paragraph 16

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Directions:

This is your first project assignment. Your task is to take what you have learned about PIE paragraphs, formal writing and incorporating sources into writing and develop a strong paragraph.

You will be required to read an article and use information from the article to develop your paragraph, so make sure to read carefully.

Your paragraph should have:

  • A clear point that is an opinion, not a fact.
  • Information that is a quote from “Brainology” that is properly introduced and cited according to our Incorporating Quotes Worksheet.
  • Explanation: An analysis/explanation of the quote you selected as information. Explain to the reader how your information proves your point.

  • Directions:

    This is your first project assignment. Your task is to take what you have learned about PIE paragraphs, formal writing and incorporating sources into writing and develop a strong paragraph.Your paragraph should have:

    • A clear point that is an opinion, not a fact.
    • Information that is a quote from “Brainology” that is properly introduced and cited according to our Incorporating Quotes Worksheet.
    • Explanation: An analysis/explanation of the quote you selected as information. Explain to the reader how your information proves your point.

    Step 1:

    Slowly and carefully read through Carol Dweck’s article “Brainology.”

    rainology
    Transforming Students’ Motivation to Learn
    Carol S. Dweck
    Winter 2008
    T
    his is an exciting time for our brains. More and more research is showing
    that our brains change constantly with learning and experience and that this
    takes place throughout our lives.
    Does this have implications for students’ motivation and learning? It certainly
    does. In my research in collaboration with my graduate students, we have
    shown that what students believe about their brains — whether they see their
    intelligence as something that’s fixed or something that can grow and change —
    has profound effects on their motivation, learning, and school achievement
    (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which
    students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are
    resilient in the face of setbacks.
    How do these mindsets work? How are the mindsets communicated to students? And, most important, can they
    be changed? As we answer these questions, you will understand why so many students do not achieve to their
    potential, why so many bright students stop working when school becomes challenging, and why stereotypes
    have such profound effects on students’ achievement. You will also learn how praise can have a negative effect
    on students’ mindsets, harming their motivation to learn.
    Mindsets and Achievement
    Many students believe that intelligence is fixed, that each person has a certain amount and that’s that. We call
    this a
    fixed mindset
    , and, as you will see, students with this mindset worry about how much of this fixed
    intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that
    their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they
    believe that such setbacks reflect badly on their level of fixed intelligence).
    Other students believe that intelligence is something that can be cultivated through effort and education. They
    don’t necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they
    do believe that everyone can improve their abilities. And they understand that even Einstein wasn’t Einstein
    until he put in years of focused hard work. In short, students with this
    growth mindset
    believe that intelligence is
    a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes,
    and persevering in the face of setbacks become ways of getting smarter.
    To understand the different worlds these mindsets create, we followed several hundred students across a
    difficult school transition — the transition to seventh grade. This is when the academic work often gets much
    harder, the grading gets stricter, and the school environment gets less personalized with students moving from
    Photoillustration: Michael
    Northrup

