2. 1. capacity for learning, reasoning,
understanding, and similar forms of
mental activity; aptitude in grasping
truths, relationships, facts, meanings, etc.
2. manifestation of a high mental
capacity: He writes with intelligence and
wit.
3. the faculty of understanding.
3. A very general mental capability that,
among other things, involves the ability
to reason, plan, solve problems, think
abstractly, comprehend complex ideas,
learn quickly and learn from experience.
It is not merely book learning, a narrow
academic skill, or test-taking smarts.
Rather, it reflects a broader and deeper
capability for comprehending our
surroundings—"catching on," "making
sense" of things, or "figuring out" what to
do.
4. Read each statement and decide whether you mostly agree with or
disagree with it.
. 1. Your intelligence is something fixed that you can’t change
very much.
2. You can learn new things, but you can’t really change how
intelligent you are.
3. No matter how much intelligence you have, you can
always change it quite a bit.
4. You can always substantially change how intelligent you
are.
6. Professor of Psychology
at Stanford University in
America.
Research into
motivation, personality
and development.
Particular interest in
intelligence.
How we view ourselves
with regard to
intelligence.
7. ‘The view you adopt for
yourself profoundly
affects the way you lead
your life.’
‘It can determine whether you
become the person you want to
be and whether you
accomplish the things you
value.’
8. Mindset: The Psychology of
Learning and Achievement
‚mindset‛ {noun}
A set of beliefs or a way of thinking that
determines one’s behaviour, outlook and
mental attitude.
9. Winston Churchill
REPEATED a grade during
elementary school
He was placed in the
LOWEST division of
the LOWEST class
11. Leo Tolstoy dropped
out of college
He was described as
both ‚UNABLE and
unwilling to LEARN"
12. ….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’
14. Related to your belief about ability
Creates a whole mental world for you to live in
Fixed mindset – mistaken belief that ability /
intelligence does not change
Growth mindset – recognises ability / intelligence
does change (grow / decline)
W
15. How teachers and parents
have been getting it
wrong for decades!!
W
16. Dangers of being labelled
dumb (and believing it!!)
• Low self esteem
• Avoid challenges (to avoid failure)
• Low expectations and aspirations
• Can want to be disruptive & to distract
W
17. Dangers of being labelled
smart (and believing it!!)
• Creates pressure
• Avoid being ‘found out’
• Avoid risk
• Avoid effort (effort = not smart!)
W
18. Advantages of seeing
intelligence as organic.
• Gives hope (backed by research)
• Raises aspirations
• Encourages risk
• Prioritises effort above all else
W
19.
20. Praised for effort Praised for ability
goals 90% of the group 66% of the group
created learning created
goals performance goals
enjoyment continued decreased
persistence continued decreased
performance improved declined
lied about scores one individual 40%
21.
22. 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.
Receiving low marks mean that they are not smart.
Both success and failure cause ANXIETY.
23. Those with a growth mindset tend to create LEARNING
goals.
The goal is MASTERY and COMPETENCE.
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.
26. •Had a fever •Ate too close to the match
•Had backache •Too chunky
•Too thin
•Fell victim to •Too cold
expectations •Too hot
•Victim to the •Undertrained
tabloids •Overtrained
•Lost to a friend •1984 French Open – NBC
cameraman
who was in love
and he wasn’t!
28. Landing on your butt
Shizuka Arakawa
20,000 times is where
great performance
comes from
29. When faced with failure or challenge, people with a
FIXED mindset:
do not pay attention to learning information
get depressed, become de-energised and lose self-esteem
denigrate their intelligence: ‘I am stupid’, they’ll think
under-represent past successes and over-represent
failures (pessimism)
explain the cause of events as something stable about
them.
30. 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.
Try out new ways of doing things.
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.
33. In the fixed mind It robs you of all
set of your excuses.
‘talent’, ‘genius’, ‘ab
ility’, effort is not Without effort, you
supposed to be can always say, ‘I
needed. could have been
Needing to try, to …………… (fill in
put in effort, casts a the blank). But once
shadow on your you try you can’t
ability. say that any more.
35. ‘It’s all about what Growth mindset:
you want to look Inconceivable to
back and say.’ want something so
badly, to think you
You can say: ‘I have a chance to
could have been achieve it and then
……. ‘ Or you can do nothing about it.
say, ‘I gave it my all
for the things I
value.’
36. Those with a fixed mindset Those with a growth mindset
view effort as a reflection of see effort as a necessary part
low intelligence. of success.
Hard work means ‘I don’t get They try harder when faced
it’, ‘I’m unintelligent with a setback.
Effort = lack of ability Effort = success.
They use effort to overcome
difficulty.
37. 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
Growth = 65% effort vs. 35% ability
38.
39.
40. 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.
They will think ‘outside of the box’ to
solve problems because they believe
that they ‘can’.
41. 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.
Finally, they give up.
W
42. 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.
Praise for effort v. praise for ability.
W
44. 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 lie about scores.
Undermines motivation and willingness to take risks.
W
45.
46. Encourages people to adopt a growth
mindset.
Encourages people to create learning goals
and display a mastery response when faced
with setback.
Increases motivation and success.
48. 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.
W
