Monthly Archives: September 2013

Introducing Growth Mindset and Deep Practice to Students

I [read]( Mindset by Dr. Carol Dweck and The Talent Code by Daniel Coyle this summer. The three of us teaching Honors Physics this year agreed that we should share the concepts of mindset and deep practice with out students, emphasize them throughout the year, and measure how our students mindsets change throughout the year.

Inspired by the efforts of [John Burk]( and [Mylène]( I put together some materials that focus on mindset and learning attitudes. There are a coupe of surveys, some in-class activities, and some readings for homework and in-class discussion. I think focusing on these concepts can have a significant impact on our students. I also wanted to collect some data that measures the impact of [our new approach]( to Honors Physics.

We started with John Burk’s [intelligence survey]( which is a short survey to be administered before discussing mindset and deep practice. We assigned this survey for homework and captured the data in Canvas.

Some results were quite promising and indicative of more of a growth mindset than I expected:

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*You can greatly change how intelligent you are.*

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*You can greatly change your ability to understand science.*

And some indicate that there is plenty of room to change attitudes about learning and physics:

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*How well you can memorize mostly determines how well you can do in science.*

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*Watching an instructor do examples is the best way to learn new material.*

After students completed the intelligence survey, we introduced the concepts of growth vs. fixed mindset and performed activities from *The Talent Code* to demonstrate deep practice and chunking. At home they watched Angela Duckworth’s [TED talk on grit]( Here are the slides:

Download (PDF, 2.08MB)

We then assigned [*The Power (and Peril) of Praising Your Kids*]( a New York Magazine article for reading at home. We also distributed copies of [Diana Hestwood’s slides]( about how the brain learns.

The next day in class, we had a great discussion about this article and the slides. Several students really identified with the boy Thomas in the New York Magazine article.

The final piece as to administer the [Colorado Learning Attitudes about Science Survey (CLASS)]( which was developed by the PER group at Colorado Boulder. We wanted to administer this at the start of the year to capture student expectations and then again at the end of the year to capture how student attitudes have changed. Administering this survey was a bit tricky since these students don’t have a previous experience with a physics class. So, we encouraged them to complete the survey based on their expectations.

To achieve our goal of having a significant impact on our students, these activities must only be the beginning. We will have to make a concerted effort to reinforce growth mindsets explicitly throughout the year and implicitly with a culture in which a growth mindset can flourish. While I fear that the traditional school environment fosters a fixed mindset, I hope that at least our classroom (especially with standards-based grading) can provide a refuge for the growth mindset.

Summer Reading

I have a theory that how much I enjoy the summer is directly proportional to how much I read during it. This may be because I make little time to read anything of significant length during the school year. However, during the summer, I find it easier to make time. This summer was a good one for reading!

**[Mindstorms: Children, Computers, And Powerful Ideas]( by Seymour Papert**

I had been meaning to read this for a while and received a copy as a Christmas gift. I found it so enlightening and surprising that I previous [wrote about it](

**[The Quantum Story: A history in 40 moments]( by Jim Baggott**

I don’t remember how this book ended up on my reading list, but I’m glad it did. I find the history of modern physics fascinating and my students appreciate learning about the historical context in which scientific advancements were made. I found *Quantum Story* riveting. I flagged dozens of pages to reference in class when we study modern physics.

**[Mindset: The New Psychology of Success]( by Dr. Carol Dweck**

Several teachers that I respect have strongly recommended this book and Dweck’s research on fixed vs. growth mindsets. AFter last year, I was concerned about many of my students’ mindsets. I found this book helpful in that it provided a good foundation for understanding mindsets from a cognitive psychology perspective. I’m working on a future post on how I’ll introduce students to fixed vs. growth mindsets.

**[The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How]( by Daniel Coyle**

This book was a great pairing to *Mindset*. Coyle focused on very similar ideas from the perspective of neuroscience. I flagged a couple of the examples in this book to use as activities with my students. I hope that the combination of the ideas of mindset with that of deep practice will have a powerful impact on my students.

National Geographic Angry Birds Furious Forces: The Physics at Play in the World’s Most Popular Game]( by Rhett Allain**

It took me longer than expected to read this book because my son took it before I got started. It is a wonderful, accessible, fun, and engaging introduction to the world of physics through the lens of Angry Birds. Rhett’s casual writing style is a perfect fit for this book. I plan to keep it out in my classroom for students to browse and enjoy.

**[The Einstein Theory of Relativity: A Trip to the Fourth Dimension]( by Lillian R. Lieber**

I believe I learned of this book in *The Physics Teacher* and was intrigued by the reviewer who claimed this was the best explanation of tensors, ever. I ordered a couple of copies: one to gift to a student who was graduating and one for myself. I was wonderfully surprised by the writing style and the illustrations throughout the book. I must admit that I’m still in the middle of the book, but I hope that my reading won’t be interrupted now that school has started!