"An expert at something was once just a beginner." -Unanimous. The meaning behind this is to illustrate that no matter what somebody is very passionate about, or has an extreme affection toward the subject. The person should have the ability to build off of his/ hers' failure's and improve and take it as a learning opportunity instead of just tucking their head in the shade of defeat. This shows up in the article, "The Secret to raising smart kids," written by Carol S. Dweck which breaks down the two mindsets found in children, with numerous studies taken by professionals from pristine universities such as Stanford University as well as Columbia University. The article explains the importance in developing a student with a growth-mindset and
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Just like Lisa Blackwell (Stanford) as well as Kali H. Trenski (Columbia); studied 373 students with the two mindsets and came with this analysis of a bad grade being dealt with by a student with a fixed-mindset which stated, "Attributing a bad grade due to their own lack of ability, those with a fixed mindset said that they would study less in the future, try never to take that subject again, and consider cheating on future tests." In other words, this is stating that individuals with a fixed-mindset would attribute their failures and success due to their lack of ability, and instead of the particular student wanting to take on the challenge head on; the student would take a short-cut and make sure they pass instead of wanting to learn the ciriculum. Also found in the study performed by Blackwell (Stanford) and Trenski (Columbia) they declare, "They avoid challenges because challenge make mistakes more likely and looking smart less so." As a result of the student looking less intelligent, they grew up with a fixed-mindset and that puts in their head that if they don't achieve that they aren't good enough at the subject or task at hand and would point them that they should not even try to give that subject a go. It is really stating that …show more content…
The definition of the mindset is stated by Dweck, "Encourages a focus on effort rather than intelligence or talent." This will be elaborated on by examples and studies from Columbia and Stanford faculty. In the study conducted by Lisa Blackwell (Stanford) and Kali H. Tresnki (Columbia) they look at the students and here is what they said about the students with the Growth mindset, "The students with a growth mindset felt that learning was more important goal in school than getting good grades." As a result of the growth-mindset this relates to how if you focus on learning the material by studying, memorizing, and proving that you have learned the material, and by doing that the grade will come out to how they wanted it to be. In a study done by Heidi Grant also from Columbia conducted a 2003 study of 128 students in a more difficult Chemistry course and saw a difference between students and said, " Although all the students cared about grades, the ones who earned the best grades were those who placed a high premium on learning rather than showing that they were smart in Chemistry." This connects back to why it is important to have a growth-mindset, by placing the value of learning instead of grades and cheating, this proved to help out the students who instead put the value of learning higher than the value of the grade. Backed by a study from 2007 ran by none
Just like Lisa Blackwell (Stanford) as well as Kali H. Trenski (Columbia); studied 373 students with the two mindsets and came with this analysis of a bad grade being dealt with by a student with a fixed-mindset which stated, "Attributing a bad grade due to their own lack of ability, those with a fixed mindset said that they would study less in the future, try never to take that subject again, and consider cheating on future tests." In other words, this is stating that individuals with a fixed-mindset would attribute their failures and success due to their lack of ability, and instead of the particular student wanting to take on the challenge head on; the student would take a short-cut and make sure they pass instead of wanting to learn the ciriculum. Also found in the study performed by Blackwell (Stanford) and Trenski (Columbia) they declare, "They avoid challenges because challenge make mistakes more likely and looking smart less so." As a result of the student looking less intelligent, they grew up with a fixed-mindset and that puts in their head that if they don't achieve that they aren't good enough at the subject or task at hand and would point them that they should not even try to give that subject a go. It is really stating that …show more content…
The definition of the mindset is stated by Dweck, "Encourages a focus on effort rather than intelligence or talent." This will be elaborated on by examples and studies from Columbia and Stanford faculty. In the study conducted by Lisa Blackwell (Stanford) and Kali H. Tresnki (Columbia) they look at the students and here is what they said about the students with the Growth mindset, "The students with a growth mindset felt that learning was more important goal in school than getting good grades." As a result of the growth-mindset this relates to how if you focus on learning the material by studying, memorizing, and proving that you have learned the material, and by doing that the grade will come out to how they wanted it to be. In a study done by Heidi Grant also from Columbia conducted a 2003 study of 128 students in a more difficult Chemistry course and saw a difference between students and said, " Although all the students cared about grades, the ones who earned the best grades were those who placed a high premium on learning rather than showing that they were smart in Chemistry." This connects back to why it is important to have a growth-mindset, by placing the value of learning instead of grades and cheating, this proved to help out the students who instead put the value of learning higher than the value of the grade. Backed by a study from 2007 ran by none