Developing Growth Mindsets 發展成長心態
We discussed earlier the learning power of a growth mindset.
我們前面討論的增長心態的學習力。
It can help students push through challenges, enhance their performance, and close stubborn achievement gaps.
它可以幫助學生通過挑戰推動，提高其性能，並關閉倔強的成績差距。
Why might the growth mindset have such a large influence on us? Earlier, we introduced a model, illustrating how non-cognitive factors interact and influence one another.
為什麼會成長的心態對我們這麼大的影響嗎？早些時候，我們推出了一款型號，說明如何非認知因素相互作用和影響彼此。
That model suggests that mindsets affect range of other factors, including social skills, learning strategies, academic behaviors, and perseverance.
這種模式表明，心態影響的其他因素，包括社會技能，學習策略，學術行為，並持之以恆範圍。
And if students can improve in these interconnected areas, they're highly likely to perform better.
如果學生能在這些領域相互提高，他們極有可能會表現得更好。
Over time then, we can help students shift from a negative cycle to a more a virtuous one, with each small positive change increasing momentum for further positive ones.
隨著時間的話，我們可以幫助學生從負循環轉移到一個更良性之一，每個小的積極變化增長的勢頭進一步積極的。
So how can we do this? What follows are five strategies to encourage a growth mindset.
那麼，如何才能做到這一點？接下來有五個戰略，鼓勵成長心態。
First, set high standards and expectations.
首先，設置高標準和期望。
Students will tend to strive toward whatever bar we set.
學生往往會朝著我們設置什麼吧落下風。
If we keep it low, we're likely to suppress achievement.
如果我們保持它的低，我們很可能會打壓成就。
If we set it too high, and don't provide proper support, students will give up and we'll just reinforce a fixed mindset.
如果我們將它設置得太高，並沒有提供適當的支持，學生們會放棄，我們將只加強固定的思維定勢。
Instead, set standards and expectations that are ambitious but attainable.
相反，設置標準和雄心勃勃但可實現的預期。
This requires really knowing your students and your material, but once you're confident you've set the right standards, then you can ask a lot from them.
這需要真正了解你的學生，你的材料，但一旦你確信你設置了正確的標準，那麼你可以從他們問了很多。
For instance, the growth mindset framing tool, which can be found on the Mindset Works website, provides guidance on how to communicate learning goals.
例如，成長的心態框架工具，它可以在心態上找到工作的網站，提供有關如何傳達學習目標的指導。
It suggests telling students, this is going to be challenging to learn but all of you can reach that goal, stretch for it.
這表明學生講，這將是具有挑戰性的學習，但都可以達到這個目標，舒展它。
One of the great gifts of teaching is seeing students succeed when they didn't think they could.
一對一教學的偉大的禮物的是看到學生取得成功時，他們沒有想到他們可能。
Keep in mind, when you're truly challenging your students, to let them know that struggle is an integral part of the learning.
請記住，當你真正挑戰你的學生，讓他們知道這個鬥爭是學習的一個組成部分。
We all struggle and can get confused when we encounter new intellectual challenges.
我們所有的奮鬥，可能會不知所措，當我們遇到新的智力挑戰。
It's normal so set high standards and expectations but also provide ongoing support.
這是正常的這樣高標準和期望，但也提供了持續的支持。
Second, establish short-term, achievable goals.
二是建立短期的，可實現的目標。
Students may give up in the face of high standards, especially students who have a fixed mindset.
學生可以在高標準，尤其是誰擁有一個固定的思維定勢的學生的臉放棄。
To help them, offer practical strategies that break down tasks into smaller steps they can reach.
為了幫助他們，報價，打破了任務分解成較小的步驟，他們可以達到實用的策略。
Each small step they achieve leads to a small win.
他們實現每個小步驟導致一個小的勝利。
Over time, those small wins reinforce their sense of self-efficacy and confidence in moving forward.
隨著時間的推移，這些小贏增強他們的自我效能感和前進的信心感。
Third, give meaningful feedback.