    2
    class to class. As the students entered seventh grade, we measured their mindsets (along with a number of other
    things) and then we monitored their grades over the next two years.
    The first thing we found was that students with different mindsets cared about different things in school. Those
    with a growth mindset were much more interested in learning than in just looking smart in school. This was not
    the case for students with a fixed mindset. In fact, in many of our studies with students from preschool age to
    college age, we find that students with a fixed mindset care so much about how smart they will appear that they
    often reject learning opportunities — even ones that are critical to their success (Cimpian,
    et al
    ., 2007; Hong,
    et
    al
    ., 1999; Nussbaum and Dweck, 2008; Mangels,
    et al
    ., 2006).
    Next, we found that students with the two mindsets had radically different beliefs about effort. Those with a
    growth mindset had a very straightforward (and correct) idea of effort — the idea that the harder you work, the
    more your ability will grow and that even geniuses have had to work hard for their accomplishments. In
    contrast, the students with the fixed mindset believed that if you worked hard it meant that you didn’t have
    ability, and that things would just come naturally to you if you did. This means that every time something is
    hard for them and requires effort, it’s both a threat and a bind. If they work hard at it that means that they aren’t
    good at it, but if they don’t work hard they won’t do well. Clearly, since just about every worthwhile pursuit
    involves effort over a long period of time, this is a potentially crippling belief, not only in school but also in life.
    Students with different mindsets also had very different reactions to setbacks. Those with growth mindsets
    reported that, after a setback in school, they would simply study more or study differently the next time. But
    those with fixed mindsets were more likely to say that they would feel dumb, study
    less
    the next time, and
    seriously consider cheating. If you feel dumb — permanently dumb — in an academic area, there is no good
    way to bounce back and be successful in the future. In a growth mindset, however, you can make a plan of
    positive action that can remedy a deficiency. (Hong.
    et al
    ., 1999; Nussbaum and Dweck, 2008; Heyman,
    et al
    .,
    1992)
    Finally, when we looked at the math grades they went on to earn, we found that the students with a growth
    mindset had pulled ahead. Although both groups had started seventh grade with equivalent achievement test
    scores, a growth mindset quickly propelled students ahead of their fixed-mindset peers, and this gap only
    increased over the two years of the study.
    In short, the belief that intelligence is fixed dampened students’ motivation to learn, made them afraid of effort,
    and made them want to quit after a setback. This is why so many bright students stop working when school
    becomes hard. Many bright students find grade school easy and coast to success early on. But later on, when
    they are challenged, they struggle. They don’t want to make mistakes and feel dumb — and, most of all, they
    don’t want to work hard and feel dumb. So they simply retire.
    It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power
    of effort and constructive, determined reactions to setbacks.
    How Do Students Learn These Mindsets?
    In the 1990s, parents and schools decided that the most important thing for kids to have was self-esteem. If
    children felt good about themselves, people believed, they would be set for life. In some quarters, self-esteem in
    math seemed to become more important than knowing math, and self-esteem in English seemed to become
    more important than reading and writing. But the biggest mistake was the belief that you could simply hand
    children self-esteem by telling them how smart and talented they are. Even though this is such an intuitively
    appealing idea, and even though it was exceedingly well-intentioned, I believe it has had disastrous effects.

    3
    In the 1990s, we took a poll among parents and found that almost 85 percent endorsed the notion that it was
    necessary
    to praise their children’s abilities to give them confidence and help them achieve. Their children are
    now in the workforce and we are told that young workers cannot last through the day without being propped up
    by praise, rewards, and recognition. Coaches are asking me where all the coachable athletes have gone. Parents
    ask me why their children won’t work hard in school.
    Could all of this come from well-meant praise? Well, we were suspicious of the praise movement at the time.
    We had already seen in our research that it was the most vulnerable children who were already obsessed with
    their intelligence and chronically worried about how smart they were. What if praising intelligence made all
    children concerned about their intelligence? This kind of praise might tell them that having high intelligence
    and talent is the most important thing and is what makes you valuable. It might tell them that intelligence is just
    something you have and not something you develop. It might deny the role of effort and dedication in
    achievement. In short, it might promote a fixed mindset with all of its vulnerabilities.
    The wonderful thing about research is that you can put questions like this to the test — and we did (Kamins and
    Dweck, 1999; Mueller and Dweck, 1998). We gave two groups of children problems from an IQ test, and we
    praised them. We praised the children in one group for their intelligence, telling them, “Wow, that’s a really
    good score. You must be smart at this.” We praised the children in another group for their effort: “Wow, that’s a
    really good score. You must have worked really hard.” That’s all we did, but the results were dramatic. We did
    studies like this with children of different ages and ethnicities from around the country, and the results were the
    same.
    Here is what happened with fifth graders. The children praised for their intelligence did not want to learn. When
    we offered them a challenging task that they could learn from, the majority opted for an easier one, one on
    which they could avoid making mistakes. The children praised for their effort wanted the task they could learn
    from.
    The children praised for their intelligence lost their confidence as soon as the problems got more difficult. Now,
    as a group, they thought they
    weren’t
    smart. They also lost their enjoyment, and, as a result, their performance
    plummeted. On the other hand, those praised for effort maintained their confidence, their motivation, and their
    performance. Actually, their performance improved over time such that, by the end, they were performing
    substantially better than the intelligence-praised children on this IQ test.
    Finally, the children who were praised for their intelligence lied about their scores more often than the children
    who were praised for their effort. We asked children to write something (anonymously) about their experience
    to a child in another school and we left a little space for them to report their scores. Almost 40 percent of the
    intelligence-praised children elevated their scores, whereas only 12 or 13 percent of children in the other group
    did so. To me this suggests that, after students are praised for their intelligence, it’s too humiliating for them to
    admit mistakes.
    The results were so striking that we repeated the study five times just to be sure, and each time roughly the same
    things happened. Intelligence praise, compared to effort (or “process”) praise, put children into a fixed mindset.
    Instead of giving them confidence, it made them fragile, so much so that a brush with difficulty erased their
    confidence, their enjoyment, and their good performance, and made them ashamed of their work. This can
    hardly be the self-esteem that parents and educators have been aiming for.
    Often, when children stop working in school, parents deal with this by reassuring their children how smart they
    are. We can now see that this simply fans the flames. It confirms the fixed mindset and makes kids all the more

