The power of believing that you can improve | Carol Dweck | TED

Summary

The transcript highlights the concept of a 'growth mindset' versus a 'fixed mindset', emphasizing the power of 'yet' in learning. It contrasts students who embrace challenges as opportunities for growth with those who view failure as a judgment of their abilities. The speaker advocates for praising effort and process over innate talent, and discusses educational interventions that reward progress and effort, leading to improved academic outcomes and resilience. The narrative also touches on the potential for mindset change to address educational inequality, citing examples of significant achievement gains in diverse student populations.

Takeaways

• 📚 The concept of 'Not Yet' is introduced as a more positive and motivational way to frame failure, suggesting that students are on a learning curve rather than being a failure.
• 🧠 The importance of a 'growth mindset' is highlighted, where individuals believe their abilities can be developed through effort and learning.
• 🔄 A contrast is drawn between students with a fixed mindset, who view failure as a judgment on their intelligence, and those with a growth mindset, who see it as an opportunity for development.
• 🤔 The negative behaviors that can stem from a fixed mindset are discussed, such as the tendency to cheat or seek validation from others' failures.
• 🧩 The script describes how the brain reacts to errors differently in fixed-mindset versus growth-mindset students, with the latter engaging more deeply with the learning process.
• 👶 The impact of how we raise children is questioned, with concerns about whether they are being taught to value immediate success over long-term growth.
• 🏆 The script criticizes a culture that values constant validation and immediate success, suggesting it leads to a lack of resilience in young workers.
• 👍 Praise is suggested as a tool for fostering a growth mindset, but it should focus on effort and process rather than innate talent or intelligence.
• 🎮 An example of an online math game is given to illustrate how rewarding effort and strategy can lead to more engagement and perseverance in students.
• 🌟 The power of words like 'yet' and 'not yet' is emphasized, showing they can boost confidence and create a path for future success.
• 📉 The potential for changing students' mindsets is demonstrated, with studies showing improved academic performance when students understand that effort leads to brain growth.
• 🌐 The script addresses educational equality, showing that growth mindset classrooms can lead to significant improvements in underperforming student groups.
• 💌 A personal story from a 13-year-old boy is shared, illustrating the transformative power of adopting a growth mindset in various aspects of life.
• 🌟 The final takeaway is a call to action, advocating for an educational environment that nurtures growth and embraces the concept of 'yet' as a fundamental right for all children.

Q & A

What is the significance of the term 'Not Yet' in the context of the Chicago high school mentioned in the script?

The term 'Not Yet' is significant because it conveys a sense of ongoing progress rather than failure. It suggests that students are on a learning curve and that their abilities can still develop, offering them a path into the future rather than labeling them as failures.

What is the difference between a fixed mindset and a growth mindset as described in the script?

A fixed mindset is the belief that intelligence and abilities are static and cannot be changed. In contrast, a growth mindset is the understanding that abilities can be developed through effort and learning. People with a growth mindset embrace challenges and see failures as opportunities for growth.

How did the script illustrate the negative consequences of a fixed mindset in students?

The script describes students with a fixed mindset as feeling tragic and catastrophic when faced with failure. They may resort to cheating or looking for others who did worse to feel better about themselves, and they tend to avoid challenges instead of learning from them.

What is the impact of praising intelligence or talent according to the script?

The script suggests that praising intelligence or talent can be detrimental as it reinforces a fixed mindset. Instead, praising the process, such as effort, strategies, focus, and perseverance, can foster resilience and a growth mindset in children.

How does the script relate the concept of 'Not Yet' to the electrical activity in the brains of students?

The script describes a study where the brain activity of students with a fixed mindset showed little engagement when confronted with an error, whereas students with a growth mindset, who embrace the concept of 'Not Yet', showed high levels of engagement and learning from their mistakes.

What is the role of effort and difficulty in the learning process according to the script?

The script emphasizes that effort and difficulty are crucial for learning and growth. When students understand that their abilities can develop, they see effort and difficulty as opportunities for their brains to form new, stronger connections, leading to increased intelligence.

How does the script suggest we can change students' mindsets to a growth mindset?

The script suggests that teaching students that their brains can form new connections when they learn something new and difficult can change their mindsets. This understanding can lead to a sharp rebound in their grades and academic performance.

What is the potential impact of a growth mindset on underperforming student groups as mentioned in the script?

The script highlights that when educators create growth mindset classrooms, even groups of students who have historically underperformed, such as those in inner cities or on Native American reservations, can achieve significant improvements in their academic performance.

How does the script address the issue of constant validation and awards in the workplace?

The script mentions that employers are concerned about a generation of young workers who seem to need constant validation and awards to get through the day. This may be a result of a focus on immediate success rather than growth and learning.

What is the significance of the math game created in collaboration with the University of Washington as described in the script?

The math game created in collaboration with the University of Washington is significant because it rewards effort, strategy, and progress rather than just getting answers right. This approach encourages more engagement, effort, and perseverance in students, embodying the concept of 'Not Yet'.

What message does the script convey about the importance of a growth mindset for all children?

The script conveys that it is a basic human right for all children to live in environments that foster growth and a growth mindset. It emphasizes the importance of living in places filled with 'yet', where abilities are recognized as capable of growth and development.