Challenging Mindset

Why a Growth Mindset Makes a Difference in Learning – and What to Do When It Doesn’t
James A. Nottingham
Bosse Larsson
Corwin Teaching Essentials
Challenging Mindset
June 2018 | 224 pages | Corwin
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ISBN: 9781506376615
Available from January 0001
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ISBN: 9781506376622
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"James Nottingham and Bosse Larsson offer an important and useful new addition to the ongoing conversation about mindset first introduced by Carol Dweck. Too often, theories such as mindset get reduced down to the simplest dichotomies and ideologies. Here, Nottingham and Larsson challenge our own mindset about the very idea of mindset theory itself, showing us what is possible if we really understand the theory and use it to challenge ourselves and our students."

Jim Burke, 
Teacher, Burlingame High School, and Author, Common Core Companion Series

This book answers key questions about Carol Dweck’s theory of Mindset – What is a ‘growth mindset’ and what difference can it make? Why are growth mindset interventions not working in schools (yet) and what can be done to change this? What is a ‘failure mindset’ and why is it more influential than an adult’s fixed or growth mindset?

Drawing on their experiences of presenting alongside Carol Dweck on many occasions, James Nottingham and Bosse Larsson tackle head-on these questions with research-backed clarity, and share proven strategies for mindset success. Mindset doesn’t matter when things are easy; it is only when faced with challenges that working from a growth mindset influences learning.

 

Highlights of the book include:

  • Comments and insights from Carol Dweck to enhance your understanding of her important work
  • A detailed and nuanced examination of how mindset works and what you can do to make it more effective for your students
  • An exploration of the relationship between mindset and grades
  • Strategies to encourage a growth mindset during moments of challenge
  • Comprehensive lesson ideas for teaching students about mindset
  • Why praising ‘effort’ can be powerful but also problematic, with an identification of what type of praise is best
  • Examples of how to make the most of mindset theory and practice

Everyone has a mindset that shapes their personality, motivation and development. This book shows you how to create the right conditions for a growth mindset to flourish in your classroom, your school, your staff and your students.

 

 

Contents

List of Figures

List of Figures

The Challenging Learning Story

The Challenging Learning Story

Preface

Preface

Acknowledgements

Acknowledgements

About the Authors

About the Authors

PART I WHAT IS MINDSET?

  • Chapter 1: A Tale of Two Mindsets
  • 1.0. Definition of Mindset
  • 1.1. A Comparison of Fixed and Growth Mindsets
  • 1.2. What Difference Does Mindset Make?
  • 1.3. Mindset Is Not Black and White
  • 1.4. Mueller and Dweck Results
  • 1.5. We Are All a Mix of Mindsets
  • 1.6. A Fixed Mindset Might Be More Common Than We Care to Admit

PART II WHAT IS THE IMPACT OF MINDSET?

  • Chapter 2: Growth Mindset Implementation Is Not There (Yet)
  • 2.0. Growth Mindset Effect Size
  • 2.1. Reduced Efficacy 1: Third-hand Knowledge
  • 2.2. Reduced Efficacy 2: Mindset Is Made to Sound Too Easy
  • 2.3. Reduced Efficacy 3: Too Much Performance-Focus, Not Enough Time
  • 2.4. Reduced Efficacy 4: Influences Are Complex
  • 2.5. Reduced Efficacy 5: Mindset Affects Qualities Other Than Achievement
  • 2.6. What Are the Criticisms of Growth Mindset?
  • Chapter 3: When Does Mindset Work Best?
  • 3.0. Goals, Strategies and Expectations
  • 3.1. Mindset Works Best When Goals Are Learning-Orientated
  • 3.2. Mindset Works Best When There Is Challenge
  • 3.3. Mindset Works Best When There Is a Chicken and an Egg!
  • 3.4. Mindset for Lifelong Learning
  • 3.5. Mindset Without Shame

PART III HOW DOES MINDSET INTERACT WITH EDUCATION?

  • Chapter 4: Mindset in Education
  • 4.0. Introducing Alisha and Zack
  • 4.1. Alisha and Zack’s Backgrounds
  • 4.2. Alisha and Zack Start School
  • 4.3. Alisha and Zack Meet Their Teachers
  • 4.4. Alisha and Zack Discover Their Talents

PART IV WHAT IS YOUR CURRENT REALITY?

