right after college I got hired to work as a software developer I was excited to
as a software developer I was excited to
as a software developer I was excited to be starting my first real job but it was
be starting my first real job but it was
be starting my first real job but it was also pretty nervous because I had
also pretty nervous because I had
also pretty nervous because I had absolutely no coding skills I was
absolutely no coding skills I was
absolutely no coding skills I was expected to learn on the job I was
expected to learn on the job I was
expected to learn on the job I was prepared for that to be intellectually
prepared for that to be intellectually
prepared for that to be intellectually difficult however I wasn’t prepared for
difficult however I wasn’t prepared for
difficult however I wasn’t prepared for it to be so emotionally difficult for
it to be so emotionally difficult for
it to be so emotionally difficult for the first time in my life I was
the first time in my life I was
the first time in my life I was consistently underperforming I mean like
consistently underperforming I mean like
consistently underperforming I mean like really underperforming and after a while
really underperforming and after a while
really underperforming and after a while I started to be afraid to ask questions
I started to be afraid to ask questions
I started to be afraid to ask questions because when I did my co-worker would
because when I did my co-worker would
because when I did my co-worker would get visibly annoyed and she’d actually
get visibly annoyed and she’d actually
get visibly annoyed and she’d actually roll her eyes at me so after months and
roll her eyes at me so after months and
roll her eyes at me so after months and months of this I started to doubt
months of this I started to doubt
months of this I started to doubt whether I could ever become a competent
whether I could ever become a competent
whether I could ever become a competent coder I started to feel anxious and
coder I started to feel anxious and
coder I started to feel anxious and ashamed every time I sat down on my dust
ashamed every time I sat down on my dust
ashamed every time I sat down on my dust to code so naturally I did everything I
to code so naturally I did everything I
to code so naturally I did everything I could to avoid coding I clocked out as
could to avoid coding I clocked out as
could to avoid coding I clocked out as early as I could I came in took extra
early as I could I came in took extra
early as I could I came in took extra long bathroom breaks just to be away
long bathroom breaks just to be away
long bathroom breaks just to be away from my desk in other words because of
from my desk in other words because of
from my desk in other words because of my anxieties about coding I spent less
my anxieties about coding I spent less
my anxieties about coding I spent less and less time actually learning how to
and less time actually learning how to
and less time actually learning how to code and more and more of my time for
code and more and more of my time for
code and more and more of my time for crass donating or hiding out in the
crass donating or hiding out in the
crass donating or hiding out in the bathroom
so you know after months and months of
so you know after months and months of this I really became you know I became
this I really became you know I became
this I really became you know I became really you know upset and eventually I
really you know upset and eventually I
really you know upset and eventually I quit and but then after I quit and I
quit and but then after I quit and I
quit and but then after I quit and I started a new job at a different office
started a new job at a different office
started a new job at a different office something really surprising happened in
something really surprising happened in
something really surprising happened in this new workplace the work felt a lot
this new workplace the work felt a lot
this new workplace the work felt a lot more collaborative I never once felt
more collaborative I never once felt
more collaborative I never once felt stigmatized for not all right not
stigmatized for not all right not
stigmatized for not all right not already knowing how to do something and
already knowing how to do something and
already knowing how to do something and in a matter of weeks
in a matter of weeks
in a matter of weeks Kody went for being a source of shame
Kody went for being a source of shame
Kody went for being a source of shame and anxiety that I had avoided to being
and anxiety that I had avoided to being
and anxiety that I had avoided to being a source of pride and fulfillment that I
a source of pride and fulfillment that I
a source of pride and fulfillment that I sought out I was no longer clocking out
sought out I was no longer clocking out
sought out I was no longer clocking out early on taking extra long bathroom
early on taking extra long bathroom
early on taking extra long bathroom breaks instead I was glued to my desk
breaks instead I was glued to my desk
breaks instead I was glued to my desk and taking extra work home with me
and taking extra work home with me
and taking extra work home with me somehow in this new environment I had
somehow in this new environment I had
somehow in this new environment I had been transformed as a learner from
been transformed as a learner from
been transformed as a learner from someone who had fearfully avoided
someone who had fearfully avoided
someone who had fearfully avoided challenges into someone who fearlessly
challenges into someone who fearlessly
challenges into someone who fearlessly embraced challenges now I don’t think my
embraced challenges now I don’t think my
embraced challenges now I don’t think my story is unique or even rare to the
story is unique or even rare to the
story is unique or even rare to the contrary research shows that the
contrary research shows that the
contrary research shows that the environments in which we study and work
environments in which we study and work
environments in which we study and work can have a profound impact on the way we
can have a profound impact on the way we
can have a profound impact on the way we approach learning on the one hand they
approach learning on the one hand they
approach learning on the one hand they can make us fearfully avoid learning
