Loading ...
in the idea that they only have so much potential and ability to learn(passive) are setFixed Mindsets
easily(passive) are ... createdFixed mindsets
tasks that are challenging or outside of our comfort zone(passive) are often triggered byFixed mindsets
Teaching students about their brain ’s ability to growhave causedfixed mindsets
Teachers and parentscan createfixed mindsets
suboptimal education curricula(passive) potentially triggered byFixed mindsets
harm students ’ development because it enables themto createfixed mindsets
harm students ’ development mainly because it enables themto createfixed mindsets
isolationism of intellectual property , turf war and resistance(passive) created byfixed mindsets
in traumatic experience(passive) is often createdFixed mindset
your child intelligencecreatesfixed mindset
The terms “ growth mindset ” andoriginatefixed mindset
abilities ... unableto influence( ‘ fixed mindset
Early years ,influencingfixed mindsets
goals for improvementto setgoals for improvement
for fourth and fifth 1 neuroplasticitydesignedfor fourth and fifth 1 neuroplasticity
people to play defensiveleadspeople to play defensive
to restricted learning and promotes fear of failureleadsto restricted learning and promotes fear of failure
to fewer achievements ... while a growth mindset sees challenges and obstacles as another way to learn , ultimately leading to more accomplishmentsleadsto fewer achievements ... while a growth mindset sees challenges and obstacles as another way to learn , ultimately leading to more accomplishments
with the notion that people are born with ‘ fixed ’ qualities and talents which can be polished but can not be significantly enhancedleadswith the notion that people are born with ‘ fixed ’ qualities and talents which can be polished but can not be significantly enhanced
to a fear of failure and a tendency to move away from a challenge that creates vulnerabilityleadsto a fear of failure and a tendency to move away from a challenge that creates vulnerability
us from pulling insight from that failure , getting back up , and trying a new way to conquer the challengepreventsus from pulling insight from that failure , getting back up , and trying a new way to conquer the challenge
in : a false sense of superiority , undermined by a deep sense of self - doubt OR a sense of inferiority a fear of failureresultsin : a false sense of superiority , undermined by a deep sense of self - doubt OR a sense of inferiority a fear of failure
barriers for self - improvement and progressionsetbarriers for self - improvement and progression
learnersleadslearners
a limit and a goalis settinga limit and a goal
ideas of what we good or bad at ( for exampleis having setideas of what we good or bad at ( for example
an urgency to prove yourself over and overcreatesan urgency to prove yourself over and over
essentiallypreventsessentially
to distraction and reduced performance ... as Dweck ( 2006leadsto distraction and reduced performance ... as Dweck ( 2006
to the belief that you fail because you ’re inherently not capable or not good enoughoften leadsto the belief that you fail because you ’re inherently not capable or not good enough
oftensetsoften
you to stress about proving yourself again and againwill causeyou to stress about proving yourself again and again
a common belief that talent alone brings success – without effortalso causesa common belief that talent alone brings success – without effort
identities based on your interests or activities identities that are fragile hold games nights and brunches at my housecreatesidentities based on your interests or activities identities that are fragile hold games nights and brunches at my house
to Needing to Prove YourselfLeadsto Needing to Prove Yourself
to a desire to look smart When you hold a fixed mindsetleadsto a desire to look smart When you hold a fixed mindset
an internal monologue that is focused on judgment ... while growth mindsets are “ sensitive to positive and negative information , but they ’re attuned to its implications for learning and constructive action : What can I learn from thiscreatesan internal monologue that is focused on judgment ... while growth mindsets are “ sensitive to positive and negative information , but they ’re attuned to its implications for learning and constructive action : What can I learn from this
us backcan setus back
the Need for CompetitionCreatesthe Need for Competition
on the other handleadson the other hand
an escalation from something small into a much bigger problemcausedan escalation from something small into a much bigger problem
in increased student stressalso resultsin increased student stress
to a desire to look goodleadsto a desire to look good
many obstacles to becoming resilientcreatesmany obstacles to becoming resilient
to bad behaviourleadsto bad behaviour
to a greater sense of pressure , tension , and worry ( Roeser , 1996leadsto a greater sense of pressure , tension , and worry ( Roeser , 1996
a need for approval from otherscreatesa need for approval from others
to LearnedHelplessness GrowthMindsetIleadingto LearnedHelplessness GrowthMindsetI