Watch This Brief TED Talk By Eduardo Briceno

Watch This Brief Ted Talk By Eduardo Briceno

Describe 3 differences in the ways individuals with fixed and growth mindsets approach learning that were described by Briceno Reflect on your own life: - Do you believe you generally view intelligence as fixed? - Describe some of your reactions to academic struggles. Assess the extent to which these reactions are employing a “fixed mindset voice.†- Propose some responses you could use that would help you to establish a growth mindset. If you prefer you can answer this question by thinking about someone you know well rather than yourself. Propose a plan that would help college students rise up to meet the challenges they encounter in college by fostering a growth mindset.

Create an action plan on how you will prepare to succeed in this course. Think of suitable steps you will take in case you do not perform well initially or during the semester. Write your top 3 list: List the top 3 things you would like to remember about mindsets in order to be a better your life and be successful.

Paper For Above instruction

In Eduardo Briceno’s TED Talk on growth mindsets, he highlights several key differences between individuals with fixed and growth mindsets, particularly regarding their approach to learning and overcoming challenges. Understanding these differences is essential for fostering resilience, continuous improvement, and academic success. This paper explores three primary distinctions, reflects on personal perspectives regarding intelligence, discusses responses to academic struggles, proposes strategies to cultivate a growth mindset among college students, and develops a personal action plan for academic success.

One of the main differences Briceno points out is how individuals interpret failure and mistakes. Those with a fixed mindset tend to see failure as a reflection of their innate abilities and personal worth. They often avoid challenges for fear of failure and may give up easily when faced with difficulties. Conversely, individuals with a growth mindset perceive failure as an opportunity for learning and development. They view setbacks as integral to the process of mastering new skills and are more likely to persist despite obstacles (Dweck, 2006). Another distinction concerns the response to effort; fixed mindset individuals believe that effort is futile or indicates a lack of innate talent, leading to discouragement. In contrast, growth mindset individuals see effort as a necessary component of success and are motivated to put in hard work (Yeager & Dweck, 2012). The third difference involves feedback and criticism. Fixed mindset individuals tend to ignore or dismiss constructive criticism, perceiving it as a personal attack, whereas growth mindset individuals embrace feedback as valuable guidance for improvement (Heslin & Schriesheim, 2014).

Reflecting on my own life, I recognize that I have predominantly viewed intelligence as somewhat fixed, especially during early academic years. When I encountered difficult subjects or struggled with coursework, my initial reactions often involved feelings of frustration or self-doubt. Sometimes, I interpreted these struggles as evidence that I lacked the ability or talent necessary to succeed, leading to a desire to give up or avoid further effort. These reactions align with a fixed mindset, as I saw shortcomings as indicative of unchangeable traits rather than areas for growth (Dweck, 2006). Over time, I have learned to reframe these experiences by acknowledging that challenges are opportunities to develop skills through perseverance and learning. This shift has helped me approach academic difficulties with more resilience and an openness to feedback.

To cultivate a growth mindset, I propose specific responses and strategies. When faced with academic setbacks, I can remind myself that effort, persistence, and learning from mistakes are vital for growth. Instead of attributing failure to innate ability, I could adopt self-talk that emphasizes progress: “This is an opportunity to learn and improve.” Additionally, seeking constructive feedback proactively and viewing criticism as helpful guidance rather than personal attack can reinforce a growth mindset. Developing a habit of reflection on mistakes and identifying actionable steps for improvement can foster resilience and motivation. For college students, fostering a growth mindset involves creating an environment that emphasizes effort, learning, and resilience over innate talent. Universities can incorporate mindset training into orientation programs, encourage peer support networks that emphasize growth, and promote growth-oriented feedback from faculty (Claro et al., 2016). This approach can help students embrace challenges and persist in their academic journeys.

Regarding my personal preparation to succeed in this course, I have devised an action plan centered around emphasizing resilience and proactive strategies. First, I will set clear, achievable goals for each week and regularly review my progress to stay motivated. Second, I will actively seek feedback from instructors and peers to identify areas for improvement and adjust my study methods accordingly. Third, I will adopt a growth mindset approach during setbacks by reminding myself that persistence and effort are keys to success, and I will view mistakes as learning opportunities. This plan will help me remain focused and adaptable, especially if I encounter difficulties early on or during the semester.

Finally, I believe that cultivating a growth mindset can have profound implications beyond academics, impacting various life aspects. Three core ideas I want to remember are: 1) Effort and perseverance are more critical than innate talent, 2) Embrace challenges as opportunities to learn and grow, and 3) Feedback is a gift that promotes improvement. These principles can guide me toward continuous personal development, resilience in adversity, and sustained success throughout my life.

References

• Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Heslin, P. A., & Schriesheim, C. A. (2014). A growth-oriented approach to feedback and criticism. Journal of Management, 40(5), 1367-1375.
• Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314.