praise: ability

30. Praising for ability (e.g. talent or intelligence) Can change a young person’s mindset from growth to fixed. Can change a young person’s mindset from growth to fixed. Encourages young people to create performance goals and display a helpless response when faced with challenges. Encourages young people to create performance goals and display a helpless response when faced with challenges. Encourages young people to lie about scores. Encourages young people to lie about scores. Undermines motivation and willingness to take risks. Undermines motivation and willingness to take risks.

31. Praise: effort

32. Praise for effort Encourages people to adopt a growth mindset. Encourages people to adopt a growth mindset. Encourages people to create learning goals and display a mastery response when faced with setback. Encourages people to create learning goals and display a mastery response when faced with setback. Increases motivation and success. Increases motivation and success.

33. Praise is not a villain

34. Good feedback is important Constructive criticism is necessary if we want people to develop and learn. Constructive criticism is necessary if we want people to develop and learn. Praise is not a villain – praising for the effort and the process will help the person become more motivated and ultimately more resilient. Praise is not a villain – praising for the effort and the process will help the person become more motivated and ultimately more resilient.

35. Frontal Lobe Parietal Lobe Occipital Lobe Temporal Lobe

36. Frontal Lobe Parietal Lobe Occipital Lobe Temporal Lobe

37. The body in the brain A homunculus is used to describe the relative amount of space our body parts occupy in the brain. A homunculus is used to describe the relative amount of space our body parts occupy in the brain. In a model of motor functions, some parts are much bigger because we use them much more, or with more accuracy. In a model of motor functions, some parts are much bigger because we use them much more, or with more accuracy.

38. The more we use a part of our body, the more space our brain needs to control or interpret it. The more we use a part of our body, the more space our brain needs to control or interpret it. In fact, by learning the brain may have to change the space it uses to account for new abilities. In fact, by learning the brain may have to change the space it uses to account for new abilities. The body in the brain

39. People who play music have been found to have auditory centres that are BIGGER than normal. People who play music have been found to have auditory centres that are BIGGER than normal. The ‘sound’ area of their brain grew through practising their music. The ‘sound’ area of their brain grew through practising their music.

40. Evidence from neuroscience Rats in a rich environment have heavier brains, by 10%, than those in a boring environment. Rats in a rich environment have heavier brains, by 10%, than those in a boring environment. Taxi drivers have bigger areas which deal with 3D space – the hippocampus - than non-taxi drivers. Taxi drivers have bigger areas which deal with 3D space – the hippocampus - than non-taxi drivers. Musicians have a larger auditory cortex. Musicians have a larger auditory cortex.

41. All of the areas of the brain …like sound, communication, problem-solving… are made of cells called NEURONS They transmit information all around the brain.

42. Neurons pass information through CONNECTIONS with other neurons at SYNAPSES

43. Learning helps our neurons GROW. The more we learn, the more connections they make.

44. People with large auditory areas in their brain grew lots more neuron connections in the sound area through lots and lots of practice.

45. Final proof? Babies aren’t stupid! They grow connections. The brain must develop billions of connections: every green dot is a junction between one nerve and another

46. Lasting change Dweck suggests that we need to present young people with information on the brain and its huge potential. Including how the brain learns. Dweck suggests that we need to present young people with information on the brain and its huge potential. Including how the brain learns. Praise for strategies, effort and processes rather than for intelligence or ability. Praise for strategies, effort and processes rather than for intelligence or ability. Positive stories provide people with role models of those individuals who have succeeded because of a growth mindset. Positive stories provide people with role models of those individuals who have succeeded because of a growth mindset. Writing about your growth mindset experiences, in order to convince others, will deepen your own growth mindset. Writing about your growth mindset experiences, in order to convince others, will deepen your own growth mindset.

47. Summary A growth mindset helps people to be motivated and to succeed. A growth mindset helps people to be motivated 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 type of feedback we give and by teaching them about the brain’s huge potential. We can foster a growth mindset in others by the type of feedback we give and by teaching them about the brain’s huge potential. Role models give people evidence of the growth mindset in action. Role models give people evidence of the growth mindset in action.

48. The Centre would like to thank the Scottish Government for their support in helping to produce this resource.