This document discusses Carol Dweck's research on fixed and growth mindsets. It begins by defining mindset as a mental attitude that determines how one interprets and responds to situations. Those with a fixed mindset believe their intelligence is predetermined, while those with a growth mindset believe intelligence can be developed through effort. The document then provides examples of how mindsets influence responses to challenges. It suggests educators can promote a growth mindset through praise focused on effort rather than ability and emphasizing that failure provides learning opportunities.

1. FIXED VS. GROWTH MINDSETS
THE NEW PSYCHOLOGY OF SUCCESS

2. ABOUT ME…
Howard County Schools
Special Education Teacher
Home and Hospital Teacher
Academic Intervention Coordinator
Teacher Academy of Maryland Teacher
Career and Technology Education Teacher

3. THE RESEARCH OF
MINDSET
Carol S. Dweck, Ph.D.

4. WHY DO SOME PEOPLE FOLD UNDER
PERCEIVED FAILURE WHEN OTHERS
VIEW FAILURE AS AN OPPORTUNITY?
DO YOU LOOK LIKE
THIS AFTER FAILING
A TEST?
OR THIS…

5. WHAT HAPPENED???
FROM THIS… TO THIS…

6. HAVE YOU EVER SEEN
AN UNMOTIVATED BABY?

7. THIS IS A MOTIVATED
BABY!

8. WHAT IS A MINDSET?
A mental attitude that determines how you will interpret
and respond to situations.
WHY IS MINDSET IMPORTANT?
The difference between success and failure is as
simple as having a different perspective on
intelligence.
WHY SHOULD EDUCATORS UNDERSTAND MINDSET?
Your daily interactions with your students influence
and change a student’s mindset.

9. WHAT DO YOU
BELIEVE?
Sort the following statements into two groups, true or false,
as they apply to your personal beliefs.
*Read the following statements and determine if they are true
or false according to your personal beliefs.

10. I BELIEVE
Hard work is how you become successful.
You can’t really change how intelligent you are.
I compare my score to those of my friends and if theirs are
higher, I feel bad.
I haven’t mastered this idea yet.
You can actually get more intelligent over time.
If you have to work hard, you are not very smart.

11. YOUR MINDSET
GROWTH MINDSET
Hard work is how you become
successful.
I haven’t mastered this idea yet.
You can actually get more intelligent
over time.
When you make a mistake, it means that
you have the chance to learn something
new.
When someone criticizes me, it means
that they think I can do better.
Intelligence may be partly inherited, but
it is also strongly influenced by
environment.
It’s best to take risks even if you’re not
sure you can do it.
I’m always finding opportunities to learn
something new.
I like to hear about other people’s
successes, because this inspires me.
FIXED MINDSET
You can’t really change
how intelligent you are.
I compare my score to
those of my friends and if
theirs are higher, I feel
bad.
If you have to work hard,
you are not very smart.
If someone criticizes me,
it means that they think I
am not good enough.
Some people are just
born smart.
It’s best to do the things
you know you know how
to do.
I’m always being judged
and evaluated and I have
to appear smart.

12. FIXED MINDSET
The individual believes that they are born
with a predetermined amount of
intelligence that is unchangeable.
This person internalizes that without
innate ability, or talent, they will not be
successful no matter how hard they try.

13. GROWTH MINDSET
Growth mindset people believe they have
the potential to learn new skills and accept
that through practice and effort, they can
increase their intelligence and confidence
will follow.
This person is willing to take risks and look
forward to meeting the next challenge.

14. YOUR MINDSET AND THE
PSYCHOLOGY OF
SUCCESS
https://www.youtube.com/watch?v=-_oqghnxBmY
Growth Mindset Animation
Cameron Lisney

15. HOW WE DEVELOP
MINDSET
Cultural Influences
Gender
Micromessaging
Life Experiences
Peers
Attribution
Stereotype threat and self efficacy
Negative self talk

16. CHECK THIS OUT
https://www.youtube.com/watch?v=NWv1VdDeoRY
Carol Dweck - A Study on Praise and Mindsets
Trevor Ragan

17. CAPSTONE PRESENTATION
PROBLEM:
In predominately female classroom, only two of my forty two
students plan to teach secondary education, and only one is
planning to teach math.
I have also found that while many of my students tend to enroll in
liberal arts courses and shy away from advanced mathematics
and science courses, as well as AP courses.

