TED, Carol Dweck: The power of believing that you can improve

Carol Dweck: The power of believing that you can improve

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 were 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 95th 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 are 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.

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Carol Dweck: The power of believing that you can improve Carol|Dweck|||||||| Carol Dweck: Die Kraft des Glaubens, dass man sich verbessern kann Carol Dweck: El poder de creer que puedes mejorar Carol Dweck : Le pouvoir de croire que l'on peut s'améliorer キャロル・ドウェック自分は向上できると信じる力 Carol Dweck: Siła wiary w to, że można się poprawić Carol Dweck: O poder de acreditar que se pode melhorar Кэрол Двек: Сила веры в то, что вы можете стать лучше Carol Dweck: Moč verjeti, da se lahko izboljšaš Carol Dweck: Gelişebileceğinize inanmanın gücü Керол Двек: Сила віри в те, що ви можете вдосконалюватися 卡罗尔-德韦克相信自己能够进步的力量

The power of yet. |||še Moč še.

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. ||||||||||||opraviti||določeno|||predmetov||diplomirati|||||opraviti||||||oceno|| Slišal sem za srednjo šolo v Chicagu, kjer so morali študentje opraviti določeno število predmetov, da so lahko diplomirali, in če niso opravičili predmeta, so dobili oceno "Še ne." 我听说芝加哥的一所高中，学生必须通过一定数量的课程才能毕业，如果他们没有通过课程，他们就会得到“还没有”的成绩。

And I thought that was fantastic, because if you get a failing grade, you think, I’m nothing, I’m nowhere. ||pensavo|||||||||||||||| |||||||||||slabšo|ocena|||||| In mislil sem, da je to fantastično, ker če dobiš nezadostno oceno, misliš, da sem nič, da nisem nikjer. But if you get the grade "Not Yet" you understand that you’re on a learning curve. |||||||||||||||學習曲線 |||||oceno||||||||||krivulji Ampak če dobiš oceno "Še ne", razumeš, da si na učni poti. It gives you a path into the future. To ti daje pot v prihodnost. 它为您提供了通往未来的道路。 "Not Yet" also gave me insight into a critical event early in my career, a real turning point. |||||vpogled|||kritičen|dogodek||||karieri|||točka|točka "Še ne" mi je prav tako omogočil vpogled v kritični dogodek na začetku moje kariere, pravi prelomni trenutek.

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. ||||||enfrentaron||||||||||||||||| ||||||soočali||||||||||naloge|||rahlo|||| Hotel sem videti, kako se otroci spopadajo z izzivi in težavami, zato sem 10-letnikom dal naloge, ki so bile zanje nekoliko pretežke. Some of them reacted in a shockingly positive way. ||||||sorprendentemente|| |||so|||šokantno|| Nekateri so reagirali na presenetljivo pozitiven način. They said things like, "I love a challenge," or, "You know, I was hoping this would be informative." |||||||||||||||||具啟發性 |||||||||||||upam||||informativno Rekli so stvari, kot so: "Obožujem izziv," ali: "Veš, upal sem, da bo to poučno." They understood that their abilities could be developed. ||||sposobnosti|||razvijale Razumeli so, da se lahko njihove sposobnosti razvijajo. They had what I call a growth mindset. |||||||misljenje Imeli so tisto, kar imenujem miselnost rasti. But other students felt it was tragic, catastrophic. ||||||悲慘|災難性的 |||||||disastrous |||so menili|||| Toda drugi študenti so čutili, da je to tragično, katastrofalno. From their more fixed mindset perspective, their intelligence had been up for judgment and they failed. ||||||||||||oceno|||so neuspešni Iz njihovega bolj fiksnega mišljenja so menili, da je bila njihova inteligenca podvržena presoji in so spodleteli. Instead of luxuriating in the power of yet, they were gripped in the tyranny of now. ||沉浸於||||||||束縛於||||| |||||||||||||oppression|| ||沉醉于|||||||||||暴政|| ||disfrutando|||||aún|||atrapados||||| namesto||razkošno uživanje||||||||ujeti|||tiraniji|| Namesto da bi uživali v moči še, so bili ujeti v tiraniji zdaj. So what do they do next? Kaj pa naredijo naslednje?

