The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessment that Supports Learning

on target by hans_s on flickr CC-BY-ND

What do you notice?

What do you wonder?

mindset and assessment collegeclassroom.ucsd.edu 1

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 Commons Attribution- 3.0 License.

Peter Newbury

Center for Engaged Teaching, UC San Diego

[email protected]

collegeclassroom.ucsd.edu

Your experiences of

fixed and growth mindset


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

Diagnosing Fixed/Growth Mindset


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


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)


mindset

deliberate

practice

more

expert-like

In your opinion, which of these is true?


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


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?

Feedback and Practice that Enhance

Learning (How Learning Works)

16

When Practice Does Not Make Perfect… Students’ writing in public policy course


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

Goal-directed practice coupled with targeted feedback are

critical to learning. [3]


Music by Piulet on flickr CC Excellent Shot by Varsity Life on flickr CC



18



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]




19



practice is goal-directed

practice is productive

timely feedback

feedback at an appropriate level


recall 5

characteristics

of deliberate

practice

Aside: exploring these characteristics


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])

Contrasting Cases


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

I feedback not at appropriate level II feedback at appropriate level sp

ort/

hobb

y

spor

t/ho

bby

III feedback not at appropriate level IV feedback at appropriate level

teac

hing

and

lear

ning

teac

hing

and

lear

ning

example example

example example

Make up an example for each scenario.

Everyone, write all 4 examples on your sheet.

I unproductive practice II productive practice sp

ort/

hobb

y

spor

t/ho

bby

III unproductive practice IV productive practice

teac

hing

and

lear

ning

teac

hing

and

lear

ning

I practice is not goal-directed II practice is goal-directed sp

ort/

hobb

y

spor

t/ho

bby

III practice is not goal-directed IV practice is goal-directed

teac

hing

and

lear

ning

teac

hing

and

lear

ning

I untimely feedback II timely feedback sp

ort/

hobb

y

spor

t/ho

bby

III untimely feedback IV timely feedback

teac

hing

and

lear

ning

teac

hing

and

lear

ning

Tear your sheet into quarters


I

Arrange yourselves into groups of 4,

one person bringing each color.

Share your examples with

others in your group.

I assessment that does not support learning II assessment that supports learning sp

ort/

hobb

y

spor

t/ho

bby

III assessment that does not support learning IV assessment that supports learning

teac

hing

and

lear

ning

teac

hing

and

lear

ning

I II

IV III

I II

III IV

I II

III IV

I II

IV III


What kind of assessment gives

timely feedback at an

appropriate level to support

goal-directed and

productive practice?


mindset and assessment collegeclassroom.ucsd.edu Robert Talbert

tinyurl.com/RobertTalbertRubric 30

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 for your students


You

must foster

a growth mindset

in your students.

Email from a faculty member in


"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."

Mindset for your students


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


Next time

Meeting 5: Active Learning

References


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. 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

Education

The College Classroom Wi16 Meeting 4: Fixed and Growth Mindset, and Assessment that Supports Learning