  • Chapter 5: Do You Have a Growth Mindset Culture?
  • 5.0. What Are We Aiming to Achieve?
  • 5.1. How Much Progress Have We Made So Far?
  • 5.2. Collecting Your Evidence
  • 5.3. What Next?

PART V HOW CAN YOU BUILD A GROWTH MINDSET?

  • Chapter 6: Privilege Progress
  • 6.0. The Origins of Intelligence Testing
  • 6.1. Administering Tests the Growth Mindset Way
  • 6.2. Draw Attention to Progress
  • 6.3. Progress–Achievement Quadrants
  • 6.4. Different Forms of Progress
  • 6.5. Your Students Are Already Making Progress
  • Chapter 7: Use the Power of Yet
  • 7.0. The Power of Yet
  • 7.1. The Power of Yetis
  • Chapter 8: Choose Challenge
  • 8.0. Mindset Matters Most When There Is Challenge
  • 8.1. When Students Pick the Easier Path
  • 8.2. Encouraging Students to Choose the Challenging Path
  • 8.3. Mindset Through the Learning Pit
  • Chapter 9: Be Careful with Praise
  • 9.0. Different Types of Praise
  • 9.1. To Praise or Not to Praise?
  • 9.2. Praise and Cheating
  • 9.3. Praise and Self-Efficacy
  • 9.4. Praise, Rewards and Mindset
  • 9.5. When to Praise
  • 9.6. Praise in Practice
  • Chapter 10: Flopped Learning
  • 10.0. Flops Lead to Enhanced Learning
  • 10.1. Flopped Products
  • 10.2. Flopped Feedback
  • 10.3. Flopped Parents
  • 10.4. Effort Is Not Enough
  • 10.5. Resilience and Grit
  • 10.6. Flopped Previews
  • 10.7. Flopped Leading

PART VI WHAT NEXT?

  • Chapter 11: Growth Mindset Lessons
  • 11.0. Learning Challenge Lessons
  • 11.1. How Much Can Emily Influence Her Future?
  • 11.2. Was Usain Bolt Born to Be an Olympic Champion?
  • 11.3. Is Challenge Interesting?

References

References

Index

Index

Description

"James Nottingham and Bosse Larsson offer an important and useful new addition to the ongoing conversation about mindset first introduced by Carol Dweck. Too often, theories such as mindset get reduced down to the simplest dichotomies and ideologies. Here, Nottingham and Larsson challenge our own mindset about the very idea of mindset theory itself, showing us what is possible if we really understand the theory and use it to challenge ourselves and our students."

Jim Burke, 
Teacher, Burlingame High School, and Author, Common Core Companion Series

This book answers key questions about Carol Dweck’s theory of Mindset – What is a ‘growth mindset’ and what difference can it make? Why are growth mindset interventions not working in schools (yet) and what can be done to change this? What is a ‘failure mindset’ and why is it more influential than an adult’s fixed or growth mindset?

Drawing on their experiences of presenting alongside Carol Dweck on many occasions, James Nottingham and Bosse Larsson tackle head-on these questions with research-backed clarity, and share proven strategies for mindset success. Mindset doesn’t matter when things are easy; it is only when faced with challenges that working from a growth mindset influences learning.

 

Highlights of the book include:

  • Comments and insights from Carol Dweck to enhance your understanding of her important work
  • A detailed and nuanced examination of how mindset works and what you can do to make it more effective for your students
  • An exploration of the relationship between mindset and grades
  • Strategies to encourage a growth mindset during moments of challenge
  • Comprehensive lesson ideas for teaching students about mindset
  • Why praising ‘effort’ can be powerful but also problematic, with an identification of what type of praise is best
  • Examples of how to make the most of mindset theory and practice

Everyone has a mindset that shapes their personality, motivation and development. This book shows you how to create the right conditions for a growth mindset to flourish in your classroom, your school, your staff and your students.

 

 

Contents

List of Figures

List of Figures

The Challenging Learning Story

The Challenging Learning Story

Preface

Preface

Acknowledgements

Acknowledgements

About the Authors

About the Authors

PART I WHAT IS MINDSET?

