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David Valentiner Northern Illinois University

Increasing Student Motivation and Engagement Using a Mindset Approach: Strategies for Your Curriculum. David Valentiner Northern Illinois University. Presentation Outline. A Request Rationale and Empirical Basis Introduction to the theory Selective review of the evidence -- four studies

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David Valentiner Northern Illinois University

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  1. Increasing Student Motivation and Engagement Using a Mindset Approach: Strategies for Your Curriculum David Valentiner Northern Illinois University

  2. Presentation Outline • A Request • Rationale and Empirical Basis • Introduction to the theory • Selective review of the evidence -- four studies • Feedback • Strategies for your curriculum • Curriculum modules • Shifting the paradigm • Building your own curriculum

  3. Strategies to Promote a Growth Mindset • From the first study, “Brainology” includes a six-session online tutorial on cognitive neuroscience, supplemented with in-class activities and homework assignments. • From the second study, the Malleable Pen Pal condition involved three 90-minute sessions in which individual writes letters to a younger student. • From the fourth study, the Incremental Theory condition involved a semester-long process of designing a webpage advocating an incremental mindset.

  4. Something Less Cumbersome • One 30-45 minute session • Uses the “saying is believing” paradigm • Orient students to the task of advocating for a growth mindset. Instruct them to not evaluate whether it is true or not. • Present information to help them.

  5. Presentation Outline • A Request • Rationale and Empirical Basis • Introduction to the theory • Selective review of the evidence -- four studies • Feedback • Strategies for your curriculum • Curriculum modules • Shifting the paradigm • Building your own curriculum

  6. Other resources • Dropbox folder • Pert.net • Mindsetworks.com • Ongoing consultation (email, phone, etc.)

  7. Shifting the paradigm • Mindset beliefs are self-maintaining • Like other implicit beliefs • Outside of awareness • Sometimes at odds with explicit beliefs • Guide attention, interpretation, and behavior • Transmitted through media, person-to-person • Change the behavior to change the belief

  8. Fixed Mindset Growth Mindset • The goal is to look smart: “I want to show how smart I am.” • Effort is seen as negative : “If you have to work hard, it means that you are not very smart.” • The goal is learning: “It’s more important to learn than it to get the top grade.” • Effort is seen as positive : “The harder you work, the better you’ll be at it.”

  9. Fixed Mindset Growth Mindset • Response to failure: “I don’t want to do this;” “I don’t like this class;” and “This isn’t fair – I am going to cheat.” • Intelligence Praise: “Wow, that’s a really good score. You must be smart at this.” • Response to failure: “I will work harder in this class;” “I will spend more time studying for the tests.” • Effort Praise: “Wow, that’s a really good score. You must have tried really hard.”

  10. Fixed Mindset Growth Mindset • Low Confidence • Low Motivation • Decreasing Performance • High Confidence • High Motivation • Increasing Performance

  11. Growth Mindset • Praise effort (not achievement or performance) • Talk about acquiring knowledge and developing skills (not demonstrating ability) • “show me what you have learned” versus “show me how good you are at this” • Focus on the task (not the person) • Self-focus contributes to a breakdown in automatized cognitions and behaviors (i.e., choking) • Emphasize formative (not summative) evaluation • Describe role models efforts (not gifts)

  12. Shifting the paradigm • Other beliefs relevant to mindset beliefs • Intelligence is stable • Group differences • Some students can’t learn this material • Some people are just naturals at this • Some people are not cut out for this • Some of these things can’t be learned • Adoption of a growth mindset is a teaching strategy.

  13. Presentation Outline • A Request • Rationale and Empirical Basis • Introduction to the theory • Selective review of the evidence -- four studies • Feedback • Strategies for your curriculum • Curriculum modules • Shifting the paradigm • Building your own curriculum

  14. Mindset constructs • Peer relationship mindset • Personality mindset • Shyness mindset • Morality mindset • Weight mindset • Negative affect mindset

  15. Selecting a mindset construct • Consider the specific course curriculum (e.g., math skills for a math class, biology knowledge for a biology class, etc.) • Consider how students actively engage with the curriculum and develop a sense of belongingness • Entry and gatekeeping courses might target professional identity (e.g., engineering can be learned; most students in this class who work hard can become an engineer)

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