1 / 10

DEBUG

DEBUG. Growth Mindset. CHALLENGES. OBSTACLES. EFFORT. CRITICISM. SUCCESS OF OTHERS. Research of Carol Dweck, Stanford. intelligence can be developed. intelligence is static. Fixed Mindset. Fixed Mindset. …avoid challenges. …embrace challenges. …give up easily. …persist in the

mab
Télécharger la présentation

DEBUG

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. DEBUG

  2. Growth Mindset CHALLENGES OBSTACLES EFFORT CRITICISM SUCCESS OF OTHERS Research of CarolDweck, Stanford intelligence can be developed intelligence is static Fixed Mindset Fixed Mindset …avoid challenges …embrace challenges …give up easily …persist in the face of setbacks …see effort as fruitless or worse …see effort as the path to mastery …ignore useful negative feedback …learn from criticism ...feel threatened by the success of others …find lessons and inspiration in the success of others Based on a graphic by Nigel Holmes available from :http://www.pvusd.net/Departments/GATE/dweck/

  3. Stanford Study: At Risk Students with GM – Higher GPA (Aaronson, et. al.) • 3 1-hr about 10 says apart, 2-5 people • Answer handwritten, fake “pen pal letters”to “at risk” middle schoolers – build in examplesfrom own life • Shown video about how intelligence is growable(with evidence from “brain researchers”) • Picture taken of participant and clipped to letter • Got a thank you note from pen-pal and teacher • Wrote 2nd letter in next session • 3rd Session reworked letters into speeches, audiotaped them, listened to audiotapes 2 times

  4. Our Study • Handout • Mini lecture for 10-15 minutes • Follow-up “saying is believing” activity (5-10 min)

  5. Results – Intervention failed

  6. Results – Intervention failed Control

  7. When life gives you lemons…

  8. …present them at ICER (2008) Follow-up survey Focus groups Do you remember a 10 minute talk at the beginning of [your CS1] class by [researcher]? Do you remember completing an exercise called “The Power of the Challenging Task” which asked you to describe something difficult that you have mastered after persevering and to give advice to future students on coping with the challenge of learning to program? Did any of the in-class talk on growth mind sets or the “Challenging Task” exercise affect your attitude or approach to programming and/or debugging?

  9. Take Aways... Growth MindsetsNot for Computing? Growth Mindset • Quentin Cutts, Glasgow: • Reinforcing message on return of every programming homework • New compiler technology? 60 hours of compiler errors 15 minute lecture Fixed Mindset

  10. More details available B. Simon, B. Hanks, L. Murphy, S. Fitzgerald, R. McCauley, L. Thomas and C. Zander. Saying Isn't Necessarily Believing: Influencing Self-theories in Computing. In ICER '08: Proceedings of the Third International Computing Education Research Workshop, Sept. 2008. B. Hanks, L. Murphy, B. Simon, R. McCauley and C. Zander. CS1 Students Speak: Advice for Students by Students. Forthcoming in Proceedings of the Fortieth SIGCSE Technical Symposium on Computer Science Education, March 2009. This material is based upon work supported by the National Science Foundation under Grant No. 0647688. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

More Related