Brainology Transforming Students Motivation To Learn Summary

The second rule is to encourage a growth mind-set by, “telling stories about achievements that result from hard work…descriptions [like that] of great mathematicians who fell in love with math and developed amazing skills engenders a growth mind-set,” (Dweck, 171-175). Encouraging a growth mind-set allows for a child to have more success in their school life as well as in their social life as a result of motivation and the willingness to be challenged and learn.

I’m going to tell you how student learn these mindsets. In the 90s parents thought the most important thing that you child should have was self-esteem. But were they messed up is that you cant just hand your kids self-esteem. They took a poll among parents and found that 85% of parents thought that it was necessary to “praise” their children’s abilities to boost confidence. Now were going to talk about growth mindset. These students believe that intelligence is something that can be gained through education and effort. I wish in high school that I would of taken it more serious because now I could have had a growth mindset witch would of helped me out a lot in college. Those students have growth mindsets. They believe that you can gain intelligence through learning. Those with a growth mindset had a very straightforward idea of effort. The idea that the harder you work the greater the outcome is and I think that’s true. When these students had a set back in school they simply just study more or differently next time. That was my biggest set back in high school. Many bright students find grade school fairly easy and get right through it. But later on in life like in college they struggle. They don’t want to put the time into something and feel dumb when they get a bad grade on it. That’s bad because you should never feel dumb about something that you tried your hardest to complete. I hope that this information was helpful

Have you ever thought about the choices that you have made in the past and how they have affected you as an individual? Truth is, as people grow and develop they each have their own way of thinking about what they can do or what they can learn. All of this is happening in the brain, and each person has a different way of thinking, learning, and solving problems. The study of the brain is a real puzzle that to this day, it is still unsolved. There’s study is known as Brainology, it has to do with a person 's mindset, and the idea of having a fixed or growth mindset. In the article “Brainology: Transforming Students’ Motivation to Learn” by Carol S. Dweck, she talks about different ways that our mind can be influenced and how by saying

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.

The overall theme of the sources we studied was about growth mindset.The most important thing about growth mindset is that intelligence can be developed. Also, the brain can grow by hard working and practicing. In “You Can Grow your Intelligence,” the author maintains that contrary to the belief that a person is born either smart, average, or dumb, instead the brain is more like a muscle, it changes and get stronger when you use it. Lastly, Carol Dweck, in a Ted Talk titled “ The Power Of Believing That You Can improve,” narrates how she researches about the growth mindset and the fixed mindset, and the benefit of having a growth mindset. Also, in her video she gave many good advice of how you can change a person that have fixed mindset to a growth mindset.

How do we value education? One of the most important things in society today, is children’s education. I believe that education, effort and self-confidence can be a positive thing for children in school. In “Brainology: Transforming Students’ Motivation to Learn” by Carol s. Dweck, she mentions that fixed mindset is praising children on how smart they are. Telling kids how smart they are when having a good grade, is harmful for them. From this mistake kids have grown fixed mind sets causing them to have setbacks in school and reflecting later in life. Carol S. Dweck’s research has shown, that kids that learn growth mindset showed more improvement in school. A growth mindset is knowing that you can grow smarted trough: effort, motivation and dedication.

They will have that embedded in them, once they do decide to go to college and not do well as they might of expected, the person with a fixed mindset will just quit and agree with what their family first embedded in them, to not go to college, find a good job, and just marry to start a family. As used in Laura A. King’s essay “Psychological Constraints”, When children where challenged to work on a math problem, some that had the strong confidence in them where able to solve it. The confidence of the kids that were able to solve the problem has been built throughout the years by their family and friends. Even when a small achievement is done by these kids their family praise their hard work and accomplishment. Individuals with a growth mindset are more relaxed and have a confidence that has been built, mainly from their parents. In order to have the “I can do it!” attitude, requires encouragement since they were

