아직의 힘: 교육에서 성장 마인드 함양하기

### 아직의 힘: 성공과 평등을 위한 성장 마인드 함양하기
* 🎓 "시험을 통과하지 못한 학생에게 **'아직'이라는 등급**을 부여하면 긍정적인 학습 곡선이 형성되어 성장 마인드를 키울 수 있습니다.
* 🧠 **성장 마인드를 가진 어린이는 노력을 통해 자신의 능력이 성장할 수 있다는 것**을 이해하는 반면, **고정된 마인드를 가진 어린이는 도전에 좌절감을 느낍니다.**
* 🧠 고정된 사고방식을 가진 개인은 **'현재의 폭정'에 사로잡혀** 부정행위, 어려움 회피, 타인보다 우월감을 추구하는 등의 부정적인 행동을 하게 됩니다.
* 🧠 아이들의 과정, 노력, 전략, 집중력, 인내심을 칭찬하면 **아이들이 도전을 받아들이고 회복력을 찾는 방법**을 배우는 데 도움이 됩니다.
* 🎮 Brain Points 수학 게임과 같은 교육용 게임에서 **노력, 전략, 진도에 대한 보상**은 지속적인 학습과 인내를 촉진합니다.
* 🧠 학생들에게 자신의 안전 지대를 벗어나 어려운 학습에 매진하면 **뇌가 새롭고 강력한 연결**을 형성하는 데 도움이 된다는 사실을 가르치면 **성적이 크게 향상**됩니다.
* 🏫 교육에서 성장 마인드 환경을 조성하는 것은 이를 통해 놀라운 성공을 거둔 교사와 학교의 다양한 사례에서 볼 수 있듯이 **평등하고 혁신적인 결과**를 가져올 수 있습니다.

'아직의 힘'을 받아들이는 것은 성장 마인드를 키워 도전에 직면했을 때 회복탄력성과 인내심을 키우는 데 도움이 됩니다.

Thank you. Today, I want to tell you about the power of yet. I learned in High School in Chicago where students had to pass eighty four unity to graduate, and if they didn't pass, they got the grade not yet. I thought, isn't that wonderful? Because if you fail, you're nowhere, but if you get the grade not yet, you're on a learning curve. Not yet gave them a path into the future. And not yet also helped me understand a critical experience early in my career. To figure out how kids cope with challenge, I gave ten-year-olds some problems that were a little too difficult for them. Some of them reacted in a shockingly positive way. They said things like, I love a challenge! or I was hoping this would be informative! They understood that their abilities could grow through their hard work. They had what I would call a growth mindset. But for other children, it was tragic, catastrophic from their more fixed mindset perspective.

their core intelligence had been tested and devastated. Instead of the power of yet, they were gripped by the tyranny of now. So, what did they do next? In one study, after a failure on a test, they said they'd cheat next time instead of study more. In another study, they found someone who did worse than they did so they could feel better. And in many studies, we found they run from difficulty. Let's look at how that looks in the brain. Moser and his colleagues measured from the brain as kids encountered errors. Processing the error shows up in red. If you look at the fixed mindset brain on the left, nothing is happening. But if you look at the growth mind-set on the right, it's on fire with yet! They're processing the error deeply, learning from it, and correcting it. So, how are we raising our kids? Are we raising them for a growth now or for yet?

Are they focused on the next A or test score, instead of dreaming big? Instead of thinking about what they want to be and how they want to contribute to society? And if they are too focused on A's and test scores, are they going to carry this with them into the future? Maybe, because many employers are coming to me and saying, we've already created a generation of young workers who can't get through the day without a reward. So, what can we do? How can we build that bridge to yet? First, we can praise wisely. Our research shows that when we praise kids for the process they engage in, for their hard work, their strategies, their focus, their perseverance - they learn that challenge seeking. They learn that resilience. Praising talent, praising intelligence makes them vulnerable. There are other ways of rewarding yet. We teamed up with game scientist at the University of Washington to create a math game: Brain

