Ability Beliefs
By MR LIGHTMAN,freedigitalphotos.net

Mindset Survey
By digitalart,freedigialphotos.net
Mindset: Critical Ability Belief

-Fixed
-Growth
by KROMKRATHOG,freedigitalphotos.net
Research Findings

 Mindset is a powerful influence on students’ achievement
and persistence academically & in STEM fields
particularly.
 Mindset is learned.
 Teachers & parents can influence mindset
 Knowledge about brain development shifts the focus
from looking smart to work on learning and effort;
changing students mindsets changes their goal
orientation, too.
 Stereotype threat can be mitigated by teachers of female
and of minority students.
Findings about Ability Beliefs:
Girls Doubt their abilities in science

Momentary Skill
1,8
1,6
1,4
1,2
1
0,8
0,6
0,4
0,2
0
Boys
Girls

Mindset
A Teacher’s
Perspective
By nattavut,feedigitalphotos.net
By pixtawanfreedigitalphotos.net
Teach students their
brain is malleable.
Results of Mindset Intervention:
7th & 9th Grade Growth Mindset

4,8
4,6
Mindset Intervention
4,4
No Intervention
4,2
4
Pre test
Post test
End of Year
Students with initial fixed mindsets
changed dramatically

5,0
Pre/Post for Students Starting w/ Fixed Mindset
4,5
4,0
3,5
Mean Student
Report
3,5
3,0
2,6
2,5
3,8
3,6
3,4
2,4
2,3
2,0
2,0
3,6
1,8
2,0
2,1
1,5
1,0
0,5
0,0
I work hard
I know study Hard means I'll Trouble paying The harder I I can succeed in
techniques
learn
attention
study, the more
school
successful
Pre-Program
Post-Program

Writing a Letter
Another Way To Teach
about Mindset
By gubgib,freedigitalphotos.net
The Teenage Brain
by a Teen

Focus on Learning Strategies
Ned Talk
By dream designs,freedigitalphotos.net
Teacher’s MATTER

 Beliefs in Malleability of Intelligence depended on
teacher
 Student gains in growth mindset and grades and
decrease in performance orientation depended on
teacher.
 Those improvements related to mindset messages
and focus on conceptual understanding over
performance during class!!!!
Teachers matter for intervention
effectiveness

Mindset Discourse during Science Instruction

Average per 50 min
Celia
Statement
Categories
Donna
class period
Average per 50 min
class period
Promotes Growth
Mindset
Approximately once
Nearly twice
Undermines
Growth Mindset
Approximately twice
Approximately once
Focuses on Study
Skills
< every other class
Once every class
Refers to
Brainology
Once every third class
Once every class
Promoting Growth
Mindset

 Teach students that intellectual skills can be
acquired.
 Recognize EFFORT not Intelligence
 Encourage PROCESS rather than simple right
answers.
 Teach Study Skills, Have them choose: BRAIN
By digitalart,freedigialphotos.net
Stereotype Threat

 Students are well aware of stereotypes about their ability as
members of certain groups (racial/ethnic/gender). This
knowledge leads them to underperform when they interpret the
task as one in which they will be “judged.”
 ST makes people anxious. They try too hard and underperform
on complex tasks. Students who are most vulnerable are those
that care the most.
 Starts in 6th grade and is a huge factor in college.
 What to do: Wise feedback, combat fixed mindset, provide role
models, teach emotion focused coping (next week).
Wise Feedback

 Evaluate the essay using the rubric
 Work with your partner to provide wise
feedback to the student
 Wise Feedback:
1. Clear constructive feedback about what is
wrong and needs to be improved
2. A statement of high expectations with
encouragement (I think you can meet these
expectations)