can make us fearfully avoid learning
can make us fearfully avoid learning challenges well on the other hand they
challenges well on the other hand they
challenges well on the other hand they can help us fearlessly embrace learning
can help us fearlessly embrace learning
can help us fearlessly embrace learning challenges now researchers have long
challenges now researchers have long
challenges now researchers have long known about this but the implications of
known about this but the implications of
known about this but the implications of this research are becoming ever more
this research are becoming ever more
this research are becoming ever more important because learning is becoming
important because learning is becoming
important because learning is becoming ever more central to professional
ever more central to professional
ever more central to professional survival for example over the last
survival for example over the last
survival for example over the last thirty years the share of jobs across
thirty years the share of jobs across
thirty years the share of jobs across the US economy that requires
the US economy that requires
the US economy that requires post-secondary training has more than
post-secondary training has more than
post-secondary training has more than doubled and most economists expect the
doubled and most economists expect the
doubled and most economists expect the importance of learning but only continue
importance of learning but only continue
importance of learning but only continue to grow as time as more and more jobs or
to grow as time as more and more jobs or
to grow as time as more and more jobs or automated out of existence while many
automated out of existence while many
automated out of existence while many others are changed beyond recognition so
others are changed beyond recognition so
others are changed beyond recognition so this begs the question are we preparing
this begs the question are we preparing
this begs the question are we preparing our young people for this future are our
our young people for this future are our
our young people for this future are our schools inspiring them to fearlessly
schools inspiring them to fearlessly
schools inspiring them to fearlessly embrace learning on an unprecedented
embrace learning on an unprecedented
embrace learning on an unprecedented scale as clearly they will need to do
scale as clearly they will need to do
scale as clearly they will need to do well the data don’t look terribly
well the data don’t look terribly
well the data don’t look terribly promising according to Gallup where’s
promising according to Gallup where’s
promising according to Gallup where’s three-quarters of grade school students
three-quarters of grade school students
three-quarters of grade school students start out being engaged with school by
start out being engaged with school by
start out being engaged with school by the time students reach 10th grade 2/3
the time students reach 10th grade 2/3
the time students reach 10th grade 2/3 of them have become disengaged
of them have become disengaged
of them have become disengaged two-thirds of them that’s that’s 2.5
two-thirds of them that’s that’s 2.5
two-thirds of them that’s that’s 2.5 million tenth graders who are turning
million tenth graders who are turning
million tenth graders who are turning away from learning why are so many young
away from learning why are so many young
away from learning why are so many young people turning away from learning and
people turning away from learning and
people turning away from learning and what do we need to do differently to
what do we need to do differently to
what do we need to do differently to help them embrace learning instead well
help them embrace learning instead well
help them embrace learning instead well over the last nine years other than a
over the last nine years other than a
over the last nine years other than a member of a growing community of
member of a growing community of
member of a growing community of researchers and educators who are
researchers and educators who are
researchers and educators who are committed to answering this question we
committed to answering this question we
committed to answering this question we think it’s essential to figure out how
think it’s essential to figure out how
think it’s essential to figure out how we need to reshape our schools in order
we need to reshape our schools in order
we need to reshape our schools in order to make sure that young people become
to make sure that young people become
to make sure that young people become fearless learners who embrace learning
fearless learners who embrace learning
fearless learners who embrace learning and are prepared to go into learning
and are prepared to go into learning
and are prepared to go into learning filled careers that challenge and
filled careers that challenge and
filled careers that challenge and invigorate them what we’re learning
invigorate them what we’re learning
invigorate them what we’re learning though is that all too often our
though is that all too often our
though is that all too often our well-intentioned actions as parents or
well-intentioned actions as parents or
well-intentioned actions as parents or as educators have just the opposite
as educators have just the opposite
as educators have just the opposite consequence all too often we do things
consequence all too often we do things
consequence all too often we do things delete students to be afraid of
delete students to be afraid of
delete students to be afraid of challenging themselves instead of
challenging themselves instead of
challenging themselves instead of helping them fearlessly embrace a
helping them fearlessly embrace a
helping them fearlessly embrace a challenge I’d like to tell you quickly
challenge I’d like to tell you quickly
challenge I’d like to tell you quickly about a study that showed just how this
about a study that showed just how this
about a study that showed just how this can happen
can happen
can happen it’s a now-famous study from 1998
it’s a now-famous study from 1998
it’s a now-famous study from 1998 conducted by Claudia Mueller and Carol
conducted by Claudia Mueller and Carol
conducted by Claudia Mueller and Carol Dweck
Dweck
Dweck in their study the researchers asked 128
