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Educational Self-Analysis
How I relate to “brainology” from Carol Dweck. My educational experience has been kindergarten-fifth grade in Terra Bella Elementary School. Sixth-eighth grade in Carl Smith Middle School. Ninth-twelve grade in Porterville High School. There was times where I enjoyed going to school, but then I had no interest. I had difficulty learning about a subject most of the time, but what I did was ask a teacher for help. In “brainology” Dweck talks about the two different mindsets that there is fixed and growth mindset (Dweck 1). I’ve experienced a growth mindset during my educational experience.
My motivation stem comes from what I learned throughout the years. Also from making mistakes and understanding the concepts better.
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I failed a couple of times but that didn’t stop me from progressing. In “brainology” many people with fixed mindsets didn’t overcome their challenges they seemed to just stop trying (1). I wasn’t one of those people. I actually tried my hardest to overcome them. “Brainology” refers to having a fixed and growth mindset, which I believe I have a growth mindset since I would always be asking for help and trying to figure out what the subject was about (1). My motivation grew as my school years went by I was really impressed m hard work was paying off. My teachers and my parents have advanced my motivation by talking to me.
My teachers have talked to me about failure, that it’s fine to fail and not to be afraid. In one of “Dwecks” paragraphs it mentions that when students would fail they would stop trying (4). Everyone in life makes mistakes, those who make mistakes learn from them and make them better. Those who don’t learn from their mistakes won’t know anything besides making mistakes after mistakes. My teachers weren’t the only ones who advanced my motivation but also my parents. My parents where always on me they would send me to school made sure I would finish my homework and never gave up on me as much as difficult as it got. That no matter how challenging things get you have to overtake your obstacles. Don’t let your setbacks over take you, once you’ve let that happen you’ll stop pushing yourself forward. Don’t give up on the mistake you make work harder to get it better next time. “Brainology” mentions that intelligence comes from potential that its release throughout your learning experience …show more content…
(1). My parents hinder my motivation by talking to me giving me examples of other people who have struggled, and also conquered their dreams.
Pushing me forward, and not letting me fall behind. Also by seeing where they work makes me want to have a better job. I know for a fact it that it won’t be easy. No matter how difficult it gets I’m going to push myself and achieve my goals.
My strength as a learner is to study and learn new things. Ask questions when I don’t understand something. My weaknesses are that at times I get lazy or that what I’m learning tempts to be boring and makes me have no interest. Also my other weakness is that when I have to answer a question I get shy even though I know the answer. I would shut down completely. What I’m noticing is that now my strength is taking over my weakness. I’m not afraid to say an answer weather of knowing it could be wrong or correct. It’s better to give it a try instead of not even saying a
word. I will build my strength by pushing myself and not fall behind on my homework, study more and have an understanding of things better. I will address to my weaknesses by overcoming them by not getting lazy as much work as I have. No matter how boring it is still face to get it over with, by trying over and over again until I’m satisfied. I do have a growth mindset which, I enjoy learning each day about different subjects. Don’t let your weaknesses take over you, it won’t do you any good think about all those obstacles you would have to face.
After reading Failure is Not an Option by Nathan Wallace, we ponder whether failure is beneficial or not. However, after reading the passage, we stumble upon a quote where Wallace says “Failure is always an option. Failure can lead to great learning and progress when a specific failure is analyzed through the lens of a growth mindset.”
It was not until I read Carol S. Dweck’s “Brainology” that I realized I had a fixed mindset. I care more about getting a 4.0 than actually understanding what I am being taught and I also hate struggling. These habits are part of having a fixed mindset. It was after reading this article that I discovered I could change my mindset and be successful. Having a fixed mindset means that you believe that you and others only have a certain amount of intelligence. A growth mindset on the other hand, is believing that everyone has the ability to reach a higher level of intelligence through effort and hardwork.
Both were given a workshop with skills on how to study, but one was also given lessons on what a growth mindset was and how to develop one. The group given the lessons on growth mindset was extremely fascinated by the thought that they could control how much knowledge they were capable of learning. Overall, the growth mindset group excelled while the control group continued to not do so well. After receiving these results, Dweck was so inspired that she developed a growth mindset computer program called “Brainology,” that would be available to students all around the world. Dweck concluded that it’s extremely important to teach students that it takes hard work to achieve
We were not born with the ability to do everything and we must allow ourselves to take our lessons as we go and learn from them. In my life there are many things that I have learned, whether it be from the trial and error of working on vehicles to me submitting an uncited English paper. We are taught from the moment we are born what failure is, we are asked to do things as simple as to say a word and we are told that is not correct. Even though that example is in the context of teaching, we still are being taught what it feels like to be told we are doing something wrong. Failure is something that we become so familiar with it becomes a natural view, seeing someone attempt to throw paper in the trash and they miss; fail or a failure as big as Chernobyl and everything in between, we are immediately taught to look down on what falls into the category of
In Carol Dweck’s “Brainology” the article explains how our brain is always being altered by our experiences and knowledge during our lifespan. For this Dweck conducted a research in what students believe about their own brain and their thoughts in their intelligence. They were questioned, if intelligence was something fixed or if it could grow and change; and how this affected their motivation, learning, and academic achievements. The response to it came with different points of views, beliefs, or mindset in which created different behavior and learning tendencies. These two mindsets are call fixed and growth mindsets. In a fixed mindset, the individual believes that intelligence is something already obtain and that is it. They worry if they
As far as I could remember I was never really any good at school. I couldn’t concentrate on things for no more than 5 minutes at a time I would either get discouraged or find it too easy and just give up. An author by the name of Carol Dweck wrote an article called “Brainology” in it Dweck describes that there are two types of mindsets fixed and growth. Those who are afraid to fail so they never try anything new are ones with a fixed mindset and the growth mindset are those who are not afraid to fail and find a new challenge an opportunity to learn something new. I guess you can say that I had a bit of a fixed mindset growing up I was always too scared to look stupid that I didn’t want to fail because I didn’t want to disappoint my siblings
A growth mindset is the belief that you can learn anything you want without a limit. You will not give up and face any challenge in life until you overcome it. A fixed mindset is the belief that you can learn till you reach a certain point. Also, that you will not succeed in life and as soon as you come across a tough challenge you will let it bring you down and won’t ever get back up or face that challenge. Since reading “Brainology” by Carol Dweck, I discovered that I have a growth mindset and fragments of a fixed mindset my whole life.
