Presenting on Mindsets at Association of Teacher Educators Conference, Louisville, KY, 7/31/2016

I’ll be presenting the following poster at the Summer 2016 conference of the Association of Teacher Educators in Louisville, KY on Sunday, July 31, 2016, based on my April 2016 literature review.

Mindsets poster

I am looking forward to presenting at my first conference! I will post photos and thoughts about the conference next week. I will only be attending on Saturday and Sunday. My presentation is at 10:50–11:50 AM on Sunday, July 31, 2016 at the Hyatt Regency Louisville in the Kentucky Suite. I’ve included the poster’s content below. I’ve also set up a Mindsets Page with all the information (literature review abstract, poster, and handout) in one place.

Mindsets Page: Thripp.com/mindsets

Click here to download the poster and handout, including references.

Text and Images of the Poster

What are mindsets?
• Mindsets are a rebranding, popularized by Dr. Carol Dweck, of implicit theories of intelligence.
Growth mindset = malleable theory of intelligence
Fixed mindset = entity theory of intelligence
• Mindsets can be global or domain-specific.
Growth mindset is better.

MindsetKit.org screenshot

Professional Development
MindsetKit.org (pictured above; free) can help you understand and apply mindsets in your practice. Mindsets are important for educators, too. What are your mindsets for your teaching abilities? Technological abilities? Career trajectory? Fixed mindset is a limiting belief. Becoming explicitly aware of your mindsets may be the first step toward replacing fixed mindsets with growth mindsets.

What happens with fixed mindset?
• Learners believe they are stuck where they are
• Learners give up too easily
• Since abilities are fixed, learners become preoccupied with concealing their weaknesses
• Fixed mindset becomes part of their identity, e.g., “I’m not a math person.”

What happens with growth mindset?
• Learners believe they can get better
• Learners are less afraid to fail publicly
• Instead of saying to successful peers: “you’re so lucky, they ask: “how did you get there?”
• Growth mindset may promote health, well-being, good emotions, low stress, and achievement (King, 2012; Romero et al., 2014; Yeager et al., 2014).

Closed vs. open task example: area of a triangle

Giving open tasks, when feasible and with appropriate scaffolding, can help encourage growth mindset. It’s important to give students enough time to struggle. Giving answers too quickly can have dire consequences.

As an educator, how can I impart growth mindset?
Praise effort, not ability. Don’t say things like “you’re so smart” (person-oriented praise). Instead, say things like “great job—you applied yourself well” (process-oriented praise). Think about how you interact with students. Encourage students to use effective strategies.

Teachers who believe their students’ abilities are fixed:
• May have a performance-avoidance goal orientation for teaching (Shim et al., 2013)
• May be quick to make negative judgments about students’ abilities (Rattan et al., 2012)
• May give “comforting” feedback that belittles and demotivates students (Rattan et al., 2012)

Teachers who believe their students’ abilities can grow:
• Tend to give strategy-oriented feedback that motivates students (Rattan et al., 2012)
• Tend to praise hard work, promoting task persistence and enjoyment (Mueller & Dweck, 1998)
• May have and impart a mastery goal orientation for teaching and learning (Shim et al., 2013)

“The teacher should portray challenges as fun and exciting, while portraying easy tasks as boring and less useful for the brain” (Dweck, 2010; emphasis added).

“Implicit theories are indeed consequential for self-regulatory processes and goal achievement” (meta-analysis by Burnette et al., 2013; emphasis added).

Growth Mindset for Teachers When Using Technology figure by Mark Anderson:

Growth Mindset for Teachers When Using Technology figure

Mindsets are distinct from both achievement goals (De Castella & Byrne, 2015; Dinger et al., 2013) and self-efficacy (Komarraju & Nadler, 2013).

The research below attests to the veracity of mindsets and the power of mindset interventions:

Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement

It's ok — Not everyone can be good at math

Parent Praise Predicts Children's Motivational Frameworks

Poster by Richard Thripp, who holds a B.S. in Psychology and M.A. in Applied Learning & Instruction from University of Central Florida and is starting in the Education Ph.D., Instruction Technology program in fall 2016 at the same university.

Thanks to Drs. Bobby Hoffman and Richard Hartshorne for guidance.

References available separately. You may photograph and share this poster for not-profit use. Inclusion of journal article abstracts and MindsetKit.org screenshot constitutes fair use. Thanks to Mark Anderson for releasing the “Growth Mindset for Teachers When Using Technology” figure with Creative Commons BY-NC-ND license. Closed vs. open task figure by Richard Thripp.

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