    4
    certain that they don’t want to try something difficult — something that could lose them their parents’ high
    regard.
    How
    should
    we praise our students? How
    should
    we reassure them? By focusing them on the process they
    engaged in — their effort, their strategies, their concentration, their perseverance, or their improvement.
    “You really stuck to that until you got it. That’s wonderful!”
    “It was a hard project, but you did it one step at a time and it turned out great!”
    “I like how you chose the tough problems to solve. You’re really going to stretch yourself and learn new
    things.”
    “I know that school used to be a snap for you. What a waste that was. Now you really have an opportunity to
    develop your abilities.”
    Brainology
    Can a growth mindset be taught directly to kids? If it can be taught, will it enhance their motivation and grades?
    We set out to answer this question by creating a growth mindset workshop (Blackwell,
    et al
    ., 2007). We took
    seventh graders and divided them into two groups. Both groups got an eight-session workshop full of great
    study skills, but the “growth mindset group” also got lessons in the growth mindset — what it was and how to
    apply it to their schoolwork. Those lessons began with an article called ”
    You Can Grow Your Intelligence: New
    Research Shows the Brain Can Be Developed Like a Muscle.” Students were mesmerized by this article and its
    message. They loved the idea that the growth of their brains was in their hands.
    This article and the lessons that followed changed the terms of engagement for students. Many students had
    seen school as a place where they performed and were judged, but now they understood that they had an active
    role to play in the development of their minds. They got to work, and by the end of the semester the growth-
    mindset group showed a significant increase in their math grades. The control group — the group that had
    gotten eight sessions of study skills — showed no improvement and continued to decline. Even though they had
    learned many useful study skills, they did not have the motivation to put them into practice.
    The teachers, who didn’t even know there
    were
    two different groups, singled out students in the growth-mindset
    group as showing clear changes in their motivation. They reported that these students were now far more
    engaged with their schoolwork and were putting considerably more effort into their classroom learning,
    homework, and studying.
    Joshua Aronson, Catherine Good, and their colleagues had similar findings (Aronson, Fried, and Good, 2002;
    Good, Aronson, and Inzlicht, 2003). Their studies and ours also found that negatively stereotyped students
    (such as girls in math, or African-American and Hispanic students in math and verbal areas) showed substantial
    benefits from being in a growth-mindset workshop. Stereotypes are typically fixed-mindset labels. They imply
    that the trait or ability in question is fixed and that some groups have it and others don’t. Much of the harm that
    stereotypes do comes from the fixed-mindset message they send. The growth mindset, while not denying that
    performance differences might exist, portrays abilities as acquirable and sends a particularly encouraging
    message to students who have been negatively stereotyped — one that they respond to with renewed motivation
    and engagement.