18. CAPSTONE QUESTION
Will teaching a unit on growth versus
fixed mindset change students
perceptions about their ability to take
STEM/ AP courses, and/or pursue
teaching at the secondary level?

19. METHODOLOGY
5 DAY LESSON
Create a five day unit lesson on fixed verses growth mindset.
1. Students will begin the unit by taking a fixed verses growth
mindset quiz, and analyzing their results.
2. Students will research how the brain learns.
-Are humans capable of increasing their own
intelligence?
3. Is our success is directly influenced by our mindset?
-Research on personal and environmental
micro messaging and expectations in relation to
individual student success.
4. Activity day- Game stations created to recognize activities that
develop a growth mindset.

20. IN ADDITION TO THE
PLAN
1. I will combine the class time with guest speakers who
are popular secondary and college level teachers
2. I will provide STEM and self-interest surveys to help my
students identify themselves as a learner.
3. Reflection time.

21. DATA COLLECTION
TAM Students: I will record the number of AP/ STEM classes
that they enrolled in for next year versus what they took last
year.

22. STUDENTS ENROLLED AP/STEM
COURSES:
0
50
100
150
200
250
300
350
400
My students Female
school
Entire
School
Before Intervention
2013/2014
After Intervention
2014/2015
My
Students
Female
Students
Male &
Female
2014 13 /30% 121 284
2015 24/57% 186 381

23. HOW CAN I
PROMOTE A
GROWTH
MINDSET?

24. NEVER UNDERESTIMATE
YOUR INFLUENCE
3RD GRADE WITH MS.
SIMON
EXPERIENCE IN
SPECIAL EDUCATION
He who has NOT
said:
“This kid is not
capable of doing the
work.”
STAND UP

25. NEUROPLASTICITY OF
THE BRAIN
The ability of the brain to change, adapt, and
rewire itself throughout our entire life.
Example: Stroke victim.
Teaching the potential of the brain to our students
is essential when attempting to shift mindsets.
Check It Out:
https://www.youtube.com/watch?v=ElVUqv0v1EE

26. SUCCESSFUL RESEARCH BASED
STRATEGIES
TO USE IN THE CLASSROOM.
1. Acknowledge how hard your students have worked rather that how
smart they are for getting it right.
2. Teach students that failure, when treated like a temporary setback,
leads to greater productivity. Failure is an opportunity to improve
upon and develop skills.
3.Opportunities are invitations to grow.
4. Share your own struggles.
5. Consider giving credit for correcting errors on assignments and
tests.
6. Praise risk taking, particularly when failure may be the outcome.
7. Be a role model. Step outside of your comfort zone.

27. BUILD A GROWTH
MINDSET INTO YOUR
SCHOOL CULTURE
Teach what you have learned today.
Practice what you have learned today.
Reflect on the micromessages that you send to
your students.

28. PLASTICITY OF THE
HUMAN BRAIN
https://www.youtube.com/watch?v=MFzDaBzBlL0

29. CHECK THIS OUT
https://www.youtube.com/watch?v=pN34FNbOKXc
The Power of belief -- mindset and success | Eduardo
Briceno | TEDxManhattanBeach
5:30-7:55

30. THANK YOU FOR
ALLOWING ME TO SHARE
WITH YOU TODAY!
I would be happy to share more information in the future about:
Mindsets
Micromessaging
STEM Surveys
Gender Bias
Contact Information: kimberly_burke@hcpss.org
Phone: 443-546-7297

31. RESOURCES
http://www.mindsetonline.com/
Hodgson Technical High School, St. Louis, Mo.
www.inspiringlearners.com
Attitudes Towards Mathematics Inventory, Martha Tapia 1996
A Scientific Attitude Inventory, Moore and Foy (1997)
STEM Semantics Survey, G. Knezek & R. Christensen 4/2008