Theory 2 mindset expertise

Summer Graduate Teaching Scholars

May 2, 2013

Theory 2: Mindsets, Expertise

Vocabulary Check: Mindsets [1]

The helpless [children]

believe that intelligence is

a fixed trait: you have

only a certain amount,

and that’s that. I call this

a ‘fixed mind-set.’

The mastery-oriented

children think intelligence

is malleable and can be

developed through

education and hard work.

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SGTS Theory Stream - collegeclassroom.ucsd.edu

Fixed, Entity,

Performance-oriented

Growth, Malleable,

Incremental,

Mastery- oriented


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Graphic by Nigel Holmes [2]


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Agency “Human agency is the capacity for human beings to make

choices. It is normally contrasted to natural forces, which are

causes involving only unthinking deterministic processes.” Wikipedia en.wikipedia.org/wiki/Agency_(philosophy)

We’ve all been there… 10

You’ve written posts on the course blog about times

when you encountered fixed mindsets.

When have you encountered a growth mindset, in

yourself or someone you know?

2-minute Think, Pair, Share


Fixed vs. growth mindset influences…


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…how we react to feedback:

…our motivation to engage

fixed mindset growth mindset

praise

criticism

? ?

? ?

Expertise Development 12


Wayne

Gre

tzy (Im

age: W

ikim

ed

ia C

om

mons

CC

)

10,000 hours 4 hours/day deliberate practice

Ga

ry K

asp

aro

v (Im

age: W

ikim

ed

ia C

om

mons

CC

)

Vladimir Horowitz

(Image: Wikimedia Commons CC)

“If I don't practice for a

day, I know it. If I don't

practice for two days, my

wife knows it. If I don't

practice for three days, the

world knows it.”

Clicker question

With 10,000 hours of deliberate practice, a 5-ft tall

man can be a basketball star in the NBA.

A) true

B) false

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Clicker question

With 10,000 hours of deliberate practice, a 5-ft tall man can be a basketball star in the NBA.

A) totally true – I’m so sure about this, I could stand up in class and convince everyone

B) maybe true – I think it’s true but I’m not exactly sure why

C) maybe false – I think it’s false but I’m not exactly sure why

D) absolutely false – I’m so sure about this, I could stand up in class and convince everyone

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Certainly some important traits are partly inherited, such

as physical size and particular measures of intelligence,

but those influence what a person doesn’t do more than

what he does; a five-footer will never be an NFL lineman,

and a seven-footer will never be an Olympic gymnast.

Geoffrey Colvin [1]

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Also, see collegeclassroom.ucsd.edu/2013/01/geoff-colvin-on-expertise/

http://collegeclassroom.ucsd.edu/2013/01/geoff-colvin-on-expertise/









Tip Sheet: Perfect Practice [3]

Approach each critical task with an explicit

goal of getting much better at it.

As you do the task, focus on what’s happening and

why you’re doing it the way your are.

After the task, get feedback on your performance from

multiple sources. Make changes in your behavior as necessary.

Continually build mental models of your situation –

your industry, your company, your career. Enlarge the

models to encompass more factors.

Do these steps regularly, not sporadically. Occasional

practice does not work

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1

2

3

4

5













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1’s

2’s

3’s

4’s

5’s


In your field, in which you’re becoming an expert, describe the

component of deliberate practice matching your group’s number.

What do experts in your discipline do?


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this

Development of Mastery [4] 19

conscious

unconscious

incompetent competent

collegeclassroom.ucsd.edu #tccucsd

Level of Expertise

Beha

vior




Level of Expertise


conscious

unconscious

adikko.deviantart.com


Beha

vior


conscious

unconscious



Level of Expertise

Beha

vior


conscious

unconscious


1


Level of Expertise

Beha

vior


conscious

unconscious


1

2


Level of Expertise

Beha

vior


conscious

unconscious


1

2 3


Level of Expertise

Beha

vior


conscious

unconscious


1

2 3

4


Level of Expertise

Beha

vior


conscious

unconscious


1

2 3

4


Level of Expertise

Beha

vior

Why Students Don’t Understand

Your Lectures

Expert brains differ from novice brains because novices:

lack rich, networked connections, cannot make

inferences, cannot reliably retrieve information

have preconceptions that distract or confuse

lack automization, resulting in cognitive overload

See “Why should I use peer instruction in my class?” [5]

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An Example:

The House You Grew Up In


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Constructivism says of course it’s hard for the professor

to say it so you can understand it because

he has different pre-existing knowledge












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1’s

2’s

3’s

4’s

5’s


The next time you teach a course, what will you do to get your

students to do these things?

Deliberate Practice Findings: for you

Reach for objectives JUST beyond where you are:

Work on incrementally harder problems.

Try variations on ones from class, homework, quizzes.

Practice consistently (every day)

And practice a LOT

Get FEEDBACK on your practice

Or at least self-analyze “continuously observing results, making

appropriate adjustments” [1]

What to practice?

Maybe harder, but exam questions (if they are understandable)

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Deliberate Practice Findings: for you

Reach for objectives JUST beyond where you are:

Work on incrementally harder problems.

Try variations on ones from class, homework, quizzes.

Practice consistently (every day)

And practice a LOT

Get FEEDBACK on your practice

Or at least self-analyze “continuously observing results, making

appropriate adjustments”

What to practice?

Maybe harder, but exam questions (if they are understandable)

Set

Give

help them to

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your students

Mindset for you and your students


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You

must foster

a growth mindset

in your students.

Department-wide email from ,

faculty member in Department of


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"Our discussions on undergraduate education seem to focus mostly on where we want students to be and how to teach to get them there. In my view, this ignores an important dimension, namely the raw intellectual quality of a student and the fact that this varies hugely across our student body. This creates intrinsic limitations.

“Our discussions seem to assume that we can, in principle, teach all students all things, if we have the right methods. In my view, every student has an inherent intellectual range, and the best we can do is push them to the top of this range. This range varies enormously from student to student. Some students will never understand the difference between an existential and universal quantifier and there isn't anything to do about it.

“If the goal of education is to enable each student to realize their potential, we need to appreciate the vast differences in these potentials."

Mindset for you and your students


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You must have a growth

mindset about your students’

ability to learn.

You

must foster

a growth mindset

in your students.

Theory 3 -

Learning outcomes and assessment


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Watch your email and

collegeclassroom.ucsd.edu

for pre-session tasks.

References


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1. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American,

18, 6, 36-43.

2. Nigel Holmes http://nigelholmes.com/home.htm

3. Colvin, G. (2006, October 19). What it takes to be great. Fortune, 88-

96. Available at

money.cnn.com/magazines/fortune/fortune_archive/2006/10/30/8391

794/index.htm

4. Sprague, J., & Stuart, D. (2000). The speaker’s handbook. Fort Worth, TX:

Harcourt College Publishers.

5. http://www.peternewbury.org/2011/06/why-should-i-use-peer-

instruction-in-my-class/

http://nigelholmes.com/home.htm

http://nigelholmes.com/home.htm

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Theory 2 mindset expertise