Challenging Mindset

Why a Growth Mindset Makes a Difference in Learning - And What to Do When It Doesn't
1. Auflage 2018
ISBN: 978-1-5063-7662-2
Verlag: Sage Publications

Buch, Englisch, 224 Seiten, Format (B × H): 213 mm x 277 mm, Gewicht: 590 g

Reihe: Corwin Teaching Essentials

"James Nottingham and Bosse Larsson offer an important and useful new addition to the ongoing conversation about mindset first introduced by Carol Dweck. Too often, theories such as mindset get reduced down to the simplest dichotomies and ideologies. Here, Nottingham and Larsson challenge our own mindset about the very idea of mindset theory itself, showing us what is possible if we really understand the theory and use it to challenge ourselves and our students."

Jim Burke,

Teacher, Burlingame High School, and Author, Common Core Companion Series

This book answers key questions about Carol Dweck’s theory of Mindset – What is a ‘growth mindset’ and what difference can it make? Why are growth mindset interventions not working in schools (yet) and what can be done to change this? What is a ‘failure mindset’ and why is it more influential than an adult’s fixed or growth mindset?

Drawing on their experiences of presenting alongside Carol Dweck on many occasions, James Nottingham and Bosse Larsson tackle head-on these questions with research-backed clarity, and share proven strategies for mindset success. Mindset doesn’t matter when things are easy; it is only when faced with challenges that working from a growth mindset influences learning.

Highlights of the book include:

- Comments and insights from Carol Dweck to enhance your understanding of her important work
- A detailed and nuanced examination of how mindset works and what you can do to make it more effective for your students
- An exploration of the relationship between mindset and grades
- Strategies to encourage a growth mindset during moments of challenge
- Comprehensive lesson ideas for teaching students about mindset
- Why praising ‘effort’ can be powerful but also problematic, with an identification of what type of praise is best
- Examples of how to make the most of mindset theory and practice

Everyone has a mindset that shapes their personality, motivation and development. This book shows you how to create the right conditions for a growth mindset to flourish in your classroom, your school, your staff and your students.

Autoren/Hrsg.

