...the only way to boost your children’s intelligence. What people do not know is that there are two different mind-sets. The article states that there are two different types of mind-sets; growth mind-set and fixed mind-set. Growth mind-set is basically the belief that intelligence can be gained through studying and working hard. Students will argue and say that their intelligence is genetic and say that intelligence cannot be changed, those people would fall in the group of having...
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...themselves is formed it goes on to affect their efforts toward learning in school. There are two types of intelligences that students will develop, either they will have a fixed intelligence or a growth mind-set. Dweck (2009) states that “in the fixed mind-set, students care first and foremost about how they'll be judged; smart or not smart. Repeatedly, students with this mind-set reject opportunities to learn if they might make mistakes” (p.181). Students that are told they are smart automatically think that this is a natural ability for them. They believe that they should not have to try because everything should come easily without much effort. So,...
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...The Growth Mind-set This is one of the most important topics discussed in Little Bets. Chapter 2 of the book is about contrasting two types of mind-sets; the growth mind set vs. the fixed mind-set. As mentioned throughout the book, experimental innovators are not rigid in pursuit of their first ideas and preserve through many failures and move on quickly. In approaching their challenging goals, they accept the fact that they will face many unpredictable obstacles, risks and even breakdowns which they have to cope with and overcome without considerable emotional impacts. These characteristics of experimental innovators are results of having a growth mind-set. People with this mind-set are always willing to grow hence more open to accept new challenges and risks. They do not seek validation of others after every performance, and do not believe that their failures reflect their capabilities and do not get disappointed by them. As a result, they do not stop trying new things until they gain major accomplishments. On the other hand, people with fixed mind-sets avoid taking new challenges because they are afraid of the possible failures. Any negative comment, failure, or bad performance tends to destroy their self-image; consequently, their main concern becomes seeking validation of others by trying to look smart and successful. They place so much emphasis on minimizing risks and errors that they keep doing things they are already good at instead of trying new things. As a result...
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...Between these two articles, The Perils and Promise of Praise, and The Key to Classroom Management, I found a couple similarities. The first one being, providing flexible learning goals. As Robert and Jana Marzano state in The Key to Classroom Management, “Giving students this kind of choice (choosing their own learning goals), in addition to increasing their understanding of the topic, conveys the message that the teacher cares about and tries to accommodate student’s interests” (Marzano, 2003 p. 204). If students are actively engaged in designing their own learning goals, this can help them better to understand the process of reaching these goals, thus understanding their learning better. This perfectly coincides with Dwecks, idea of having...
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...that what we think and feel about ourselves determines what outcomes you will have. She separates mindset into two types. A “fixed intelligence mindset”, according to Dweck, holds on to the belief that a persons intelligence, character, and creativity are all static givens that they can change, and that the affirmation of that inherent intelligence is success. To carry on the sense of being smart of skilled in a fixed mines, one must strive for success and avoid failure at all costs. This basically means that they believe their basic characteristics, intelligence and it can not change. The other type is a “growth intelligence mindset” seeks challenge and believes that failure is not a proof...
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...Dweck Vs Gladwell Mind-Sets and Equitable Education By: Carol Dweck and The Matthew Effect Outliers By: Malcom Gladwell are texts that have two different meanings but they argue the same theme of success. The general idea of Mindset is that an individual can reach success if their mind is right. Dweck beliefs impact student’s motivation to learn and their willingness to expand the effort necessary to succeed. The general idea of Outliers is success occurs to those under special circumstances. Gladwell points out that there is something profoundly wrong with the way we make sense of success. Dweck and Gladwell both analysis how the students are being educated. Although their arguments appear contradictory Dweck and Gladwell texts both argue that peoples belief determine success. In the story Mindset Dweck believes that educators should to incite change within the school system. She also argues that success is a product of effort. Dweck identifies two sets of principles; a fixed mindset and a growth mindset. Dweck points out the change in grades from the beginning of...
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...“Carol Dweck Revisits the Growth Mindset” Critique There has been some debate on who is to blame for poor academic scoring in classrooms. Some will say the teachers are not good at teaching and others will say the students are just not trying hard enough. While both arguments seem valid, there may be another reason for poor performance. The mindset in the classroom has a significant impact during the learning process. Carol Dweck, a lead researcher on the growth mindset, has claimed that changing the mindset in the classroom can lead to improved academic scoring. Reading Carol Dweck’s “Carol Dweck Revisits the Growth Mindset” helps explain more in depth about growth mindset. By changing a few words or phrases, you can change the whole way...
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...Growth mindset or fixed mindset, according to Carol S. Dweck studies in her article “Brainology” students either have a growth mindset or fixed mindset(1). I believe that not all students shine in every subject, but they do have subjects that come naturally to them, where they want to do better in. They also know they are going to strive in and their mentality does change to wanting to achieve in that subject. Now with a fixed mindset their mind shuts down and their self-esteem lowers and they are scared to try. So is it possible to have both mindsets? Dweck makes a good point about their only being two mindsets the growth mindset which is a believe that how smart a person can be is realized with learning and the fixed mindset is when the student makes a challenge a threat because they are afraid to fail.(1) She never states that students can have both mindsets where they can be good at one subject and be bad in another. Many students have one subject they enjoy the most and have the growth mindset of wanting to learn more, and they have subjects that doesn't come as naturally like others and have more of a struggle. I believe that every student can have a growth mindset and fixed mindset and it all depends on what subjects they like or dislike....