Up until the 1960’s, it was believed that people were either born with or without intelligence. UC Berkeley professor Mark Rosenzweig, performed a series of experiments with rats demonstrating how environment influenced rat behavior. His findings changed society’s outlook of inherited intelligence. Rosenzweig's results presented the idea that all youth have the capability to succeed, although it depends on how the individual develops their own attitude or belief toward their personal intelligence. Carol Dweck, a psychologist from Stanford University interpreted Rosenzweig's experimental results and separated the issue into two outlooks of personal intelligence. “Some students start thinking of their intelligence as something fixed, as carved in stone” (Michelle Trudeau). Dweck perceived this as a fixed mindset of intelligence. “Others think intelligence is something you can develop your whole life” (Student’s View of Intelligence). She calls this the growth mindset of intelligence. Dweck wondered if a child’s belief about their own intelligence could contribute to their academic success. She conducted an experiment analyzing the correlation of these elements in 373 seventh grade students who struggled in math. The students were randomly assigned to attend a workshop. One seminar taught how to study well, while the other educated students on the expanding nature of intelligence of the brain. The second group discovered that “the brain actually formed new connections every time they learned something new, and that over time, made the individual smarter" (Student’s View of Intelligence). Those who attended the neuroscience seminar and believed that they could grow and advance in their cognitive development, saw a steady increase in academic performance by the end of the semester. They received better overall grades than the other group
In the article, Dweck discovers how students’ mindsets affect their education and their achievements. Students who believed that their intelligence can expand (known as growth mindset) do better academically than children who believe the opposite (known as fixed mindset). Dweck then claims, “... we found that having children focus on the process that leads to learning (like hard work or trying new strategies) could foster a growth mindset and its benefits.” Teachers can apply this to their teachings, and further push their students in reaching higher goals.
I learned that I am motivated in college by extrinsic goals, such as my family and friends. My second highest motivator would be task value. This is actually true for me. If I find a topic more interesting and understand it better and want to annex whatever it is I have assigned. I am extremely motivated by my performance.
The novel, Mindset, by Carol Dweck, demonstrates how influential a change in mindset can be. By examining numerous circumstances that lead individuals towards success or failure, Dweck sees the different mindsets from those who encounter success or failure. Her research shows that people with the growth mindset realize that their intelligence can be developed while people with the fixed mindset believe that their intelligence is stagnant. She stresses the importance of having a growth mindset by addressing her argument from different standpoints and comparing it to the fixed mindset.
On the other hand, there are mastery-oriented children. These children believe that intelligence is flexible, and can be learned through education and hard work, thus having a “growth mind-set.” They enjoy challenges, as they pose an opportunity to learn. Dweck hypothesized that students with a growth mind-set were more likely to have better success in academics, and out compete the fixed-mind set
One of the world’s leading researchers in the field of motivation, Carol Dweck, might have come up with the answer to what motivates young minds. “Brainology” suggests that there are two types of mindsets, a fixed mindset and a growth mindset. She conducts many tests around the country and comes up with the same results. Having a growth mindset and realizing that intelligence can be developed is better than having a fixed one where a child thinks they are born with intelligence. After reading this paper, you should have a better understanding of Dweck’s research, the different mindsets, and be able to form an opinion on which one you agree with.
The article "Brainology," by Carlos S. Dweck, examines and explains how the mindsets of students affect their inclination to learn. The challenges students face have the ability to cause a sense of fear establishing a hesitation to move forward. Some students believe that there is always room for improvements through facing knowledgeable challenges with optimism. Dweck conceives this to be a "growth-oriented" student. Growth-oriented students approach difficult tasks with the desire and willingness to learn. On the other hand, students who perceive that knowledge on a subject should come naturally with no extra effort being exerted, are distinguished as “fixed mindset” students.Fixed mindset students tend to focus on
The growth mindset, the understanding of intelligence and abilities as qualities individuals can develop, has been shown over and over to have powerful ramifications on students’ motivation and their learning and personal success. Through the research conducted by Dweck and her colleagues, the language surrounding education and intelligence has changed. It is understood that intuitive or natural ability does not translate into success; however, hard work is the major contributor to long-term success. In other words, a brain can be taught and can