Nottingham, James A

Larsson, Bosse

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

List of Figures
The Challenging Learning Story
Preface
Acknowledgements
About the Authors
PART I WHAT IS MINDSET?
Chapter 1: A Tale of Two Mindsets
1.0. Definition of Mindset
1.1. A Comparison of Fixed and Growth Mindsets
1.2. What Difference Does Mindset Make?
1.3. Mindset Is Not Black and White
1.4. Mueller and Dweck Results
1.5. We Are All a Mix of Mindsets
1.6. A Fixed Mindset Might Be More Common Than We Care to Admit
PART II WHAT IS THE IMPACT OF MINDSET?
Chapter 2: Growth Mindset Implementation Is Not There (Yet)
2.0. Growth Mindset Effect Size
2.1. Reduced Efficacy 1: Third-hand Knowledge
2.2. Reduced Efficacy 2: Mindset Is Made to Sound Too Easy
2.3. Reduced Efficacy 3: Too Much Performance-Focus, Not Enough Time
2.4. Reduced Efficacy 4: Influences Are Complex
2.5. Reduced Efficacy 5: Mindset Affects Qualities Other Than Achievement
2.6. What Are the Criticisms of Growth Mindset?
Chapter 3: When Does Mindset Work Best?
3.0. Goals, Strategies and Expectations
3.1. Mindset Works Best When Goals Are Learning-Orientated
3.2. Mindset Works Best When There Is Challenge
3.3. Mindset Works Best When There Is a Chicken and an Egg!
3.4. Mindset for Lifelong Learning
3.5. Mindset Without Shame
PART III HOW DOES MINDSET INTERACT WITH EDUCATION?
Chapter 4: Mindset in Education
4.0. Introducing Alisha and Zack
4.1. Alisha and Zack’s Backgrounds
4.2. Alisha and Zack Start School
4.3. Alisha and Zack Meet Their Teachers
4.4. Alisha and Zack Discover Their Talents
PART IV WHAT IS YOUR CURRENT REALITY?
Chapter 5: Do You Have a Growth Mindset Culture?
5.0. What Are We Aiming to Achieve?
5.1. How Much Progress Have We Made So Far?
5.2. Collecting Your Evidence
5.3. What Next?
PART V HOW CAN YOU BUILD A GROWTH MINDSET?
Chapter 6: Privilege Progress
6.0. The Origins of Intelligence Testing
6.1. Administering Tests the Growth Mindset Way
6.2. Draw Attention to Progress
6.3. Progress–Achievement Quadrants
6.4. Different Forms of Progress
6.5. Your Students Are Already Making Progress
Chapter 7: Use the Power of Yet
7.0. The Power of Yet
7.1. The Power of Yetis
Chapter 8: Choose Challenge
8.0. Mindset Matters Most When There Is Challenge
8.1. When Students Pick the Easier Path
8.2. Encouraging Students to Choose the Challenging Path
8.3. Mindset Through the Learning Pit
Chapter 9: Be Careful with Praise
9.0. Different Types of Praise
9.1. To Praise or Not to Praise?
9.2. Praise and Cheating
9.3. Praise and Self-Efficacy
9.4. Praise, Rewards and Mindset
9.5. When to Praise
9.6. Praise in Practice
Chapter 10: Flopped Learning
10.0. Flops Lead to Enhanced Learning
10.1. Flopped Products
10.2. Flopped Feedback
10.3. Flopped Parents
10.4. Effort Is Not Enough
10.5. Resilience and Grit
10.6. Flopped Previews
10.7. Flopped Leading
PART VI WHAT NEXT?
Chapter 11: Growth Mindset Lessons
11.0. Learning Challenge Lessons
11.1. How Much Can Emily Influence Her Future?
11.2. Was Usain Bolt Born to Be an Olympic Champion?
11.3. Is Challenge Interesting?
References
Index

Über Autor(innen)

Nottingham, James A
James Nottingham is co-founder and director of Challenging Learning, a group of companies with 30 employees in 6 countries. His passion is in transforming the most up-to-date research into strategies that really work in the classroom. He is regarded by many as one of the most engaging, thought-provoking and inspirational speakers in education.

His first book, Challenging Learning, was published in 2010 and has received widespread critical acclaim. Since then, he has written 6 books for teachers, leaders, support staff, and parents. These books share the best research and practice connected with learning; dialogue; feedback; the learning pit; early years education; and growth mindset.

Before training to be a teacher, James worked on a pig farm, in the chemical industry, for the American Red Cross, and as a teaching assistant in a school for deaf children. At university, he gained a first-class honours degree in education (a major turnaround after having failed miserably at school). He then worked as a teacher and leader in primary and secondary schools in the UK before co-founding an award-winning, multi-million-pound regeneration project supporting education, public and voluntary organisations across north east England.

Skolvärlden (Swedish Teaching Union) describes James as “one of the most talked about names in the world of school development” and the Observer newspaper in the UK listed him among the Future 500 - a “definitive list of the UK's most forward-thinking and brightest innovators.”

Larsson, Bosse
Bosse Larsson is a Swedish teacher, trainer and concept developer. He has extensive experience developing creative thinking and learning with primary and secondary students, and is a sought-after keynote speaker and workshop leader.

He started working as a science teacher more than thirty years ago and has for over a decade been supporting secondary school dropouts and students with special educational needs.

Responding to many requests to share his ideas, Bosse began his own educational consultancy in 2007 (www.tankvidare.nu). He is also a long-time consultant for Challenging Learning. Through this work, he aims to broaden, break and change thought-patterns about education, organisation and leadership. He still works part–time in local schools where he collaborates with teams in action learning cycles and individual teachers through lesson planning and giving feedback after lesson observations.

Bosse has given presentations, keynotes and led workshops both nationally and internationally, and has worked with staff training from pre-school to further education. The main themes of his work focus on creativity, future skills, thinking habits, thinking tools, Dweck’s mindset, metacognition, motivation and feedback.