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...Drew Bybee Chronicle 7 Col105B05 Growth mindset- Go outside of comfort zone, willing to learn People with a growth mindset believe that intelligence is a muscle Encourages us to accept challenges Helps us learn from mistakes People with growth mindset believe that hard work can help overcome difficulty Self- people work hard and can overcome difficulties Culture- It is proven that Japanese and Chinese are more likely to have a growth mindset Society- Society can affect a person’s mindset strongly Having a growth mindset I personally think is a powerful trait to have in life. A lot of music nowadays encourages people to have more of a growth mindset, for example many rappers talk about how they overcame their past with hard work and how it paid off. I personally believe that I can work hard and achieve a lot of goals if I set my mind to it. There are many areas that peoples growth mindset help them excel. For example, employees take orders, managers are more of leaders. Fixed mindset- Believe they are born with a certain amount of intelligence More close minded Not willing to adapt Think if they do well in school, it’s because they’re smart, if they don’t it’s because they aren’t. Self- Prevents growth in all areas of life Culture- Stuck in time, not willing to adapt Society- People believe they can’t do certain things, cannot excel in their career Having a fixed mindset is often associated with ignorance. This...
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...As the book continues, the focus becomes how the two mindsets in actuality impact the forms of thinking that lead to achievement or failure. The main topic is how the mindsets become traps that can set the stage for future achievement or failure. The fixed mindset becomes fearful of trying or experiencing new things, once a failure is experienced. This has the effect of limiting the likelihood of new accomplishments and creates a protective veneer around existing abilities so that they can remain successful. The fixed mindset is protective of maintaining what it knows it can conquer, rather than attempting new possibilities. This in turn limits future possibilities, which could potentially be achievable. By distinction, a growth mindset is...
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...One day last November, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers, a soccer team in the United Kingdom’s Premier League. The Rovers’ training academy is ranked in England’s top three, yet performance director Tony Faulkner had long suspected that many promising players weren’t reaching their potential. Ignoring the team’s century-old motto—arte et labore, or “skill and hard work”—the most talented individuals disdained serious training. On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not made. If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything, training hard would tell you and others that you’re merely good, not great. Faulkner had identified the problem; but to fix it, he needed Dweck’s help. A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and her recent book, Mindset: The New Psychology of Success—bear directly on the sort of problem facing the Rovers. Through more than three decades of systematic research, she has been figuring out answers to why some people achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed. What’s more, Dweck has...
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...likewise this applies to the school context where certain students strive while others struggle in vain. What sets the mightiest to the weakest apart is the immense number of factors which I will split into three contexts, mainly individual, family and school aspects. This discussion will be revolving around Singaporean secondary school students, and my points for each context would be: one’s mind-set to do well (individual), parents’ expectations and finance (family), as well as the school environment. To start off, one’s mind-set to succeed plays a crucial role in determining their grades in school. This is due to the underlying fact that the main secret behind good grades is plain hard work and diligence which is not an easy feat. A student’s mental approach towards study, attendance in lectures, methods of learning, memorizing, concentration, confidence and study related extra-curricular activities are all vital factors that will influence his/her studies in school. This might seem like a mouthful but if the student is ingrained with the mind-set that they will do whatever it takes to do well, in a matter of time, a favourable outcome will be reached. For example, some hold a fixed mindset, in which they see abilities as traits that are not easily changed. In this view, talents are gifts—you either have them or you do not. Other people, in contrast, hold a growth mindset. They constantly harbour the belief that people can cultivate their abilities. In other words, they...
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...factors to determine if this type of an increase is even possible to make by adding an additional product of making cedar doll houses to try to supplement the income. There are several factors that need to be taken into consideration before any determinations can be made and before production of the doll houses could begin at all. Some of those possible set backs are: quality, competition, completion, and raw materials. Just looking at the numbers the company wants to grow starting a new product line does not appear to be a viable option at the moment but the correct answer would not be known for sure until all the numbers are run, a cash flow statement is created, the NPV is determined, and all potential risk factors are determined. When the company is trying to decide if they want to add an additional product line to their factories they need to look at several different factors before any decisions can be made on if or how they should go ahead with the new product line. Some of these considerations are quality, competition, completion times and raw materials. Quality needs to be considered because the company already has a set standard for quality it gives its customers and they do not want to risk lowering that quality perception because of a new product line they bring out. If the quality if not up to at least the same standards as their other lines they risk losing business on everything because people will only see the lower quality and think they are cutting costs across...
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...While the two have very different styles of writing Carol Dweck Stanford professor and Malcolm Gladwell an award-winning author have complementary views on education and sports in education systems. In Mind-Sets and Equitable Education Dweck argues that the mind-set of an educator and the student greatly affect how that student can perform in class and sports. In the Matthew Effect Gladwell argues that cumulative advantages have a serious impact on a student and athletes’ success. The two subjects in reference here mind-sets and accumulative advantages are greatly intertwined and often over looked when looking at a person’s success. In the Matthew Effect Gladwell shows us how a once a year cut-off date for junior hockey leagues greatly benefit...
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...Since I was young, I am a very friendly type of person. I am type of invidivual whom someone can ask for help, not worrying if that someone could return the favor or not. I am always goal-oriented. For example, I set plans on what I want to accomplish. However, as I grew up because of some the experience I have been through, I am also a emotionally unstable; I sometimes be very moody and irritable person when provoked. For example, when I know that my kindness is taken for granted, I easily get hurt and turn against that person. Most of my personality, as I noticed, came from my parents. According to Kendra Cherry, a psychology expert, who authored the article “The Big Five Personality Dimensions,” she states that most psychologists suggests that personalities are not just rooted from how environment influenced them, but personalities are mostly rooted people’s genes (Cherry). Interestingly enough, I sometimes use different dimensions depending on...
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