Carol Dweck on Struggle Transcript

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Card:
Expeditionary
Learning
Expert commentary by:
Carol Dweck

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Carol Dweck: I'm Carol Dweck. I'm a professor of psychology at Stanford University.

Lower Third:
Carol Dweck
Professor of Psychology, Stanford University
Author, "Mindset"

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Carol Dweck: The growth mindset really converges with deeper learning. We have shown in our research that when students have a growth mindset, first of all, they are oriented toward learning. A growth mindset can be taught directly. We have studies where we've taught kids a growth mindset by teaching them that every time they push out of their comfort zone to learn hard new things, their brains form new connections. The neurons in their brains form new connections and over time, they get smarter.

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Carol Dweck: We show them how to apply that to their schoolwork, and in study after study, we've seen that the kids who learn this growth mindset earn higher grades than a control group. Expeditionary learning really incorporates a lot of my research. Even their motto, "Work hard, get smart, be nice." Work hard and get smart, that is a growth mindset. You're getting smarter through your work.

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Carol Dweck: There is so much emphasis on the good struggle, the big challenge, kids getting smarter by taking on things maybe they didn't even know they could master and then mastering them. I saw that students were proud of struggling with big, messy problems that they extracted meaning and solutions from, over long periods of time.

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Carol Dweck: In a fixed mindset, a mistake means, "Forget it. You're no good at this." It measures you. It says you're dumb. But in a growth mindset, that's a natural part of learning. Kids are interested in the mistakes, they're motivated by the mistakes. That's deeper learning. I love the student who was graduating, doing the speech. He said, "I am saying hello to the rest of my life, to my new life, based on what I learned here." He felt so empowered to go out
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there, but he knew that with this love of challenge, this taking on of difficult tasks and the tools he had learned to see that through with, that he could do well in any new setting. Every year, they are getting 100 percent of their students into college, so their approach is working. It's working to give kids a sense of purpose, a sense that they can contribute to
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society, and a sense that they have what it takes to meet a difficult and uncertain future, because they've done it over and over and over in that school.
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