The College Classroom collegeclassroom.ucsd.edu Peter Newbury Fall 2013

1. on target by hans_s on flickr CC-BY-ND

2. Week 5: Fixed vs. growth mindset and
assessments that support learning
The College Classroom
October 29 and 31, 2013

3. Vocabulary Check: Mindsets [1]
3
Fixed, Entity,
Performance-oriented
The helpless [children]
believe that intelligence is
a fixed trait: you have
only a certain amount,
and that’s that. I call this
a ‘fixed mind-set.’
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Growth, Malleable,
Incremental,
Mastery- oriented
The mastery-oriented
children think intelligence
is malleable and can be
developed through
education and hard work.

4. 4
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Graphic by Nigel Holmes [2]

5. 5
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Graphic by Nigel Holmes [2]

6. 6
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Graphic by Nigel Holmes [2]

7. 7
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Graphic by Nigel Holmes [2]

8. 8
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Graphic by Nigel Holmes [2]

9. 9
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Graphic by Nigel Holmes [2]

10. 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)
10
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Graphic by Nigel Holmes [2]

11. We’ve all been there…
11
When have you encountered a fixed or growth
mindset, in yourself or someone you know?
2-minute Think, Pair, Share
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12. Fixed vs. growth mindset influences…
12
 …how we react to feedback:
fixed mindset
growth mindset
criticism
?
?
praise
?
?
 …our motivation to engage in deliberate practice
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13. Feedback and Practice that Enhance
Learning (How Learning Works)
13
When Practice Does Not Make Perfect…
Students’ writing in public policy course
They Just Do Not Listen!
Students’ presentations in medical anthropology course
The instructors don’t recognize
their own expertize, fail to
give useful practice and
feedback.
“expert blindness”
“curse of knowledge”
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14. Feedback and Practice that Enhance
Learning (How Learning Works)
14
Solution: Goal-directed practice coupled with targeted
feedback are critical to learning. [3]
Images:
Excellent Shot by Varsity Life on flickr CC
Music by Piulet on flickr CC
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15. Feedback and Practice that Enhance
Learning (How Learning Works)
15
Solution: Goal-directed practice coupled with targeted
feedback are critical to learning. [3]
[G]oals 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]
[T]argeted 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]
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16. Scenarios
16
InPowerful tool for yet, find 2 others with the
a moment but not
practicing analysis: as you. Together, think of
same colored sheet
contrasting cases
examples/scenarios of both cases, in
sports/hobbies and in teaching and learning.
feedback at feedback not at
appropriate level appropriate level
productive practice unproductive practice
practice is goal-directed practice not goal-directed
timely feedback untimely feedback
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17. teaching and learning
sport/hobby
Feedback at Appropriate Level
Feedback not at Appropriate Level

18. teaching and learning
sport/hobby
Productive Practice
Unproductive Practice

19. teaching and learning
sport/hobby
Practice Goal-directed
Practice not Goal-directed

20. teaching and learning
sport/hobby
Timely Feedback
Untimely Feedback

21. Instructional Scaffolding
21
 Needs to be given BEFORE and BUILT INTO
assignment



Outlines what it takes to improve
Supports Zone of Proximal Development [6]
(“reasonable yet challenging goal” [2])
James Paul Gee [5] “What video games
have to teach us about learning and
literacy”
angrybirds.com
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22. Clicker question: Wait, what is this?
A) a rubric
B) a grading scheme
C) I have another name for it
22
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23. Clicker question
23
Does this grading scheme foster a
A) fixed mindset (“performance-oriented”)
B) growth mindset (“mastery-oriented”)
C) neither
D) both
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24. Teaching Statement Rubric
Excellent
Needs
Work
Goals for student learning
Enactment of goals (teaching method)
Assessment of goals (measuring student learning)
Creating an inclusive learning environment
Structure, rhetoric and language
24
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Weak

25. Instructional Scaffolding: Rubrics
25
 support growth mindsets
 path to improvement
 goal-directed
[G]oals 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
[T]argeted 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.
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26. Assessment Strategies…
26
 addressing the need for goal-directed practice
 addressing the need for targeted feedback
Work on the hand-out,
thinking about what you’ve
experienced or what you
aspire to do in your field.
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27. Take Away
27
 Plan your course (learning outcomes, assessments and
activities)
learning
outcomes
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
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assessment
Carl Wieman
Science Education Initiative
cwsei.ubc.ca

28. Take Away
28
 Plan your course (learning outcomes, assessments and
activities)
 Motivation and Expertise

growth mindset is necessary for deliberate practice,
development of expertise
 How YOU behave in the classroom


rewarding errors, etc.
take care to support and be sensitive to minority
experiences
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29. Mindset for your students
29
You
must foster
a growth mindset
in your students.
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30. Department-wide email from
faculty member in Department of
,
30
"Our discussions on undergraduate education seem to focus
mostly on where we want students to be and how to teach to get
them there. In my view, this ignores an important dimension, namely
the raw intellectual quality of a student and the fact that this varies
hugely across our student body. This creates intrinsic limitations.
“Our discussions seem to assume that we can, in principle,
teach all students all things, if we have the right methods. In my
view, every student has an inherent intellectual range, and the best
we can do is push them to the top of this range. This range varies
enormously from student to student. Some students will never
understand the difference between a ________________ and a
____________ and there isn't anything to do about it.
“If the goal of education is to enable each student to
realize their potential, we need to appreciate the vast differences in
these potentials."
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31. Mindset for your students and you
31
You
must foster
a growth mindset
in your students.
You must have a growth
mindset about your students’
ability to learn.
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32. References
32
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.
4.
Glued to Games: How Video Games Draw Us In and Hold Us Spellbound
http://www.gluedtogames.com/
5.
Gee, J.P. (2005). Learning by Design: good video games as learning
machines. E-Learning 2, 1, 5-16.
6.
Wertsch, J.V. (1984). The zone of proximal development: Some conceptual
issues. New Directions for Child and Adolescent Development, 1984, 23,
7–18.
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