  • Chapter 1: A Tale of Two Mindsets
  • 1.0. Definition of Mindset
  • 1.1. A Comparison of Fixed and Growth Mindsets
  • 1.2. What Difference Does Mindset Make?
  • 1.3. Mindset Is Not Black and White
  • 1.4. Mueller and Dweck Results
  • 1.5. We Are All a Mix of Mindsets
  • 1.6. A Fixed Mindset Might Be More Common Than We Care to Admit

PART II WHAT IS THE IMPACT OF MINDSET?

  • Chapter 2: Growth Mindset Implementation Is Not There (Yet)
  • 2.0. Growth Mindset Effect Size
  • 2.1. Reduced Efficacy 1: Third-hand Knowledge
  • 2.2. Reduced Efficacy 2: Mindset Is Made to Sound Too Easy
  • 2.3. Reduced Efficacy 3: Too Much Performance-Focus, Not Enough Time
  • 2.4. Reduced Efficacy 4: Influences Are Complex
  • 2.5. Reduced Efficacy 5: Mindset Affects Qualities Other Than Achievement
  • 2.6. What Are the Criticisms of Growth Mindset?
  • Chapter 3: When Does Mindset Work Best?
  • 3.0. Goals, Strategies and Expectations
  • 3.1. Mindset Works Best When Goals Are Learning-Orientated
  • 3.2. Mindset Works Best When There Is Challenge
  • 3.3. Mindset Works Best When There Is a Chicken and an Egg!
  • 3.4. Mindset for Lifelong Learning
  • 3.5. Mindset Without Shame

PART III HOW DOES MINDSET INTERACT WITH EDUCATION?

  • Chapter 4: Mindset in Education
  • 4.0. Introducing Alisha and Zack
  • 4.1. Alisha and Zack’s Backgrounds
  • 4.2. Alisha and Zack Start School
  • 4.3. Alisha and Zack Meet Their Teachers
  • 4.4. Alisha and Zack Discover Their Talents

PART IV WHAT IS YOUR CURRENT REALITY?

  • Chapter 5: Do You Have a Growth Mindset Culture?
  • 5.0. What Are We Aiming to Achieve?
  • 5.1. How Much Progress Have We Made So Far?
  • 5.2. Collecting Your Evidence
  • 5.3. What Next?

PART V HOW CAN YOU BUILD A GROWTH MINDSET?

  • Chapter 6: Privilege Progress
  • 6.0. The Origins of Intelligence Testing
  • 6.1. Administering Tests the Growth Mindset Way
  • 6.2. Draw Attention to Progress
  • 6.3. Progress–Achievement Quadrants
  • 6.4. Different Forms of Progress
  • 6.5. Your Students Are Already Making Progress
  • Chapter 7: Use the Power of Yet
  • 7.0. The Power of Yet
  • 7.1. The Power of Yetis
  • Chapter 8: Choose Challenge
  • 8.0. Mindset Matters Most When There Is Challenge
  • 8.1. When Students Pick the Easier Path
  • 8.2. Encouraging Students to Choose the Challenging Path
  • 8.3. Mindset Through the Learning Pit
  • Chapter 9: Be Careful with Praise
  • 9.0. Different Types of Praise
  • 9.1. To Praise or Not to Praise?
  • 9.2. Praise and Cheating
  • 9.3. Praise and Self-Efficacy
  • 9.4. Praise, Rewards and Mindset
  • 9.5. When to Praise
  • 9.6. Praise in Practice
  • Chapter 10: Flopped Learning
  • 10.0. Flops Lead to Enhanced Learning
  • 10.1. Flopped Products
  • 10.2. Flopped Feedback
  • 10.3. Flopped Parents
  • 10.4. Effort Is Not Enough
  • 10.5. Resilience and Grit
  • 10.6. Flopped Previews
  • 10.7. Flopped Leading

PART VI WHAT NEXT?

  • Chapter 11: Growth Mindset Lessons
  • 11.0. Learning Challenge Lessons
  • 11.1. How Much Can Emily Influence Her Future?
  • 11.2. Was Usain Bolt Born to Be an Olympic Champion?
  • 11.3. Is Challenge Interesting?