in their study the researchers asked 128
in their study the researchers asked 128 fifth graders to complete some logic
fifth graders to complete some logic
fifth graders to complete some logic problems and after the first round the
problems and after the first round the
problems and after the first round the problems they asked all the students are
problems they asked all the students are
problems they asked all the students are they they congratulated all the students
they they congratulated all the students
they they congratulated all the students on a job well done
on a job well done
on a job well done they praised them for their performance
they praised them for their performance
they praised them for their performance but they praised them in an importantly
but they praised them in an importantly
but they praised them in an importantly different ways so they praised some
different ways so they praised some
different ways so they praised some students for their effort they said wow
students for their effort they said wow
students for their effort they said wow you did really well you must have worked
you did really well you must have worked
you did really well you must have worked hard on those problems they praised
hard on those problems they praised
hard on those problems they praised other students for their intelligence
other students for their intelligence
other students for their intelligence they said wow you did really well you
they said wow you did really well you
they said wow you did really well you must be smart to those problems and then
must be smart to those problems and then
must be smart to those problems and then the researchers gave all the students an
the researchers gave all the students an
the researchers gave all the students an option about while they’re in a
option about while they’re in a
option about while they’re in a subsequent round of problems they would
subsequent round of problems they would
subsequent round of problems they would rather do some more challenging problems
rather do some more challenging problems
rather do some more challenging problems or some easier problems well the kids
or some easier problems well the kids
or some easier problems well the kids who had been praised for their effort
who had been praised for their effort
who had been praised for their effort object for the harder problems 92% of
object for the harder problems 92% of
object for the harder problems 92% of the time they weren’t afraid to
the time they weren’t afraid to
the time they weren’t afraid to challenge themselves those who’ve been
challenge themselves those who’ve been
challenge themselves those who’ve been praised for their intelligence only
praised for their intelligence only
praised for their intelligence only opted for the harder problems 33% of the
opted for the harder problems 33% of the
opted for the harder problems 33% of the time they prefer to avoid the challenge
time they prefer to avoid the challenge
time they prefer to avoid the challenge and it’s because for them those
and it’s because for them those
and it’s because for them those challenging problems were frightening
challenging problems were frightening
challenging problems were frightening they carried a risk after all if doing
they carried a risk after all if doing
they carried a risk after all if doing well on the easy problems had meant that
well on the easy problems had meant that
well on the easy problems had meant that they were smart well then what are they
they were smart well then what are they
they were smart well then what are they struggled what do they got more of the
struggled what do they got more of the
struggled what do they got more of the hard problems wrong
hard problems wrong
hard problems wrong well then presumably that would mean oh
well then presumably that would mean oh
well then presumably that would mean oh they’re dumb in this way this seemingly
they’re dumb in this way this seemingly
they’re dumb in this way this seemingly benign this well-intentioned compliment
benign this well-intentioned compliment
benign this well-intentioned compliment injected fear into an otherwise fawn
injected fear into an otherwise fawn
injected fear into an otherwise fawn learning situation it made the students
learning situation it made the students
learning situation it made the students afraid to challenge themselves instead
afraid to challenge themselves instead
afraid to challenge themselves instead of helping them fearlessly embrace a
of helping them fearlessly embrace a
of helping them fearlessly embrace a challenge now when I first learned about
challenge now when I first learned about
challenge now when I first learned about this research it really struck a chord
this research it really struck a chord
this research it really struck a chord because I recognized that similar fears
because I recognized that similar fears
because I recognized that similar fears had gotten in the way of my own learning
had gotten in the way of my own learning
had gotten in the way of my own learning the fears of looking domme had to cut me
the fears of looking domme had to cut me
the fears of looking domme had to cut me from taking certain hard classes in high
from taking certain hard classes in high
from taking certain hard classes in high school in college that they had also
school in college that they had also
school in college that they had also kept me from asking questions which
kept me from asking questions which
kept me from asking questions which without a doubt would have accelerated
without a doubt would have accelerated
without a doubt would have accelerated my learning and as I reflected on this
my learning and as I reflected on this
my learning and as I reflected on this it started to dawn on me that there was
it started to dawn on me that there was
it started to dawn on me that there was a tragedy playing out in schools all
a tragedy playing out in schools all
a tragedy playing out in schools all across the world but students millions
across the world but students millions
across the world but students millions of students were turning away from
of students were turning away from
of students were turning away from learning not because they were lazy not
learning not because they were lazy not
learning not because they were lazy not because they were on interested but
