the college classroom (fa14) week 4: fixed and growth mindset and assessment that supports learning
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Peter Newbury Center for Teaching Development UC San Diego 13 November 2014 collegeclassroom.ucsd.eduTRANSCRIPT
on target by hans_s on flickr CC-BY-ND mindset and assessment collegeclassroom.ucsd.edu 1
The College Classroom Week 4:
Fixed and Growth Mindset &
Assessment that Supports Learning
November 4 – 6, 2014
Unless otherwise noted, content is
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Non Commercial 3.0 License.
Vocabulary Check: Mindsets [1]
Entity, Helpless,
Performance-oriented,
Fixed
Mastery-oriented,
Incremental, Malleable,
Growth
mindset and assessment collegeclassroom.ucsd.edu
The helpless [children]
believe that intelligence is a
fixed trait: you have only a
certain amount, and that’s
that.
The mastery-oriented
children think intelligence
is malleable and can be
developed through
education and hard work.
3
Diagnosing Fixed/ Growth Mindset
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Each card has contrasting fixed and growth behaviors. With
the others at your table:
1. sort the cards to show the fixed mindset
behaviors
2. one by one, flip all the cards over to see the
contrasting growth mindset behaviors
fixed
growth
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Graphic by Nigel Holmes [2]
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Graphic by Nigel Holmes [2]
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Graphic by Nigel Holmes [2]
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Graphic by Nigel Holmes [2]
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Graphic by Nigel Holmes [2]
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Graphic by Nigel Holmes [2]
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Graphic by Nigel Holmes [2]
Agency “Human agency is the capacity for human beings to make
choices. It is normally contrasted to natural forces, which are causes
involving only unthinking deterministic processes.” Wikipedia en.wikipedia.org/wiki/Agency_(philosophy)
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growth mindset?
deliberate
practice
more
expert-like
Growth mindset and deliberate practice
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In your opinion, which of these is true?
A) [necessary] you need a growth mindset to engage in
deliberate practice
B) [sufficient] if you have a growth mindset, then you’ll
engage in deliberate practice
C) [necessary and sufficient] you engage in deliberate
practice if, and only if, you have a growth mindset
D) [neither] no relationship between mindset and
deliberate practice
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If a growth mindset is necessary for us to engage in deliberate practice to become more expert-like in our disciplines…
…what about your students? What is their mindset towards your class? Most likely a mix of
fixed, growth, and no mindset yet.
How do you help your students become more expert-like?
Feedback and Practice that Enhance
Learning (How Learning Works)
15
When Practice Does Not Make Perfect… Students’ writing in public policy course
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The instructors don’t recognize
their own expertize, fail to give
useful practice and feedback.
expert blindness
curse of knowledge
They Just Do Not Listen! Students’ presentations in medical anthropology course
Feedback and Practice that Enhance
Learning (How Learning Works)
16
Goal-directed practice coupled with targeted feedback are
critical to learning. [3]
mindset and assessment collegeclassroom.ucsd.edu
Music by Piulet on flickr CC Excellent Shot by Varsity Life on flickr CC
Feedback and Practice that Enhance
Learning (How Learning Works)
17
Goal-directed practice coupled with targeted feedback are
critical to learning. [3]
Goals can direct the nature of focused practice, provide the basis
for evaluating observed performance, and shape the targeted
feedback that guides students’ future efforts. [p. 127]
Targeted feedback gives students prioritized information about
how their performance does or does not meet the criteria so they
can understand how to improve their future performance. [p. 141]
mindset and assessment collegeclassroom.ucsd.edu
Feedback and Practice that Enhance
Learning (How Learning Works)
18
Goal-directed practice coupled with targeted feedback are
critical to learning. [3]
practice is goal-directed
productive practice
timely feedback
feedback at appropriate level
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Aside: exploring these characteristics
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analogy
Students come to the classroom with preconceptions about how
the world works…Teachers must draw out and work with the
preexisting understandings that their students bring with
them. (How People Learn [1])
contrasting cases
Teachers must teach some subject matter in depth, providing
many examples in which the same concept is at work and
providing a firm foundation of factual knowledge
(How People Learn [1])
Scenarios
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feedback at
appropriate level
feedback not at
appropriate level
productive practice unproductive practice
practice is goal-directed practice not goal-directed
timely feedback untimely feedback
In a moment but not yet, find 2 or 3 others with
the same colored sheet as you. Together, think of
examples/scenarios of both contrasting cases, in
sports/hobbies and in teaching and learning.
Feedback at Appropriate Level Feedback not at Appropriate Level sp
ort/
hobb
y te
achi
ng a
nd le
arni
ng
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Productive Practice Unproductive Practice sp
ort/
hobb
y te
achi
ng a
nd le
arni
ng
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Practice Goal-directed Practice not Goal-directed sp
ort/
hobb
y te
achi
ng a
nd le
arni
ng
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Timely Feedback Untimely Feedback sp
ort/
hobb
y te
achi
ng a
nd le
arni
ng
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What kind of assessment gives
timely feedback at an
appropriate level to support
goal-directed and
productive practice?
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Wait, what do you call this?
A) a rubric
B) a grading scheme
C) a marking scheme
D) I have another name for it
Fixed or Growth?
27
Does this grading scheme foster a
A) fixed mindset (performance-oriented)
B) growth mindset (mastery-oriented)
C) neither
D) both
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mindset and assessment collegeclassroom.ucsd.edu Robert Talbert
tinyurl.com/RobertTalbertRubric 29
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Presenter speaks
clearly and distinctly,
demonstrates mastery
of the problem and
methods used for
solving it, and fields
questions effectively
Rubric = Instructional Scaffolding
31
supports growth mindsets
goal-directed
Goals can direct the nature of focused practice, provide the basis for evaluating observed performance, and shape the targeted feedback that guides students’ future efforts.
targeted feedback
Targeted feedback gives students prioritized information about how their performance does or does not meet the criteria so they can understand how to improve their future performance.
path to improvement: rubric needs to be given before, and built into, assignments (not just a grading scheme at the end.)
mindset and assessment collegeclassroom.ucsd.edu
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
Take Away
32
Plan your course (learning outcomes, activities and
assessments)
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What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
Take Away
33
Plan your course (learning outcomes, activities and
assessments)
Motivation and expertise
growth mindset is necessary for deliberate practice and the
development of expertise
Monitor how YOU behave in the classroom
rewarding errors, etc.
take care to support and be sensitive to minority
experiences
watch for microinequalities (like more-frequently asking
male students to respond)
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Mindset for your students
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You
must foster
a growth mindset
in your students.
Mindset for your students
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You must have a
growth mindset about your
students’ ability to learn.
You
must foster
a growth mindset
in your students.
and you
Watch the blog for next week’s
readings and tasks
Learning Outcomes - collegeclassroom.ucsd.edu 37
Next time
Week 5: Alternatives to Lecture
References
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1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American, 18,
6, 36-43.
2. Nigel Holmes http://nigelholmes.com/home.htm
3. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman,
M.K. (2010). How Learning Works. San Fransisco: Jossey-Bass.