Dweck uses an analogy that was written by the French in the 1100s, to support the idea how people with a growth mindset can accomplish their goals because they give enough effort in learning not just passing a class without understanding. It supports the idea that people with growth mindset have patience, confidence, and a belief that their intelligence is changeable, not like what fixed mindset people think. According to Dweck in chapter 1, “If Rome wasn’t built in a day, maybe it was not meant to be,” (pg. 10). This analogy explains how goals can be reached only by giving enough effort and having a passion and confidence that their intelligence

Basically, individuals with a fixed mindset often feel measured by a failure, sometimes permanently. Unfortunately, failed attempts are viewed as a label rather than an opportunity to plan a new path of succes. On the other hand, an individual with a growth mindset views a failed attempt as an opportunity to take action, to confront obstacles, to keep up with their schoolwork, and/or to better manage and organize their time. Growth mindset individuals believe that qualities can be developed, expanded, and eventually result in a successful outcome. A second lesson learned is the power of labels and the stereotype of ability; this lesson is undoubtedly one of the most enlightening. Dweck discovered in one of her studies that, “... ability praise often pushed students right into a fixed mindset, and they showed all the signs of it too. When we gave them a choice, they rejected a challenging new task that they could learn from. They didn’t want to do anything that could expose their flaws and call into question their talent” (72). One’s mindset determines their reaction to labels and stereotypes. An individual with a fixed mindset will settle for a positive label and chose stagnation and permanent inferiority rather than risk losing the label; whereas,

In the article, “The Secret to Raising Smart Kids” by Carol S. Dweck, he states, “The students held hard work in high regard, believing that the more you labored at something, the better you would become at it” (23). What he means by this is that there are students who don’t try in academics or are naturally smart but just lose interest in school. The quote means that students who keep a goal in their mind, the better you will get at it. Dweck also states that “As we had predicted, the students with a growth mindset felt that learning was more important” (23). Again, the quote basically says that students who have a clear mindset on what goal they would like to accomplish, nothing would keep them from learning. Any student can be successful in their own ways, it's just about how they want their mindsets to be. If they have a growth mindset they can accomplish anything if they put themselves to

When it comes to the topic of having a growth mindset, most of us will readily agree that students who are praised are motivated to learn. Where this agreement usually ends, however, is on the question of how they are praised. Whereas some are convinced that praising students for their intelligence will motivate them to learn, others maintain that encouraging them for their efforts has a better impact on their motivation.

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

Debbie Millman once said, "If you imagine less, less will be what you undoubtedly deserve". When you doubt yourself, you have already convinced yourself that you will fail. The problem with this "fixed mindset" is that when things get difficult, kids who have been praised for performing smart, become insecure. They will believe that because they do not know the answer, they are not smart. This causes them to run away from challenges and fail to apply themselves. A person's attitude towards their level of intelligence determines their potential growth. Having a fixed mindset inhibits your intellectual growth, though believing intelligence is a potential, you are focused and motivated to apply yourself to difficult tasks in order to grow.

People who have a fixed mindset usually want something easy and not challenging; they feel scared to lose while growth mindset people tend to love challenges and making mistakes lives within their body as a trait. The author proves when she said that students with fixed mindset will never showed any interest when they found difficulties in completing those assignment. Only when they did well right away, they will feel the enjoyment. In contrast, the harder it gets, the more urges for the growth mindset to grab the knowledge and feel excited to learn something. Carol Dweck also gives an example in Columbia where she met a lot of intelligent med students who always get A’s in their test. It only took a day to make them a failure, when they said

One way growth mindset is more superior than a fixed mindset is due to the ability to develop and adapt the intelligence of a person. A fixed mindset will lock you down to the "now". A study done by Dweck tested ten-year-olds with problems that were beyond their reach of knowledge. Many of the kids were excited to learn and do better the next time, but a few were upset. They felt like testing their knowledge defeated them. "In one study, after a failure on a test, they said they'll cheat next time instead of study more. In another study, they found someone who did worse than they did so they could feel better, and in