I’ll tell you what they do next. Povem vam, kaj naredijo naslednje. In one study, they told us they would probably cheat the next time instead of studying more if they failed a test. |||||||||prevarati||||||||||naredili|| V eni študiji so nam povedali, da bi verjetno prevaro naslednjič namesto, da bi se učili več, če bi na testu neuspešno opravili. In another study, after a failure, they looked for someone who did worse than they did so they could feel really good about themselves. |||||neuspeh|||||||||||||||||| V drugi študiji so po neuspehu iskali nekoga, ki je imel slabše rezultate, da bi se lahko počutili res dobro sami o sebi. And in study after study, they have run from difficulty. Und in einer Studie nach der anderen sind sie vor Schwierigkeiten davongelaufen. In v študiji za študijo so bežali pred težavami. Scientists measured the electrical activity from the brain as students confronted an error. |merili|||||||||soočili||napako Znanstveniki so merili električno aktivnost iz možganov, ko so se študentje spopadli z napako. On the left, you see the fixed mindset students. Na levi vidite študente s fiksnim načinom razmišljanja. There’s hardly any activity. |komaj|| Dejansko skoraj ni nobene aktivnosti. They run from the error. Bežijo pred napako. They don’t engage with it. ||ukvarjajo|| Ne ukvarjajo se s tem. But on the right, you have the students with the growth mindset, the idea that abilities can be developed. |||||||||||||||sposobnosti|||razvijajo Ampak na desni strani imate študente z miselnostjo rasti, idejo, da se sposobnosti lahko razvijajo. They engage deeply. |ukvarjajo|globoko Globoko se vključujejo. Their brain is on fire with yet. Ihr Gehirn brennt bereits. Njihov možgani so še vedno na udaru. They engage deeply. Globoko se vključijo. They process the error. Obravnavajo napako. They learn from it and they correct it. Iz tega se učijo in to popravijo. How are we raising our children? Kako vzgajamo naše otroke?

Are we raising them for now instead of yet? Ziehen wir sie jetzt auf und nicht erst später? Ali jih vzgajamo za zdaj namesto za v prihodnje? Are we raising kids who are obsessed with getting A’s? ||||||obsedeni||| Ali vzgajamo otroke, ki so obseden s tem, da dobijo ocene A? Are we raising kids who don’t know how to dream big dreams? Ali vzgajamo otroke, ki ne znajo sanjati velikih sanj? Their biggest goal is getting the next A or the next test score? ||||||||||||ocena Njihov največji cilj je dobiti naslednjo A ali naslednjo oceno na testu? And are they carrying this need for constant validation with them into their future lives? ||||||||認可|||||| |||nosijo|||||potrjevanje|||||| In ali prinašajo to potrebo po nenehnem potrjevanju s seboj v svoje prihodnje življenje? 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. ||||||||||||vzgojili|||||||||preživeti|||||nagrado Mogoče, ker do mene prihajajo delodajalci in pravijo, da smo že vzgajali generacijo mladih delavcev, ki ne morejo preživeti dneva brez nagrade. 也许，因为雇主们来找我说，我们已经培养了一代年轻工人，如果没有奖励，他们就无法度过每一天。 So what can we do? Kaj lahko torej storimo?

How can we build that bridge to yet? Kako lahko zgradimo tisti most do zdaj? Here are some things we can do. Tukaj je nekaj stvari, ki jih lahko naredimo.

First of all, we can praise wisely, not praising intelligence or talent. |||||hvaliti|modro||hvaliti|||talent Najprej lahko modro hvalimo, ne da bi hvalili inteligenco ali talent. That has failed. To je propadlo. Don’t do that anymore. Ne počni več tega. But praising the process that kids engage in: their effort, their strategies, their focus, their perseverance, their improvement. |||||||||||||||毅力|| |||||||||||||||坚持不懈|| |hvaljenje|||||ukvarjajo|||trud||strategije||||vztrajnost||napredek Ampak hvaljenje procesa, v katerega se otroci vključujejo: njihovo prizadevanje, njihove strategije, njihovo osredotočenost, njihovo vztrajnost, njihovo izboljšanje. This process praise creates kids who are hardy and resilient. ||alabanza||||||| |||||||trdni||odporni Ta proces hvaljenja ustvarja otroke, ki so trdni in odporni. There are other ways to reward yet. |||||nagraditi| Obstajajo še drugi načini za nagrajevanje.