points. The typical math game rewards right answers,
right now. But not Brain Points. We rewarded process and the learning curve,
so effort, strategy, and progress. The Brain Points game created more sustained
learning and perseverance than the standard game. And just the words yet and not yet after
a student has a setback, we're finding creates greater confidence and greater persistence. We also can change students' mindsets directly. In one study, we taught students that every
time they pushed out of their comfort zone to learn something really hard and
they stuck to it, the neurons in their brain could form new, stronger connections and over
time they could become smarter. Those who learned this lesson showed a sharp
increase in their grades. Those who did not showed a decrease. We have done this with thousands of students
now across the country with similar results. Especially for struggling students. So let's talk about equality. In our country, there are groups of kids who
chronically show poor performance and many

people think that's inevitable. But when educators create growth mind-set
environments, steeped in yet equality can happen. Let me give you a few small examples. One teacher took her Harlem kindergarten class,
many of whom could not hold a pencil for the first month, threw daily tantrums. She took
them to the 95th percentile on the National Achievement Test. That same teacher took a fourth-grade class
in the South Bronx - way behind. She took them to the top of New York State on the state
math test. That teacher is a Stanford grad, and she's
here today. And another Stanford grad, Ph.D. student, now
a professor, went back to her Native American reservation in the state of Washington. She transformed the elementary school in terms
of a growth mind-set. That school had always been at the bottom
of the district - at the bottom of the state! Within a year to a year and a half, the kindergarteners
and first graders were at the top of the district.

in reading and reading-readiness. That district contained affluent sections
of Seattle, so the reservation kids outdid the Microsoft kids. And they did it because learning a growth
mindset transformed the meaning of effort and difficulty. It used to mean they were dumb, and now it
means they have a chance to get smarter. Difficulty just meant not yet. Last year, I got a letter from a thirteen-year-old
boy. He said, Dear Professor Dweck, I read your
book. I liked the fact that it was based on sound
scientific research. That's why I decided to test out your growth
mindset principles in three areas of my life. As a result, I'm earning higher grades, I
have a better relationship with my parents, I have a better relationship with the other
kids at school. I realize I've wasted most of my life. Let's not waste any more lives because the
more we know that basic human abilities can be grown, the more it becomes a basic human
right for kids - all kids, all adults - to

live in environments that create that growth. To live in environments filled - overflowing
- with yet. Thank you.

Developing a Growth Mindset with Carol Dweck

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시카고의 한 고등학교에서는 학생들에게 요구 사항을 통과하지 못하면 '아직'이라는 성적을 부여하여 지속적인 학습의 길을 강조하고 있습니다.

"아직"이라는 개념은 실패를 치명적인 것으로 받아들이는 고정된 사고방식과 학습과 발전을 위해 도전을 받아들이는 성장 사고방식의 차이를 보여줍니다.

연구에 따르면 '아직'에 초점을 맞춘 성장 마인드는 실패에 직면했을 때 더 나은 문제 해결 능력과 회복력을 발휘하는 것으로 나타났습니다.

학생들이 성적과 시험 점수에 집중하는 것은 미래에 큰 꿈을 꾸고 사회에 기여하는 데 방해가 될 수 있습니다.

타고난 재능보다는 과정과 노력을 칭찬하면 회복탄력성과 도전 의식을 키우는 데 도움이 될 수 있습니다.

브레인 포인트 수학 게임에서 볼 수 있듯이 정답 대신 노력과 진도에 대한 보상을 도입하면 학습과 인내를 더욱 지속적으로 이끌어낼 수 있습니다.

학생들에게 시간이 지남에 따라 더 똑똑해질 수 있다는 것을 가르치고 안전 지대에서 벗어나도록 지원하면 성적과 사고방식이 크게 향상되며, 특히 어려움을 겪는 학생에게 도움이 되는 것으로 나타났습니다.

교육자는 성장 마인드를 통해 학생들의 학업 성취도를 변화시킬 수 있는 힘을 가지고 있습니다.

할렘과 사우스 브롱크스의 한 교사와 아메리카 원주민 보호구역의 한 교수는 성장 마인드를 심어 학생들의 성취도를 성공적으로 높였습니다.

성장 마인드를 도입한 결과 학업 성취도가 향상되었을 뿐만 아니라 학생들의 관계와 전반적인 웰빙도 향상되었습니다.

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