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[Dweck] We took fifth graders.
We give them puzzles to solve.
-
So you see these blocks?
Can you tell me what color
-
-is on that side?
-Red.
-
Yellow. White. Blue.
-
What I want you to do
to put these blocks together
-
so that the picture on top
matches the picture here, all right?
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[Dweck] First, we give children a set
-
of easier puzzles to do.
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[woman] Now, here's the next one.
-
[narrator] When these nine and ten-year-olds
successfully put together the puzzle,
-
the children are praised
for either their intelligence...
-
[woman] Wow, you did really well,
you must be really smart at this!
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[narrator] ...or the effort they made.
-
Wow, you did really well,
you must have tried really hard at these.
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{\an8}Then we give them a much
harder set of problems.
-
{\an8}Ones that they might, in fact,
struggle with.
-
[woman] Here's the next one.
-
[Dweck]
And we see what happens to...
-
their confidence.
-
Do they think, "Oh this means
I'm not good at it after all?"
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Do they stop liking the puzzles?
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Or do they maintain their confidence
-
and think, "Well, it just needs
more effort or strategy"?
-
What happens to their motivation?
-
Are you ready to go on?
-
Ta-dah!
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[Dweck] We also ask them,
-
"Well, which problems
do you want to work on some more?
-
Those easier ones,
or those harder ones?"
-
And, generally, we find
-
that kids who've been praised
for their intelligence
-
really want to go back
to those easier ones
-
that were kind of
their claim to fame.
-
[narrator] This is a sign
of a fixed mindset:
-
the belief that intelligence is innate
and can't be changed.
-
[Dweck] What we found was that
children thought that that difficulty
-
meant they weren't smart,
or they weren't good at the task.
-
So you seem to have
more trouble with this one,
-
and I want to know
why you think that was.
-
Probably because I'm not good
at these problems.
-
A very discouraging conclusion.
-
[narrator] Other children
show a growth mindset.
-
[Dweck] The growth mindset is like this:
-
no matter who you are,
-
you can always become
a great deal smarter.
-
They feel smart when they're
working really hard
-
on something difficult
and making progress.
-
So, if I gave you some more problems,
would you like more problems like these
-
that are pretty easy, so you'll do well,
-
or problems like these, that will be hard,
but you might learn a lot from them?
-
-These.
-More like these?
-
Students praised for effort
generally want
-
those hard ones
that they can learn from.
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What I've learned from my research
is that kids, and I think adults too,
-
are exquisitely sensitive
-
to what's going on in a situation,
-
what other people value,
what they're being judged on.
-
What is that voice in our head saying?
-
Is it saying fixed mindset things like,
"Oh, you better not make a mistake."
-
"You better look smart,
people are judging you."
-
Or is it saying growth mindset things:
-
"Here's an opportunity.
Here's a mistake I can learn from."
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"I feel smart
when I do something difficult."
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Ms. Sedgwick, we did it!