ThePowerofyet请相信你可以进步英文字幕.docx
老鹰捉小鸡作文-企业营销策划书
The Power of yet
I heard about a
high school in Chicago where students had to pass
a
certain number of courses to graduate, and
if they didn’t pass a course
they got the
grade “Not Yet.”
And I thought that was
fantastic, because if you get a failing grade, you
think, I’m nothing, I’m nowhere. But if you
get the grade “Not Yet.” You
understand that
you’re on a learning curve. It gives you a path
into the
future.
“Not Yet” also gave me
insight into a critical event early in my career,
a
real turning point.
I wanted to see how
children coped with challenge and difficulty, so I
gave 10-year-olds problems that were slightly
too hard for them. Some
of them reacted in a
shockingly positive way. They said things like, “I
love
a challenge,” or, “You know, I was hoping
this would be informative.”
They understood
that their abilities could be developed. They had
what I
call a growth mindset.
But other
students felt it was tragic, catastrophic. From
their more fixed
mindset perspective, their
intelligence had been up for judgment and
they
failed. Instead of luxuriating in the power of
yet, they were gripped
in the tyranny of now.
So what do they do next? I’ll tell you what
they do next.
In one study, they told us they
would probably cheat the next time
instead of studying more if they failed
a test. In another study, after a
failure,
they looked for someone who did worse than they
did so they
could feel really good about
themselves. And in study after study, they
have run from difficulty.
Scientists
measured the electrical activity from the brain as
students
confronted an error.
On the
left, you see the fixed mindset students. There’s
hardly any
activity. They run from the error.
They don’t engage with it. But on the
right,
you have the students with the growth mindset, the
idea that
abilities can be developed. They
engage deeply. Their brain is on fire with
yet. They engage deeply. They process the
error. They learn from it and
they correct it.
How are we raising our children? Are we
raising them for now instead of
yet? Are we
raising kids who are obsessed with getting A’s?
Are we
raising kids who don’t know how to
dream big dreams? Their biggest
goal is
getting the next A or the next test score? And are
they carrying
this need for constant
validation with them into their future lives?
Maybe, because employers are coming to me and
saying, we have
already raised a generation of
young workers who can’t get through the
day
without an award.
So what can we do? How can
we build that bridge to yet?
Here are some
things we can do.
First of all, we can
praise wisely, not praising intelligence or
talent. That
has failed. Don’t do that
anymore. But praising the process that kids
engage in: their effort, their strategies,
their focus, their perseverance,
their
improvement. This process praise creates kids who
are hardy and
resilient.
There are other
ways to reward yet.
We recently teamed up
with game scientists from the University of
Washington to create a new online math game
that rewarded yet.
In this game, students
were rewarded for effort, strategy and progress.
The usual math game rewards you for getting
answers right right now,
but this game
rewarded process. And we got more effort, more
strategies, more engagement over longer
periods of time, and more
perseverance when
they hit really, really hard problems.
Just
the words “yet” or “not yet,” we’re finding, give
kids greater
confidence, give them a path into
the future that creates greater
persistence.
And we can actually change students’ mindsets.
In one study, we taught them that every time
they push out of their
comfort zone to learn
something new and difficult, the neurons in their
brain can form new, stronger connections, and
over time they can get
smarter.
Look what
happened: in this study, students who were not
taught this
growth mindset continued to
show declining grades over this difficult
school transition, but those who taught this
lesson showed a sharp
rebound in their grades.
We have shown this now, this kind of
improvement, with thousands and thousands of
kids, especially
struggling students.
So
let’s talk about equality.
In our country,
there are groups of students who chronically
underperform, for example, children in inner
cities, or children on Native
American
reservations. And they’ve done so poorly for so
long that many
people think it’s inevitable.
But when educators create growth mindset
classrooms steeped in yet,
equality happens.
And here are just a few examples.
In one year,
a kindergarten class in Harlem, New York scored in
the 95
th
percentile on the National
Achievement Test. Many of those kids could
not
hold a pencil when they arrived at school.
In
one year, fourth grade students in the South
Bronx, way behind,
became the number one
fourth grade class in the state of New York on
the state math test.
In a year to a year
and a half, Native American students in a school
on a
reservation went from the bottom of their
district to the top, and that
district
included affluent sections of Seattle.
So the
native kids outdid the Microsoft kids.
This happened because the meaning of
effort and difficulty were
transformed.
Before, effort and difficulty made them feel dumb,
made
them feel like giving up, but now, effort
and difficulty, that’s when their
neurons are
making new connections, stronger connections.
That’s when
they’re getting smarter.
I
received a letter recently from a 13-year-old boy.
He said, “Dear
Professor Dweck, I appreciate
that your writing is based on solid
scientific
research, and that’s why I decided to put it into
practice. I put
more effort into my
schoolwork, into my relationship with my family,
and
into my relationship with kids at school,
and I experienced great
improvement in all of
those areas. I now realize I’ve wasted most of my
life.”
Let’s not waste any more lives,
because once we know that abilities can
capable of such growth, it becomes a basic
human right for children, all
children, to
live in places that create that growth, to live in
places filled
with yet.
