"Mindset" (Dr. Carol S. Dweck) \ stacker news ~BooksAndArticles

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47 sats \ 3 comments \ @cryotosensei 20h BooksAndArticles

My new school has a Book Study initiative, in which all the staff gather around once a term to discuss the pertinent takeaways from educational books. Next Wednesday, we are going to discuss the key points from Chapter 4 (Sports: The Mindset of a Champion). I am trying to collect my thoughts (indicated as bold) in advance.

So What? (Alternatives) a. How does this new knowledge impact my current teaching practice?

I was impressed with how successful sports stars took the initiative and expended enormous effort into observing fellow athletes in action. This enabled them to assimilate their observations into their psyche. Hence, when needed to step up to the plate, they had an intimate grasp of the game (and opponents' gameplay) that propelled them to reach great heights. Another thing that struck me was how these exemplary stars were galvanised by setbacks as they were motivated to improve themselves further.

b. Is the new knowledge aligned with my beliefs, goals and identity?

I have understood the logic of perceiving mistakes/failures as learning opportunities. However, I have never considered the idea of being excited by my mistakes. Reading this chapter made me realise that success/failure isn't a zero-sum game. As long as my students are making gradual improvements, they should be enthusiastic about making mistakes, not trying to score accurate answers all the time.

c. What do I need to do to enact this strategy(s) effectively?

To help my students get excited about making minor improvements, I need to incorporate a habit, which should be a low-lying fruit, into their learning routine. I can leverage Generative AI to churn out 10 MCQs on a weekly basis.

d. What evidence of students’ learning must I collect to know if I have been effective in using this strategy(s)?

I need to check in with my students every week to ascertain their attitude towards making mistakes. Are they discouraged by the number of questions they answer wrongly, or are they excited about finally being able to apply concepts on questions that would have stumped them before?

Now what? (Action) a. Which lesson/topic/unit am I going to try this strategy(s) in?

The end-of-year exams are around the corner, so I can design simple, fuss-free Student Learning Space online lessons from Week 2 onwards. This will also empower my students to revise the Science concepts they have learnt in their middle primary years (Primary 3-4)

b. How might it look like in my lesson?

10 MCQs modelled after actual Primary School Learning Examination questions

c. Whom/What can I seek help from to improve my practice in this area?

I can confer with my Reporting Officer and incorporate her suggestions to make this strategy more effective.

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24 sats \ 2 replies \ @Bell_curve 19h

I like the author

11 sats \ 1 reply \ @cryotosensei OP 18h

She has revolutionised education so much that I forget that the growth mindset is a fairly recent construct

0 sats \ 0 replies \ @Bell_curve 18h

Here is a summary of your post by Claude…

I’ll fetch that Stacker News post for you to see what it contains.

This is a thoughtful reflection on Carol Dweck’s book “Mindset,” specifically focusing on Chapter 4 about sports and the mindset of champions. The author appears to be an educator preparing for a staff book study discussion.

The post outlines their key takeaways and how they plan to apply growth mindset principles in their teaching practice. Here are the main points:

Key Insights:

How successful athletes observe others intensively to improve their own performance
How champions use setbacks as motivation to improve further
The realization that students should be excited about mistakes rather than always seeking perfect answers

Planned Applications:

Using AI to generate weekly practice questions (10 MCQs)
Helping students view mistakes as learning opportunities rather than failures
Implementing this strategy during exam preparation season
Regular check-ins to monitor students’ attitudes toward making mistakes

Practical Implementation:

Creating online lessons through Student Learning Space
Focusing on Primary 3-4 Science concepts review
Collaborating with their Reporting Officer for feedback

The reflection follows a structured format with “So What?” (processing new knowledge) and “Now What?” (concrete action steps), which suggests this is part of a formal professional development framework. It’s a practical example of how educators can translate growth mindset research into classroom practice.

And here is a summary of her book: “Mindset: The New Psychology of Success” is Carol Dweck’s seminal 2006 work that transformed how we think about achievement, learning, and human potential. Here’s what makes this book so influential:

Core Premise

The book shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. After decades of research, Dweck discovered a simple but groundbreaking idea: the power of mindset.

The Two Mindsets Explained

Fixed Mindset: The belief that your qualities cannot be changed. In this world, success is about proving you’re smart or talented. Validating yourself. In one world, effort is a bad thing. It, like failure, means you’re not smart or talented. If you were, you wouldn’t need effort.

Growth Mindset: In the world of changing qualities, it’s about stretching yourself to learn something new. Developing yourself. Growth mindset people thrive when they stretch themselves.

Key Insights and Applications

The book explores how these mindsets affect various life domains:

Sports: Most of the greats like Muhammad Ali and Michael Jordan worked extremely hard and learned from their own deficiencies and failures to achieve their greatness. Growth mindset sportspersons find success in doing their best and see setbacks as a wake-up call.

Business Leadership: Growth minded leaders see their companies not as their fiefdom, but as growth engines for their teams, their company & themselves. The book contrasts successful growth-minded leaders with those who had talent but fixed mindsets.

Education and Parenting: The book provides extensive guidance on fostering growth mindsets in children and students.

Personal Transformation

The central message is profound: “You can change your mindset.” Dweck shares her own transformation: “When I was a young woman, I wanted a prince-like mate. Very handsome, very successful… I wanted a glamorous career, but nothing too hard or risky. And I wanted it all to come to me as validation of who I was… I changed my mindset. I changed it because of my work.”

Impact on Failure and Effort

The book reframes how we view failure and effort:

In the fixed mindset world, “failure is about having a setback… It means you’re not smart or talented. In the other world, failure is about not growing. Not reaching for the things you value.”

Fixed mindset converts failure from an activity (I failed) to an identity (I am a failure). Growth mindset finds failure equally painful, but does not make it a part of its personality.

Updated Edition Insights

In the updated edition, Dweck introduces a phenomenon she calls “false growth mindset” and guides people toward adopting a deeper, truer growth mindset. She also expands the mindset concept beyond the individual, applying it to the cultures of groups and organizations.

Critical Reception and Influence

The book has been praised by Bill Gates, who wrote: “Through clever research studies and engaging writing, Dweck illuminates how our beliefs about our capabilities exert tremendous influence on how we learn and which paths we take in life.”

It’s been called “One of the most influential books ever about motivation” and has become a million-copy bestseller. The book has been widely adopted in educational settings, corporate training, and parenting approaches worldwide.

Practical Application

The key message is not that fixed mindsets are bad and growth mindsets are good; it’s about creating awareness of the 2 mindsets and their impact, so you can make a conscious choice on if/what to change in your best interest.

The book provides concrete strategies for recognizing your current mindset patterns and gradually shifting toward a growth orientation in different areas of life. It’s become a foundational text for anyone interested in personal development, education, leadership, or understanding human motivation.