三是要有意義的反饋。
Teachers who have mastered the pedagogy of growth mindset provide ongoing, constructive feedback.
誰掌握成長心態的教育學教師提供持續的，建設性的反饋意見。
They're careful not to correct mistakes that students can fix on their own but otherwise, they're continuously helping students to identify their own mistakes, explain them, and articulate what can be learned.
他們小心，不要糾正錯誤，學生可以修復自己但除此之外，他們不斷幫助學生找出自己的錯誤，他們的講解，並表達可以學到什麼。
The more we help students become comfortable with honest mistakes, and use them to respond differently the next time, the more they'll come to believe in the process of learning itself.
我們越幫助學生成為舒適與誠實的錯誤，並用它們來接下來的時間有不同的反應，他們就越會開始相信學習的過程本身。
Remember, not all feedback is constructive.
請記住，不是所有的反饋是建設性的。
When I was a kid, I used to get essays back with just a grade.
當我還是個孩子的時候，我曾經得到散文回來只是一個檔次。
It was a form of feedback, but it gave me no sense of how to get better.
這是反饋的形式，但它給了我不知道如何得到更好的感覺。
What mattered, those teachers seemed to be telling me, was just that single grade, not producing better writing the next time.
最要緊的，那些老師似乎在告訴我，當時只是一個等級，但不會產生更好的下一次寫作。
Other times, teachers mark passages vague.
其他時間，老師批改通道模糊。
In junior high, when vague was written on my paper, I had no idea what my teacher didn't understand about what I had written.
在初中的，模糊的，當寫在我的文章，我不知道什麼我的老師不明白什麼我寫的。
I wish those teachers had offered comments instead.
我希望那些老師曾提出的意見來代替。
For instance, this passage confuses me.
舉例來說，這段話讓我困惑。
I think you're trying to say the following but right now, I'm not sure.
我想你想說以下，但現在，我不知道。
Then I would have understood what I needed to explain differently.
然後，我會明白我需要什麼來解釋不同。
It would have given me enough support to know what I needed to do, but left the actual work of doing it to me.
這本來給了我足夠的支持，知道我需要做的，但離開它在對我做的實際工作。
Now, be careful when giving feedback about simply telling students to work harder.
現在，提供有關只是告訴學生更加努力地工作反饋時要小心。
If they don't know what to do because they don't have the necessary knowledge or skills or don't realize they do, you can easily push them toward a more fixed mindset.
如果他們不知道該怎麼辦，因為他們不具備必要的知識或技能，或沒有意識到他們這樣做，你可以很容易地推動他們走向更固定的思維定勢。
But if they're capable, asking them to work harder can be a great thing, especially if you tell them you're expecting a lot because you believe they have the capacity to do well and just observe to make sure they do.
但是，如果他們有能力，要求他們更加努力地工作可以是一個偉大的事情，尤其是當你告訴他們你期待了很多，因為你相信他們所要做的好，只是觀察，以確保他們的能力。
Next, be sure that students are able to use in meaningful ways the important feedback you give them.
其次，要確保學生能夠以有意義的方式使用你給他們的重要反饋。
As the educator Dylan Wiliam says, "the only thing that matters about feedback "is what students do with it." Finally, we need to provide the time for students to process the feedback we give them and then directly apply it to revise their work.
作為教育家迪倫威廉姆說，“這重要的有關反饋意見的唯一的事情”，也就是學生們用它做什麼。“最後，我們需要提供時間讓學生過程中，我們給他們的反饋，然後直接將其應用到修改其工作。
Useful feedback improves performance by developing more effective effort, something that students can see in a way that fuels the growth mindset.
有用的反饋開發更有效的努力，一些學生可以在某種程度上助長增長的心態看提高性能。
Without the opportunity to improve the quality of their effort, students are unlikely to improve and this can cause them to revert to a fixed mindset.
如果沒有改善他們的工作質量的機會，學生是不太可能改善，這可能會導致它們恢復到一個固定的思維定勢。
I'm trying really hard, but it doesn't seem to work, so maybe I'm not so smart.
