Brainology Rough Draft (2).When It Comes To The Topic Of

Carol S. Dweck's article “Brainology – Transforming Student's Motivation to Learn” offers insights about student's mentality at school and why some students are better off than others. The article claims directly that students generally have two mindsets when it comes to learning; one is “fixed mindset,” a negative trait, and the other is “growth mindset,” a positive trait. Both of these traits contradict each other in terms of meaning. These two mindsets impact students on whether or not they will be successful on their academic road. In “Brainology – Transforming Student's Motivation to Learn,” Dweck explains how these two traits influence the outcome of having one of these two mindsets through

school, they would simply study more or study differently the next time”. The idea is that the

According to Judy Willis, “When you are experiencing highly negative emotions or severe stress, incoming information is routed to a different part of your brain”. When the high-level thinking happens, the information routed is to the reactive lower brain. When that happens, the memory is affected, all active learning stops. A fourth way is recognized and valuing incremental progress boosts a person’s motivation and enables him or her to deal effectively with setbacks. According to Dweck, “people with growth mindsets, believe their abilities can be developed though dedication and hard work- brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have these qualities.” With a growth mindset, people realized by having a failure in the past don’t mean they will in the future.

Carol S. Dweck, a professor of psychology, in her article, “Even Geniuses Work Hard,” focuses on, describing how to develop a “growth mindset” for academic learning. Dweck implies that “students with a growth mindset [view] challenging work as an opportunity to learn and grow” (16). She also reports having that has “seen students with a growth mindset meet difficult problems, ones [in fact] they could not solve yet” (16) with optimism and excitement. According to Dweck, having “meaningful work [can] promote learning in the immediate situation” (18). Students with growth mindsets have “a love of learning, and [are resilient] in the face of obstacles” (18). Dweck makes the point that doing homework is an important way to support learning, it

In the feature article “Brainology”, the author, Carol Dweck explains that there are consequences of praising children for their work, they is also different types of mindsets that enable a person’s development. She focuses on two types of mindsets. The first mindset is fixed where a person believes that if she or he is smart, they don’t need to put effort to be successful. The author explains on page 3 of the article that sometimes society encourages this mindset by using words such as smart , intelligent which sometimes creates confidence , however, when the assignment gets difficult then a fixed mindset person loses confidence so they stop working hard to complete the task. The second mindset is when a person believes that working hard to

In order for changes to happen and help this percentage reach the average requirement improvements need to happen here at Anaheim schools. A way to improve students success in Anaheim schools is by teaching students to have a growth mindset. Those students who work with a growth mindset take on challenges and those who don’t give up and don’t do well. In “The Secret To Raising Smart Kids,” by, Dweck, Carol the importance of students education is discussed by the two types of mindsets a student should have. The first type is called a growth mindset and having this mindset allows the student to take risks when a problem gets difficult.

According to the article, Dweck also states “Those with 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” (Dweck 2). Math is the class I love most because it contains mostly numbers and not many words. Math is a difficult subject. But even though math is tough, I still enjoy learning from it. Math is very interesting for me because I sometimes struggle on some lessons, but I do not easily give up on trying to understand the lesson. In a situation when I do not know how to do a certain problem, I, most of the time, start to feel excited. It is the same feeling when I am about to ride a roller coaster. Every time I have a difficult math problem to do, my excitement goes up and my interest in solving the problem increases even more. I do not stop until I solve it. I basically persevere a lot in math. Putting a large amount of effort and not easily giving up contributes a great deal to the growth of not only on my math abilities but also in my overall

With regard to the first assumption that Dweck disproves, she states that many teachers believe that praising children for their intelligence “builds their confidence and motivation to learn” (Dweck 34). However, from her point of view, this is a mistake as far as students tend to lose the wish to develop their intelligence and to advance. At the same time, this is connected with the view of many teachers that the intelligence is inherent feature and cannot be developed or improved. However, the author disproves these two ideas by referring to the idea of fixed and growth mindset.

If you work hard and dedicate time into something you desire it is possible to achieve any goals in mind. Having to work hard may seem like setbacks to some students, but going through those walls show that they are capable of achieving more. Therefore, those with a growth mindset have more motivation to learn because they work hard and that helps them develop more intelligence.

Students with growth mind-sets like challenges and work hard to get better and improve their skills and knowledge. They also honed in on the skills needed to accept challenges and confront difficulty in order to better solve their problem or problems. If they make a mistake or answer a problem wrong it drives them to want to try harder and figure out and solve the problem they were faced with. This lets them academically surpass their fellow students who have a fixed mind-set because of their hard work and drive to succeed.

However, “When success Leads to Failure” focuses heavily on letting kids fail and learn through trial and error. Jessica Lahey states it is better if kids keep the excitement and curiosity alive in academic expenditures; Spirit of inquiry keeps kids eager for knowledge. “The truth—for this parent and so many others—is this: Her child has sacrificed her natural curiosity and love of learning at the altar of achievement… ”(Lahey) From a different vantage point, Dweck states the solution lies with the adults. “Parents and teachers can engender a growth mind-set in children by praising them for their persistence or strategies (rather than for their intelligence)... ” Through proper praise and encouragement from adults, kids will continue to achieve their potential. Proper praise being, praising them for effort instead of

Dweck and her colleague noticed that praise could either reinforce the fixed and the growth mindset. Therefore, the role of educators or parents should be focused on praising students for the effort they put in learning a challenging

In lesson three, I read a biography on Carol Dweck. A important quote in the biography was “When we started teaching this idea about the mind being malleable, he looked up with tears in his eyes, and he said, 'You mean, I don't have to be dumb?” This is important because it shows that what Carol and her researchers were doing was helping students increase there IQ.

Growth Mindset: You persist at what you want more. You shouldn't let any obstacles stop you. This thing motivates you further.

Alternatively, in a growth mindset, people have an underlying belief that their learning and intelligence can grow with delay and know. When people believe they can get smarter, they gain that their effort has an effect on their success, so they put in superior time, leading to higher achievement.