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This article is hosted by the Midset website. Through this link you can find a brief description of "mindset". The site as a whole has some great resources and I encourage you to look around if you visit. Through this site you can "test your mindset" to see if it is more of a "fixed mindset" or "growth mindset".

This short video (~14 minutes) is a TED Talk by Carol Dweck on "Growth Mindset". She highlights her research in mindsets for growth. She emphasizes the idea and power of "yet"; a educational theory that can lead to greater confidence and promotes a mindset for growth. Her research focuses on improving learning and achievements through the educational structures focused on growth mindset.

Hosted by the site Brain Pickings, this article is a good review of fixed mindset vs. growth mindset. Also, there is a great info graphic to help explain the difference.

Great resource for 1) Taking the mindset test to determine what kind of mindset you have. 2) Lists 4 simple steps to changing mindset once the test determines what mindset you do have. Allows individuals with fixed mindsets to identify ways to change their mindsets in order to achieve a "growth mindset."

This website provides a survey to determine your mindset: fixed vs. growth. There are many of these surveys but this one is made by the pioneer of mindset, Carol Dweck.

Great TED talk video (~10 minutes) on the difference of Fixed and Growth Mindset. About instilling in our learners the lesson of challenges, resilience, and hard work. Failing is sometimes the greatest thing that can happen to a learner.

This is a video of the 2012 American Psychological Association "Diane Halpern" lecture on metacognition in education. Dr. Elizabeth Yost Hammer, the faculty developer at Xavier Univerisity, discusses the importance of developing incoming college students' metacognition and the techniques to do so. From 0:00 - 07:00, Dr. Hammer discusses the term, metacognition, and applies it to the typical student with poor self-assessment skills. During 11:00 - 16:30, characteristics of incoming high-school students are discussed and provides insight into why these students may have poor metacognitive and study skills. Techniques to teach metacognition to students are discussed in detail during 18:30 - 36:30. I would highly recommend this section for those interesting in learning more about formative assessment. Dr. Stephen Chew, also discussed in our lecture, makes a brief appearance at 36:30 - 38:00 and discusses his video series, "How to study hard and still fail..." Finally, Dr. Hammer concludes her lecture with other habits of mind that play a role in the development of metacognition, such as the fixed mindset theory.

Dr. Stephen Chew is a professor and chair of psychology at Samford University in Birmingham, AL. He is a cognitive psychologist with interests in teaching strategies, formative assessment, and cognition & instruction. I have included brief descriptions of his video series below: Video series: "How to study long and hard and still fail… or how to get the most out of studying" Video #1: "Beliefs that make you stupid" 1. Learning is fast. 2. Learning isolated facts (note cards). 3. Fixed mindset. 4. Good at multi-tasking (while studying, i.e. texting, computer breaks, games, etc.) Video #2: Examined a study looking at "levels of processing." Study examines shallow v. deep processing, intent v. incidential exposure, and strict memorization. Group with deep processing (regardless of intent v. incidential) had the highest recall. Shallow = memorization. Deep = understanding, comprehending, applying, visualizing Video #3: Four ideas to achieve deep processing: elaboration (how does this relate?), distinction (how is this similar/different?), personal (how does this relate to experience?), appropriate retrieval and application (how am I expected to use or apply this concept?). Extent of use of each principle depends on professor style! Video #4: Study strategies: Ask questions! (facts [ok], relationships, compare/contrast, apply in new situation, apply to personal experience, etc.). Concept maps (visual learners?), Retrieve info in way teach expects (2 parts: recall without notes, use information). Also discusses note-taking, good highlighting. Video #5: Don't panic/deny failure. Evaluate exam preparation (lecture, required readings, study technique, etc.), review exam with professor, review notes!, talk with professor, develop revised study plan.

Also from ASCD, this is a short one-page summary of the 16 habits of mind. This resource is short, straight forward, and has fun little graphics.