Week #4
Learning Objectives
At the end of the workshop, participants will be able to:
A. Explain the role of genes and the environment on intellectual abilities.
B. List two environment factors that may affect intelligence levels.
C. Define growth mindset.
D. Explain performance outcomes of fixed mindset and a growth mindset
E. Provide an example of deliberate practice.
A. Explain the role of genes and the environment on intellectual abilities.
B. List two environment factors that may affect intelligence levels.
C. Define growth mindset.
D. Explain performance outcomes of fixed mindset and a growth mindset
E. Provide an example of deliberate practice.
Weekly Content Summaries
Chapter 7
![Men playing chess](/uploads/5/9/5/6/59564357/2441181.jpg?439)
Many people believe our births determine our intellectual abilities and thus we cannot change them. However, research has proved otherwise (Brown, Roediger, & McDaniel, 2014). Genes play a small part in IQ levels with the environment takes on a larger role. Environmental factors include our nutrition (e.g., certain fatty acids, iron, and B complex vitamins but more validation is needed), socioeconomic statue (e.g., children from affluent families tend to test higher on IQs than children from impoverished families due to greater resources and education), and options for learning have expanded over the years (Brown et al., 2014). Since there are environmental influences on IQ, researchers have explored what interventions can be done to help increase IQ levels. Empirical evidence does support this notion. For example, enrolling children from poor backgrounds in early education programs raised their IQ four points and reading to a child who is four or younger helps as well (Brown et al., 2014). Nisbett (cited in Brown et al., 2014) offers additional suggestions of three specific environmental “multipliers” that can increase intelligence levels. The first is growth mindset, a belief that intelligence is largely under our own control. Therefore, if we believe we can increase our intellectual abilities we will seek out ways and accomplish this (Dweck, 2006). However, our growth mindset is influenced by how we view failure, our goal orientation (learning or performance), and our resilience levels. Dweck and her colleagues (as cited in Brown et al., 2014) believe that discipline, grit, and a growth mindset play a larger part than IQ to strive for greater success and learning. A second factor is deliberate practice. This is practice that is goal-directed and repetitive so you can reach beyond current level of performance to a mastery level. This can lead to expertise in one specific area (e.g., chess music, sports). A third is memory cues, or mnemonic devices, such as the use of memory palace. Such devices can take many forms and help in the storage of vast amounts of information. They also help to establish cues from better recall.
The bottom line is we know the retrieval process is critical in long-term retention and learning but there are various techniques and tools that can help with retrieval and in doing so increase our abilities to recall and store information (Brown et al., 2014).
Chapter 8
There are many ways to make long-term retention of learning more effective. Most of these suggestions support and build retrieval practices. The implementation of these strategies will vary based on the audience. There are specific recommendations for students, educators, life-long learners, and trainers. I would direct anyone to this chapter for more specific details for any or all of the groups mentioned.
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Video: Student Assessment
![Happiness](/uploads/5/9/5/6/59564357/2513571_orig.png)
This video looked at happiness in regards to whether or not we have a fixed mindset (IQ is limited) or a growth mindset (IQ changed be developed). Empirical evidence (e.g., Blackwell, Trzesniewski, & Dweck, 2007) showed support that having a growth mindset or receiving training is this area could increase the performance of students and thus lead to happiness. In addition, such training could actually reduce aggression within students as well as highly politically charged areas (e.g., Israel & Palestine) (Dweck, 2013). The development of such mindsets was explained through the use of praise.
Connection to Field and/or Discipline
Human Resource Management
![Male mentor meeting with his male mentee](/uploads/5/9/5/6/59564357/5878409.jpg?417)
In the field of Human Resource Management, one function that HR oversees is employee development. One popular way to develop employees is through mentoring. A mentor can influence the mindset of the mentee simply by the way they offer praise. If a mentor is always praising their mentees for their intelligence, this type of praise will contribute to a fixed mindset. Such a mindset will often lead to disengagement when faced with difficulty in a situation. The mentee will feel dumb and helpless. If a mentor is praising the mentee’s hard work, this type of praise of pay will led to a growth mindset. Such a mindset will led to engagement when difficult times are faced. Mentors should be exposed to the fixed mindset and growth mindset and training in techniques to encourage a growth mindset in their mentees. In addition, HR may want to measure the mindset of potential mentors. Most organizations would want mentors that are promoting practices of a growth mind nature and are extending these practices to their mentees. If a fixed mindset mentor is assigned a mentee, this relationship may actually stunt or even harm the future potential of the mentee. HR really needs to look into adding training and workshops on growth mindset into their training offerings.
My Personal Experiences
![Female mentor working with female mentee](/uploads/5/9/5/6/59564357/2492180.jpg?349)
I have had a mentor in my life since graduate school. My mentor is a true believer in the growth mindset. She always frames her praise for myself and others in the process approach, emphasizing the hard work, effort, and strategy. In addition, if errors or mistakes arise she always dissects the approach to identify and discuss the shortcomings that led to the undesired outcomes as well as changes to be made for the next time. Praise or discussion about errors are never set in IQ but in effort and hard work. The growth mindset has propelled me to take on projects and opportunities that I may not have in the past. A growth mindset makes me feel more engaged in learning and trying new things. Failure is always an option but the learning opportunity and the opportunity to do better in the future is always greater than any thought of failure. This growth mindset approach has probably been one factor that led me to receive an MBA and complete my Ph.D.
Suggestions for Implementation
![Post it notes with mnemonics](/uploads/5/9/5/6/59564357/6451216_orig.jpg)
Educators should develop within themselves a growth mindset. We must start here first if we are to have any impact on our students. Educators could do readings, watch videos, or attend a workshop on this subject area. The next suggestion would be to promote the growth mindset to their students. Students need to learn that their intellectual abilities can be changed and improved. We could incorporate such readings, videos, or training in our classes.
The second suggestion would be that students understand that they must be able to deal with barriers in life, work, or school. In addition, they should be given formal training or informal guidance on developing healthy coping skills. This of course should be coupled with the growth mindset so they do not disengaged when adversity strikes. They need to learn to press on and persist.
A third suggestion would be to explore the use of mnemonic devices for ourselves and our students. Educators could take a workshop or training in this subject area and share these techniques with their students. This could really aid in more effective retrieval practices, better exams performance, and better time management with less time being wasted on non-productive activities (i.e., rereading the text).
The second suggestion would be that students understand that they must be able to deal with barriers in life, work, or school. In addition, they should be given formal training or informal guidance on developing healthy coping skills. This of course should be coupled with the growth mindset so they do not disengaged when adversity strikes. They need to learn to press on and persist.
A third suggestion would be to explore the use of mnemonic devices for ourselves and our students. Educators could take a workshop or training in this subject area and share these techniques with their students. This could really aid in more effective retrieval practices, better exams performance, and better time management with less time being wasted on non-productive activities (i.e., rereading the text).
Formative Assessment
Learn
For this week's formative assessment, you will complete the test below. Good luck!
References
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263.
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.
Dweck, C. (2013). Mindset: The new psychology of Success. Presentation at Happiness & Its Cause, Melbourne, Australia. Retrieve from https://www.youtube.com/watch?v=QGvR_0mNpWM
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.
Dweck, C. (2013). Mindset: The new psychology of Success. Presentation at Happiness & Its Cause, Melbourne, Australia. Retrieve from https://www.youtube.com/watch?v=QGvR_0mNpWM