References

References

Index

Index

SAGE Publishing Logo

Challenging Mindset

Why a Growth Mindset Makes a Difference in Learning – and What to Do When It Doesn’t

James A. Nottingham , Bosse Larsson
Cancel Print

June 2018 | 224 pages | Corwin

Format Published Date ISBN Price
Paperback 27/02/2023 9781506376622 $40.95
Lifetime 27/02/2023 9781506376615 $37.00

"James Nottingham and Bosse Larsson offer an important and useful new addition to the ongoing conversation about mindset first introduced by Carol Dweck. Too often, theories such as mindset get reduced down to the simplest dichotomies and ideologies. Here, Nottingham and Larsson challenge our own mindset about the very idea of mindset theory itself, showing us what is possible if we really understand the theory and use it to challenge ourselves and our students."

Jim Burke, 
Teacher, Burlingame High School, and Author, Common Core Companion Series

This book answers key questions about Carol Dweck’s theory of Mindset – What is a ‘growth mindset’ and what difference can it make? Why are growth mindset interventions not working in schools (yet) and what can be done to change this? What is a ‘failure mindset’ and why is it more influential than an adult’s fixed or growth mindset?

Drawing on their experiences of presenting alongside Carol Dweck on many occasions, James Nottingham and Bosse Larsson tackle head-on these questions with research-backed clarity, and share proven strategies for mindset success. Mindset doesn’t matter when things are easy; it is only when faced with challenges that working from a growth mindset influences learning.

 

Highlights of the book include:

  • Comments and insights from Carol Dweck to enhance your understanding of her important work
  • A detailed and nuanced examination of how mindset works and what you can do to make it more effective for your students
  • An exploration of the relationship between mindset and grades
  • Strategies to encourage a growth mindset during moments of challenge
  • Comprehensive lesson ideas for teaching students about mindset
  • Why praising ‘effort’ can be powerful but also problematic, with an identification of what type of praise is best
  • Examples of how to make the most of mindset theory and practice

Everyone has a mindset that shapes their personality, motivation and development. This book shows you how to create the right conditions for a growth mindset to flourish in your classroom, your school, your staff and your students.

 

 

Table Of Contents:

  • List of Figures
  • The Challenging Learning Story
  • Preface
  • Acknowledgements
  • About the Authors
  • PART I WHAT IS MINDSET?
  • Chapter 1: A Tale of Two Mindsets
  • 1.0. Definition of Mindset
  • 1.1. A Comparison of Fixed and Growth Mindsets
  • 1.2. What Difference Does Mindset Make?
  • 1.3. Mindset Is Not Black and White
  • 1.4. Mueller and Dweck Results
  • 1.5. We Are All a Mix of Mindsets
  • 1.6. A Fixed Mindset Might Be More Common Than We Care to Admit
  • PART II WHAT IS THE IMPACT OF MINDSET?
  • Chapter 2: Growth Mindset Implementation Is Not There (Yet)
  • 2.0. Growth Mindset Effect Size
  • 2.1. Reduced Efficacy 1: Third-hand Knowledge
  • 2.2. Reduced Efficacy 2: Mindset Is Made to Sound Too Easy
  • 2.3. Reduced Efficacy 3: Too Much Performance-Focus, Not Enough Time
  • 2.4. Reduced Efficacy 4: Influences Are Complex
  • 2.5. Reduced Efficacy 5: Mindset Affects Qualities Other Than Achievement
  • 2.6. What Are the Criticisms of Growth Mindset?
  • Chapter 3: When Does Mindset Work Best?
  • 3.0. Goals, Strategies and Expectations
  • 3.1. Mindset Works Best When Goals Are Learning-Orientated
  • 3.2. Mindset Works Best When There Is Challenge
  • 3.3. Mindset Works Best When There Is a Chicken and an Egg!
  • 3.4. Mindset for Lifelong Learning
  • 3.5. Mindset Without Shame
  • PART III HOW DOES MINDSET INTERACT WITH EDUCATION?
  • Chapter 4: Mindset in Education
  • 4.0. Introducing Alisha and Zack
  • 4.1. Alisha and Zack’s Backgrounds
  • 4.2. Alisha and Zack Start School
  • 4.3. Alisha and Zack Meet Their Teachers
  • 4.4. Alisha and Zack Discover Their Talents
  • PART IV WHAT IS YOUR CURRENT REALITY?
  • Chapter 5: Do You Have a Growth Mindset Culture?
  • 5.0. What Are We Aiming to Achieve?
  • 5.1. How Much Progress Have We Made So Far?
  • 5.2. Collecting Your Evidence
  • 5.3. What Next?
  • PART V HOW CAN YOU BUILD A GROWTH MINDSET?
  • Chapter 6: Privilege Progress
  • 6.0. The Origins of Intelligence Testing
  • 6.1. Administering Tests the Growth Mindset Way
  • 6.2. Draw Attention to Progress
  • 6.3. Progress–Achievement Quadrants
  • 6.4. Different Forms of Progress
  • 6.5. Your Students Are Already Making Progress
  • Chapter 7: Use the Power of Yet
  • 7.0. The Power of Yet
  • 7.1. The Power of Yetis
  • Chapter 8: Choose Challenge
  • 8.0. Mindset Matters Most When There Is Challenge
  • 8.1. When Students Pick the Easier Path
  • 8.2. Encouraging Students to Choose the Challenging Path
  • 8.3. Mindset Through the Learning Pit
  • Chapter 9: Be Careful with Praise
  • 9.0. Different Types of Praise
  • 9.1. To Praise or Not to Praise?
  • 9.2. Praise and Cheating
  • 9.3. Praise and Self-Efficacy
  • 9.4. Praise, Rewards and Mindset
  • 9.5. When to Praise
  • 9.6. Praise in Practice
  • Chapter 10: Flopped Learning
  • 10.0. Flops Lead to Enhanced Learning
  • 10.1. Flopped Products
  • 10.2. Flopped Feedback
  • 10.3. Flopped Parents
  • 10.4. Effort Is Not Enough
  • 10.5. Resilience and Grit
  • 10.6. Flopped Previews
  • 10.7. Flopped Leading
  • PART VI WHAT NEXT?
  • Chapter 11: Growth Mindset Lessons
  • 11.0. Learning Challenge Lessons
  • 11.1. How Much Can Emily Influence Her Future?
  • 11.2. Was Usain Bolt Born to Be an Olympic Champion?
  • 11.3. Is Challenge Interesting?
  • References
  • Index

Recent Product Reviews:

"Nottingham and Larsson’s new book is accessible and inviting. It will help you navigate the world of mindset concepts and research, and focus on actions that can have high impact. I respect these authors and enjoyed the clarity and good humor they bring to their book—as will you. I highly recommend Challenging Mindset." ?
Carol Dweck, Lewis & Virginia Eaton Professor of Psychology, Department of Psychology, Standford University
"Changing mindsets is hard – but if it can be done, the directions are throughout this wonderful book. The book talks about when, how, and where growth mindsets matter, and it brings a refreshing perspective to this important but often misunderstood notion."
John Hattie, Laureate Professor, Melbourne Graduate School of Education
"James Nottingham and Bosse Larsson offer an important and useful new addition to the ongoing conversation about mindset first introduced by Carol Dweck. Too often, theories such as mindset get reduced down to the simplest dichotomies and ideologies. Here, Nottingham and Larsson challenge our own mindset about the very idea of mindset theory itself, showing us what is possible if we really understand the theory and use it to challenge ourselves and our students."
Jim Burke, Teacher and Author, Common Core Companion Series, Burlingame High School
“Mindset is a word that has been thrown around a great deal over the years. Unfortunately, most educators who use the word didn’t understand the real context behind it. Nottingham and Larsson not only focus on the nuances of mindset, but offer practical strategies on how to use the research correctly so students can succeed! Challenging Mindset will be an important read for a very long time.”
Peter DeWitt, Ed. D., Author, Collaborative Leadership, Blogger, Finding Commong Ground, Facilitator of Learning
“James Nottingham and Bosse Larsson have the unique ability to activate the thinking of their readers by bridging the divide between research and practice. The “Now Try This” sections encourage readers to engage with heart, head, and hand to relate what they are learning to their current practices and to share those ides with colleagues. They have masterfully deepened our understanding of Carol Dweck’s work and aligned her thinking to their work around The Learning Challenge.”
Julie Smith, Author, Evaluating Instructional Leadership, Pacific City, OR

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