Homework Resources_02.docx - Brigham Young University Idaho...

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Brigham Young University — Idaho Bio 180 Lab Lab 2: CREATE: Growth Mindset II Homework Reading Assignment The following Excerpts have been taken from: Cutts, Quintin, et al. “Manipulating mindset to positively influence introductory programming performance.” Proceedings of the 41 st ACM technical symposium on Computer science education. ACM, 2010. 1. INTRODUCTION Some learners behave as though they believe that ability is a fixed commodity and once it has been shown that they cannot do something then they should give up. Dweck has shown that a learner's mindset towards ability levels has a crucial effect on their learning [ 5]. She identifies two categories of learners, one consisting of those with a fixed mindset (the students described above) and the other, those with a growth mindset, who act as if persistent effort and attention to data gleaned from failures will lead to the desired learning. Dweck’s work on mindsets highlights a number of ramifications for learning. Each mindset is supported by a motivational framework guiding future thinking and behavior [3]. Those with a fixed mindset tend to be interested only in performance goals – they feel a need to be seen to be achieving well at all times, since this broadcasts their ability to the world . Those with a growth mindset adopt learning goals. They are classical deep learners who sacrifice looking good in the eyes of others in order to learn and understand a topic. Those endorsing a growth mindset continue to enjoy learning even after failures and setbacks, compared to those holding a fixed view of their ability [4]. Those with a fixed mindset tend to disregard formative feedback , since the very idea goes against their belief of ability being essentially fixed; someone with a growth mindset will use all the data available in order to help them learn [9]. Negative feedback of any kind is likely to lead the fixed mindset learner to give up, to display a helpless response, or to avoid, because it represents an insurmountable barrier to further progress. Beliefs about effort differ too (e.g, [11]). Those with a fixed mindset believe that if someone has to put effort in then this demonstrates that they do not have what it takes; they lack the ability. Those with a growth mindset view effort as a necessary part of the learning process, and essential for future understanding and success. Copyright notice: Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee.
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Brigham Young University — Idaho Bio 180 Lab Learning to program at university can easily induce a fixed mindset. There are many ways in which a student can get stuck: they do not understand a programming task they
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