We recently teamed up with game scientists from the University of Washington to create a new online math game that rewarded yet. ||colaboramos||||||||||||||||||| ||združili|||||||||||||||matematično|||nagrado| Pred kratkim smo se povezali z igrivimi znanstveniki z Univerze v Washingtonu, da smo ustvarili novo spletno matematično igro, ki nagrajuje. 我们最近与华盛顿大学的游戏科学家合作，创建了一款新的在线数学游戏，该游戏目前还颇有回报。 In this game, students were rewarded for effort, strategy and progress. ||||||||||napredek В этой игре ученики получали вознаграждение за старание, стратегию и прогресс. V tej igri so bili učenci nagrajeni za trud, strategijo in napredek. The usual math game rewards you for getting answers right right now, but this game rewarded process. ||||nagrada|||||||||||| Обычная математическая игра вознаграждает вас за то, что вы получаете ответы прямо сейчас, но эта игра вознаграждает за процесс. Običajna matematična igra nagrajuje za pravilne odgovore takoj, vendar je ta igra nagradila proces. 通常的数学游戏会奖励你立即得到答案，但这个游戏奖励的是过程。 And we got more effort, more strategies, more engagement over longer periods of time, and more perseverance when they hit really, really hard problems. ||||truda||||angažma||||||||||||||| Мы получили больше усилий, больше стратегий, больше вовлеченности на протяжении длительного времени и больше настойчивости, когда они сталкивались с действительно сложными проблемами. In dobili smo več truda, več strategij, več angažiranosti skozi daljša časovna obdobja in več vztrajnosti, ko so naleteli na res, res težke probleme. 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. |||||||||||||||||||||||堅持不懈 |||||||||||||||||||||||持久性 |||||||||||večjo||||||||||||vztrajnost Слова "пока" или "еще нет", как мы выяснили, придают детям больше уверенности, дают им путь в будущее, что создает большую настойчивость. Samo besede "še" ali "še ne", ugotavljamo, dajejo otrokom večjo samozavest, omogočajo jim pot v prihodnost, ki ustvarja večjo vztrajnost.

And we can actually change students' mindsets. ||||||mentalidades И мы действительно можем изменить мировоззрение студентов. In dejansko lahko spremenimo miselne vzorce učencev. 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. |||||||||||||||||||||||||||||||povezave||||||| В одном из исследований мы объяснили им, что каждый раз, когда они выходят из своей зоны комфорта, чтобы узнать что-то новое и сложное, нейроны в их мозге образуют новые, более прочные связи, и со временем они становятся умнее. V eni študiji smo jih učili, da vsakič, ko se potisnejo iz svoje cone udobja, da bi se naučili nekaj novega in težkega, nevroni v njihovem možganu lahko oblikujejo nove, močnejše povezave, in sčasoma lahko postanejo pametnejši. 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 were taught this lesson showed a sharp rebound in their grades. ||||||||||||||||||||||||||||||||||反彈||| ||||||||||||||||||||||||||||||||||rebound||| ||||||||||||||so|||upadajoče|ocene|||||||||||||||ostre|nobene||| Sehen Sie sich an, was passiert ist: In dieser Studie zeigten die Schüler, die nicht in der Wachstumsmentalität unterrichtet wurden, während dieses schwierigen Schulwechsels weiterhin sinkende Noten, während die Schüler, denen diese Lektion beigebracht wurde, einen deutlichen Anstieg ihrer Noten verzeichneten. Посмотрите, что произошло: в этом исследовании ученики, которых не учили этому "мышлению роста", продолжали демонстрировать снижение оценок в течение этого трудного школьного перехода, а те, кому преподали этот урок, резко повысили свои оценки. Poglejte, kaj se je zgodilo: v tej študiji so učenci, ki niso bili poučeni o rastočem načinu razmišljanja, nadaljevali z upadanjem ocen med to težko šolsko prehodno obdobje, medtem ko so tisti, ki so se naučili te lekcije, pokazali ostro izboljšanje svojih ocen.

We have shown this now, this kind of improvement, with thousands and thousands of kids, especially struggling students. ||||||||||||||||težavnih| To smo zdaj pokazali, tovrstno izboljšanje, pri tisočih in tisočih otrok, še posebej pri učencih, ki se soočajo z težavami. So let’s talk about equality. ||||fairness ||||enakosti Torej, pogovarjajmo se o enakosti.

