Unit-IV; Professional Sales Representative (PSR).pptx
The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessment that Supports Learning
1. on target by hans_s on flickr CC-BY-ND
What do you notice?
What do you wonder?
mindset and assessment collegeclassroom.ucsd.edu1
2. The College Classroom Meeting 4:
Fixed and Growth Mindset &
Assessment that Supports Learning
January 26 & 28, 2016
Unless otherwise noted, content is licensed under
a Creative CommonsAttribution- 3.0 License.
Peter Newbury
Center for EngagedTeaching, UC San Diego
pnewbury@ucsd.edu
collegeclassroom.ucsd.edu
4. 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.
4
5. Diagnosing Fixed/Growth Mindset
mindset and assessment collegeclassroom.ucsd.edu5
Each card has a fixed mindset behavior on one side and a
contrasting growth mindset behavior on the other side.
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
12. mindset and assessment collegeclassroom.ucsd.edu12
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)
13. mindset and assessment collegeclassroom.ucsd.edu13
mindset
deliberate
practice
more
expert-like
14. In your opinion, which of these is true?
mindset and assessment collegeclassroom.ucsd.edu14
A) you need a growth mindset to engage in deliberate
practice
B) if you have a growth mindset, then you’ll engage in
deliberate practice
C) both
D) neither
15. mindset and assessment collegeclassroom.ucsd.edu15
If you need a growth mindset to engage in deliberate
practice to become more expert-like in your discipline…
…what about your students?
What is their mindset towards your class?
Likely a mix of fixed, growth, and no mindset.
How do you help your students
become more expert-like?
16. Feedback and Practice that Enhance
Learning (How Learning Works)
16
When Practice Does Not Make Perfect…
Students’ writing in public policy course
mindset and assessment collegeclassroom.ucsd.edu
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
17. Feedback and Practice that Enhance
Learning (How Learning Works)
17
Goal-directed practice coupled with targeted feedback are
critical to learning. [3]
mindset and assessment collegeclassroom.ucsd.edu
Music by Piulet on flickr CCExcellent Shot byVarsity Life on flickr CC
18. Feedback and Practice that Enhance
Learning (How Learning Works)
18
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
19. Feedback and Practice that Enhance
Learning (How Learning Works)
19
Goal-directed practice coupled with targeted feedback are
critical to learning. [3]
practice is goal-directed
practice is productive
timely feedback
feedback at an appropriate level
mindset and assessment collegeclassroom.ucsd.edu
recall 5
characteristics
of deliberate
practice
20. Aside: exploring these characteristics
mindset and assessment collegeclassroom.ucsd.edu20
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])
21. Contrasting Cases
mindset and assessment collegeclassroom.ucsd.edu21
feedback not at
appropriate level
feedback at
appropriate level
unproductive practice productive practice
practice is not goal-directed practice is goal-directed
untimely feedback timely feedback
22. I feedback not at appropriate level II feedback at appropriate levelsport/hobby
sport/hobby
III feedback not at appropriate level IV feedback at appropriate level
teachingandlearning
teachingandlearning
example
example
example
example
Make up an example for each scenario.
Everyone, write all 4 examples on your sheet.
23. I unproductive practice II productive practicesport/hobby
sport/hobby
III unproductive practice IV productive practice
teachingandlearning
teachingandlearning
24. I practice is not goal-directed II practice is goal-directedsport/hobby
sport/hobby
III practice is not goal-directed IV practice is goal-directed
teachingandlearning
teachingandlearning
25. I untimely feedback II timely feedbacksport/hobby
sport/hobby
III untimely feedback IV timely feedback
teachingandlearning
teachingandlearning
26. Tear your sheet into quarters
mindset and assessment collegeclassroom.ucsd.edu26
I
Arrange yourselves into groups of 4,
one person bringing each color.
Share your examples with
others in your group.
27. I assessment that does not support learning II assessment that supports learningsport/hobby
sport/hobby
III assessment that does not support learning IV assessment that supports learning
teachingandlearning
teachingandlearning
I II
IVIII
I II
III IV
I II
III IV
I II
IVIII
28. mindset and assessment collegeclassroom.ucsd.edu28
What kind of assessment gives
timely feedback at an
appropriate level to support
goal-directed and
productive practice?
30. mindset and assessment collegeclassroom.ucsd.edu
RobertTalbert
tinyurl.com/RobertTalbertRubric30
31. Rubric = Instructional Scaffolding
31
supports growth mindset
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
32. Mindset for your students
mindset and assessment collegeclassroom.ucsd.edu32
You
must foster
a growth mindset
in your students.
33. Email from a faculty member in
mindset and assessment collegeclassroom.ucsd.edu33
"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."
34. Mindset for your students
mindset and assessment collegeclassroom.ucsd.edu34
You must have a
growth mindset about your
students’ ability to learn.
You
must foster
a growth mindset
in your students.
and you
35. Watch the blog for next week’s
readings and tasks
mindset and assessment collegeclassroom.ucsd.edu35
Next time
Meeting 5: Active Learning
36. References
mindset and assessment collegeclassroom.ucsd.edu36
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 LearningWorks. San Fransisco: Jossey-Bass.
4. Wing Sue, D. Microaggressions in Everyday Life. Retrieved June 19, 2015, from
https://www.psychologytoday.com/blog/microaggressions-in-everyday-
life/201011/microaggressions-more-just-race