Thank you.
The Power of yet
I heard about a high school in Chicago where
students had to pass a
certain number of
courses to graduate, and if they didn’t pass a
course
they got the grade “Not Yet.”
And
I thought that was fantastic, because if you get a
failing grade, you
think, I’m nothing, I’m
nowhere. But if you get the grade “Not Yet.” You
understand that you’re on a learning curve. It
gives you a path into the
future.
“Not
Yet” also gave me insight into a critical event
early in my career, a
real turning point.
I wanted to see how children coped with
challenge and difficulty, so I
gave 10-year-
olds problems that were slightly too hard for
them. Some
of them reacted in a shockingly
positive way. They said things like, “I love
a
challenge,” or, “You know, I was hoping this would
be informative.”
They understood that their
abilities could be developed. They had what I
call a growth mindset.
But other students
felt it was tragic, catastrophic. From their more
fixed
mindset perspective, their intelligence
had been up for judgment and
they failed.
Instead of luxuriating in the power of yet, they
were gripped
in the tyranny of now.
So
what do they do next? I’ll tell you what they do
next.
In one study, they told us they would
probably cheat the next time
instead of
studying more if they failed a test. In another
study, after a
failure, they looked for
someone who did worse than they did so they
could feel really good about themselves. And
in study after study, they
have run from
difficulty.
Scientists measured the
electrical activity from the brain as students
confronted an error.
On the left, you see
the fixed mindset students. There’s hardly any
activity. They run from the error. They don’t
engage with it. But on the
right, you have the
students with the growth mindset, the idea that
abilities can be developed. They engage
deeply. Their brain is on fire with
yet. They
engage deeply. They process the error. They learn
from it and
they correct it.
How are we
raising our children? Are we raising them for now
instead of
yet? Are we raising kids who are
obsessed with getting A’s? Are we
raising kids
who don’t know how to dream big dreams? Their
biggest
goal is getting the next A or the next
test score? And are they carrying
this need
for constant validation with them into their
future lives?
Maybe, because employers are
coming to me and saying, we have
already
raised a generation of young workers who can’t get
through the
day without an award.
So what
can we do? How can we build that bridge to yet?
Here are some things we can do.
First of all, we can praise wisely, not
praising intelligence or talent. That
has
failed. Don’t do that anymore. But praising the
process that kids
engage in: their effort,
their strategies, their focus, their perseverance,
their improvement. This process praise creates
kids who are hardy and
resilient.
There
are other ways to reward yet.
We recently
teamed up with game scientists from the University
of
Washington to create a new online math game
that rewarded yet.
In this game, students
were rewarded for effort, strategy and progress.
The usual math game rewards you for getting
answers right right now,
but this game
rewarded process. And we got more effort, more
strategies, more engagement over longer
periods of time, and more
perseverance when
they hit really, really hard problems.
Just
the words “yet” or “not yet,” we’re finding, give
kids greater
confidence, give them a path into
the future that creates greater
persistence.
And we can actually change students’ mindsets.
In one study, we taught them that every time
they push out of their
comfort zone to learn
something new and difficult, the neurons in their
brain can form new, stronger connections, and
over time they can get
smarter.
Look what
happened: in this study, students who were not
taught this
growth mindset continued to
show declining grades over this difficult
school transition, but those who taught this
lesson showed a sharp
rebound in their grades.
We have shown this now, this kind of
improvement, with thousands and thousands of
kids, especially
struggling students.
So
let’s talk about equality.
In our country,
there are groups of students who chronically
underperform, for example, children in inner
cities, or children on Native
American
reservations. And they’ve done so poorly for so
long that many
people think it’s inevitable.
But when educators create growth mindset
classrooms steeped in yet,
equality happens.
And here are just a few examples.
In one year,
a kindergarten class in Harlem, New York scored in
the 95
th
percentile on the National
Achievement Test. Many of those kids could
not
hold a pencil when they arrived at school.
In
one year, fourth grade students in the South
Bronx, way behind,
became the number one
fourth grade class in the state of New York on
the state math test.
In a year to a year
and a half, Native American students in a school
on a
reservation went from the bottom of their
district to the top, and that
district
included affluent sections of Seattle.
So the
native kids outdid the Microsoft kids.
This happened because the meaning of
effort and difficulty were
transformed.
Before, effort and difficulty made them feel dumb,
made
them feel like giving up, but now, effort
and difficulty, that’s when their
neurons are
making new connections, stronger connections.
That’s when
they’re getting smarter.
I
received a letter recently from a 13-year-old boy.
He said, “Dear
Professor Dweck, I appreciate
that your writing is based on solid
scientific
research, and that’s why I decided to put it into
practice. I put
more effort into my
schoolwork, into my relationship with my family,
and
into my relationship with kids at school,
and I experienced great
improvement in all of
those areas. I now realize I’ve wasted most of my
life.”
Let’s not waste any more lives,
because once we know that abilities can
capable of such growth, it becomes a basic
human right for children, all
children, to
live in places that create that growth, to live in
places filled
with yet.
Thank you.