我想真的很難，但它似乎沒有工作，所以也許我不是那麼聰明。
Meaningful feedback that students will use breaks this cycle.
有意義的反饋，學生將使用打破了這種循環。
Fourth, praise carefully.
四，認真好評。
Praise is essential but we must give it carefully.
讚美是必不可少的，但我們必須小心給它。
Let's start with three common forms of praise to avoid.
讓我們先從讚美三種常見形式，以避免。
First, avoid praising students for working hard alone or for a long time.
第一，避免稱讚學生獨立工作硬或很長一段時間。
What matters is effective effort, not just trying an unworkable strategy over and over.
重要的是有效的努力，不只是想一遍遍一個不可行的策略。
This means we need to help them discern productive effort from effort that doesn't really lead to improvement.
這意味著我們需要幫助他們辨別來自努力，並沒有真正帶來改善生產力的努力。
A later session of this course will describe how to help students develop effective learning strategies.
本課程的下一屆會議將介紹如何幫助學生建立有效的學習策略。
Second, avoid praising students for something that isn't worthy of praise and definitely avoid meaningless jargon, such as every mistake is a step forward.
二，忌稱讚學生的東西是不值得讚揚和肯定避免無意義的行話，比如每一個錯誤是向前邁進了一步。
Students can smell mindless praise from a mile away.
學生可以從一英里聞盲目的讚美之遙。
They tend not to hear what you've said, but rather, I don't know you, or I don't actually believe you can do this.
他們往往沒聽見你說什麼，而是我不知道你，或者我真的不相信你能做到這一點。
Finally, avoid praising students for personal traits.
最後，避免稱讚學生的個人特質。
Calling a child gifted or saying you're so smart can produce students who won't take risks for fear of confirming that they're not gifted or not smart if they don't succeed.
調用一個孩子有天賦或者說你這麼聰明可生產誰也不會冒險，怕確認他們不是天才或不聰明，如果他們沒有成功的學生。
The best kind of praise then focuses on the process of learning.
最好的一種讚美，然後專注於學習的過程。
It acknowledges what students did right, what effective steps they took, and what adjustments they made.
它承認學生有什麼合適的話，他們採取了什麼有效的措施，以及他們做什麼調整。
Dweck suggests saying something like, well done, you tried different strategies and you figured it out or, wow, you really practiced that the right way and look at how much you've improved.
德維克說，建議喜歡的東西，做得好，你嘗試不同的策略，你想通了，或者，哇，你真的實行了正確的方式，看看你有多少改善。
Help students see how to try to hard and work effectively and you'll put them on the right path to learning.
幫助學生了解如何著急，有效地工作，你就會把他們在正確的道路上學習。
Fifth, embrace the word "yet".
第五，擁抱詞“呢。”
In a TED Talk, Carol Dweck notes, just the words yet or not yet give kids greater confidence because you convey your belief that they're capable of mastering the skill with effort.
在TED演講，卡羅爾·德維克指出，剛剛的話還沒有或尚未給孩子更大的信心，因為你傳達你的信仰，他們是能夠掌握與工作技能的。
Not yet encourages greater persistence.
尚未鼓勵更多的持久性。
Students need to feel that you believe in their capacity to do well through their own effective effort and hard work.
學生需要感覺到你相信他們通過自己的有效的努力和辛勤工作做好的能力。
These five techniques we've described promote the growth mindset and bring a cascade of other self-reinforcing benefits.
我們已經描述了這五種技術促進生長的心態並帶來其他自我強化的好處級聯。
In subsequent sessions, we'll discuss ways to help students translate a growth mindset into higher academic performance.
在隨後的會議中，我們將討論如何幫助學生翻譯成長的心態到更高的學術表現。
All this won't transform students overnight but over time, these methods can bring real and powerful results.
所有這一切都不會改變學生在一夜之間，但隨著時間的推移，這些方法可以帶來真正的和強大的結果。