In our country, there are groups of students who chronically underperform, for example, children in inner cities, or children on Native American reservations. ||||||||||||||||||||||保留區 ||||||||||tienen un rendimiento académico bajo|||||||||||| |||||||||kronično|slabo uspevajo|||||notranjih||||||| V naši državi so skupine študentov, ki kronično slabo uspevajo, na primer, otroci v notranjih mestih ali otroci na rezervacijah ameriških Indijancev. And they’ve done so poorly for so long that many people think it’s inevitable. |||||||||||||不可避免 ||||slabo|||||||||neizogibno In tako slabo so se obnšali tako dolgo, da mnogi ljudje mislijo, da je to neizogibno. But when educators create growth mindset classrooms steeped in yet, equality happens. |||||||浸透于|||| ||||||||||平等| ||učitelji|||||prežet|||| Toda ko vzgojitelji ustvarijo učne prostore z mislijo na rast, se zgodijo enakopravnosti. And here are just a few examples. In tukaj je le nekaj primerov. In one year, a kindergarten class in Harlem, New York scored in the 95th percentile on the National Achievement Test. ||||||||||||||百分位數||||| ||||||||||||||百分位||||| |||||||Harlem|||||||percentil||||| ||||||||||je dosegla||||percentilu||||| V enem letu je razred v vrtcu v Harlemu, New York, dosegel 95. percentile na nacionalnem testu dosežkov. Many of those kids could not hold a pencil when they arrived at school. Mnogi od teh otrok niso znali držati svinčnika, ko so prišli v šolo. 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. |||||||||Bronx|||||||||||||||||||| V enem letu so četrtošolci v južnem Bronxu, ki so bili zelo za drugimi, postali najboljša četrtačka klasa v zvezni državi New York na državnem matematičnem testu. 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. ||||||||||||||||||||||||||||||||affluent||| |||||||||||||||||||||dna|||okrožje||||||||prebivalstvo|delov območja|| V enem letu do leto in pol so ameriški domorodci v šoli na rezervatu napredovali z dna svojega okrožja na vrh, okrožje pa je vključevalo premožne dele Seattla. 在一年到一年半的时间里，保留地一所学校的美国原住民学生从所在地区的垫底上升到顶部，而该地区包括西雅图的富裕地区。 So the native kids outdid the Microsoft kids. ||||勝過||| ||||presegli||| ||||superaron||| ||||胜过||| Torej so domači otroci prehiteli otroke iz Microsofta. 所以本土的孩子们比微软的孩子们更胜一筹。 This happened because the meaning of effort and difficulty were transformed. ||||||||||spremenjena To se je zgodilo, ker se je pomen truda in težav spremenil.

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. ||||||||||||||||||||||||||神经连接|| Pred tem sta ju trud in težave spravljala v občutek neumnosti, da sta želela obupati, zdaj pa trud in težave pomenita, da njihovi nevroni ustvarjajo nove povezave, močnejše povezave. That’s when they’re getting smarter. Takrat postajajo pametnejši. I received a letter recently from a 13-year-old boy. Nedavno sem prejel pismo od 13-letnega dečka.

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. |||||||||||||trdnih|||||||||||| Rekel je: "Dragi profesor Dweck, cenim, da je vaše pisanje osnovano na trdnih znanstvenih raziskavah, zato sem se odločil, da to uveljavim v praksi. 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. |||||||||||||||||||||||doživel||||||| V delo v šoli, v odnosu s svojo družino in v odnosu z otroki v šoli sem vložil več truda in doživel sem velike izboljšave na vseh teh področjih. I now realize I’ve wasted most of my life. ||||zapravila|||| Sedaj se zavedam, da sem večino svojega življenja zapravil. Let’s not waste any more lives, because once we know that abilities are 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. |||||||||||||zmožne|||||||||||||||||||||||||||| Ne zapravljajmo več življenj, ker ko enkrat spoznamo, da so sposobnosti sposobne take rasti, postane osnovna človekova pravica za otroke, vse otroke, da živijo na krajih, ki ustvarjajo to rast, da živijo na krajih, polnih možnosti.

Thank you. Hvala.