    5
    Inspired by these positive findings, we started to think about how we could make a growth mindset workshop
    more widely available. To do this, we have begun to develop a computer-based program called “Brainology.” In
    six computer modules, students learn about the brain and how to make it work better. They follow two hip teens
    through their school day, learn how to confront and solve schoolwork problems, and create study plans. They
    visit a state-of-the-art virtual brain lab, do brain experiments, and find out such things as how the brain changes
    with learning — how it grows new connections every time students learn something new. They also learn how
    to use this idea in their schoolwork by putting their study skills to work to make themselves smarter.
    We pilot-tested Brainology in 20 New York City schools. Virtually all of the students loved it and reported
    (anonymously) the ways in which they changed their ideas about learning and changed their learning and study
    habits. Here are some things they said in response to the question, “Did you change your mind about anything?”
    I did change my mind about how the brain works…I will try harder because I know that the more you try, the
    more your brain works.
    Yes… I imagine neurons making connections in my brain and I feel like I am learning something.
    My favorite thing from Brainology is the neurons part where when u learn something, there are connections
    and they keep growing. I always picture them when I’m in school.
    Teachers also reported changes in their students, saying that they had become more active and eager learners:
    “They offer to practice, study, take notes, or pay attention to ensure that connections will be made.”
    What Do We Value?
    In our society, we seem to worship talent — and we often portray it as a gift. Now we can see that this is not
    motivating to our students. Those who think they have this gift expect to sit there with it and be successful.
    When they aren’t successful, they get defensive and demoralized, and often opt out. Those who don’t think they
    have the gift also become defensive and demoralized, and often opt out as well.
    We need to correct the harmful idea that people simply have gifts that transport them to success, and to teach
    our students that no matter how smart or talented someone is — be it Einstein, Mozart, or Michael Jordan —
    no
    one
    succeeds in a big way without enormous amounts of dedication and effort. It is through effort that people
    build their abilities and realize their potential. More and more research is showing there is one thing that sets the
    great successes apart from their equally talented peers — how hard they’ve worked (Ericsson,
    et al
    ., 2006).
    Next time you’re tempted to praise your students’ intelligence or talent, restrain yourself. Instead, teach them
    how much fun a challenging task is, how interesting and informative errors are, and how great it is to struggle
    with something and make progress. Most of all, teach them that by taking on challenges, making mistakes, and
    putting forth effort, they are making themselves smarter.
    Carol S. Dweck is the Lewis and Virginia Eaton Professor of Psychology at Stanford University and the author
    of
    Mindset: The New Psychology of Success (Random House, 2006).

    6
    References
    Aronson, J., Fried, C., & Good, C. (2002). Reducing the effects of stereotype threat on African American
    college students by shaping theories of intelligence.
    Journal of Experimental Social Psychology, 38,
    113–125.
    Binet, A. (1909/1973).
    Les idées modernes sur les enfants
    [Modern ideas on children]. Paris: Flamarion.
    Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit Theories of Intelligence Predict Achievement
    Across an Adolescent Transition: A Longitudinal Study and an Intervention.
    Child Development, 78,
    246–263.
    Cimpian, A., Arce, H., Markman, E.M., & Dweck, C.S. (2007). Subtle linguistic cues impact children’s
    motivation.
    Psychological Science, 18,
    314-316.
    Dweck, C.S. (2006).
    Mindset
    . New York: Random House.
    Ericsson, K.A., Charness, N., Feltovich, P.J., & Hoffman, R.R. (Eds.) (2006).
    The Cambridge Handbook of
    Expertise and Expert Performance
    . New York: Cambridge University Press.
    Good, C. Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An
    Intervention to reduce the effects of stereotype threat.
    Journal of Applied Developmental Psychology, 24,
    645-
    662.
    Hong, Y.Y., Chiu, C., Dweck, C.S., Lin, D., & Wan, W. (1999) Implicit theories, attributions, and coping: A
    meaning system approach.
    Journal of Personality and Social Psychology, 77,
    588–599.
    Kamins, M., & Dweck, C.S. (1999). Person vs. process praise and criticism: Implications for contingent self

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