because they were on interested but
because they were on interested but rather because of fears because they
rather because of fears because they
rather because of fears because they were learning in environments that made
were learning in environments that made
were learning in environments that made them afraid to challenge themselves
them afraid to challenge themselves
them afraid to challenge themselves well this seemed like a really tragic
well this seemed like a really tragic
well this seemed like a really tragic waste of human potential to me and I
waste of human potential to me and I
waste of human potential to me and I felt really compelled to do something
felt really compelled to do something
felt really compelled to do something about it but it wasn’t sure what so I
about it but it wasn’t sure what so I
about it but it wasn’t sure what so I packed my bags in Chicago where I lived
packed my bags in Chicago where I lived
packed my bags in Chicago where I lived at the time and I had it for Stanford
at the time and I had it for Stanford
at the time and I had it for Stanford University at Stanford I worked with
University at Stanford I worked with
University at Stanford I worked with Carol Dweck and Greg Walton and working
Carol Dweck and Greg Walton and working
Carol Dweck and Greg Walton and working with the two of them I learned a great
with the two of them I learned a great
with the two of them I learned a great deal about the factors and empower
deal about the factors and empower
deal about the factors and empower students to fearlessly embrace learning
students to fearlessly embrace learning
students to fearlessly embrace learning as well as about the fears that get in
as well as about the fears that get in
as well as about the fears that get in the way of learning and the more I
the way of learning and the more I
the way of learning and the more I learned the more troubled I became that
learned the more troubled I became that
learned the more troubled I became that this these profound psychological
this these profound psychological
this these profound psychological insights that I was learning as a
insights that I was learning as a
insights that I was learning as a graduate student were all too often
graduate student were all too often
graduate student were all too often locked away in academic journals outside
locked away in academic journals outside
locked away in academic journals outside the reach of the parents and educators
the reach of the parents and educators
the reach of the parents and educators who most needed to know them who most
who most needed to know them who most
who most needed to know them who most needed to apply them so he found that a
needed to apply them so he found that a
needed to apply them so he found that a new Center at Stanford called PERTs the
new Center at Stanford called PERTs the
new Center at Stanford called PERTs the project for education research at scales
project for education research at scales
project for education research at scales and approach we work we work to bridge
and approach we work we work to bridge
and approach we work we work to bridge this gap to help educators learn and
this gap to help educators learn and
this gap to help educators learn and apply these psychological insights so
apply these psychological insights so
apply these psychological insights so that they can create learning
that they can create learning
that they can create learning environments that inspire fearless
environments that inspire fearless
environments that inspire fearless learning rather than fear of learning
learning rather than fear of learning
learning rather than fear of learning now we do this in a number of different
now we do this in a number of different
now we do this in a number of different ways I’m just going to tell you about
ways I’m just going to tell you about
ways I’m just going to tell you about two first we hope educators dispel the
two first we hope educators dispel the
two first we hope educators dispel the harmful myth that intelligence is
harmful myth that intelligence is
harmful myth that intelligence is something fixed about us that it’s
something fixed about us that it’s
something fixed about us that it’s something like eye color and we’re doing
something like eye color and we’re doing
something like eye color and we’re doing that because countless studies show that
that because countless studies show that
that because countless studies show that students are more likely to challenge
students are more likely to challenge
students are more likely to challenge themselves and more likely to learn a
themselves and more likely to learn a
themselves and more likely to learn a lot and do well in school once they
lot and do well in school once they
lot and do well in school once they understand that their intelligence is
understand that their intelligence is
understand that their intelligence is actually something they can grow once
actually something they can grow once
actually something they can grow once they have what researchers call a growth
they have what researchers call a growth
they have what researchers call a growth mindset and with support from
mindset and with support from
mindset and with support from philanthropists and from government
philanthropists and from government
philanthropists and from government agencies we’re helping thousands of
agencies we’re helping thousands of
agencies we’re helping thousands of schools all across the world learn and
schools all across the world learn and
schools all across the world learn and apply that these ideas so that they can
apply that these ideas so that they can
apply that these ideas so that they can foster a growth mindset among their
foster a growth mindset among their
foster a growth mindset among their students we’re also helping teachers
students we’re also helping teachers
students we’re also helping teachers cultivate secure relationships with in
cultivate secure relationships with in
cultivate secure relationships with in between their students relationships
between their students relationships
between their students relationships that help their students feel that
that help their students feel that
that help their students feel that they’re a valued member of an academic
they’re a valued member of an academic
they’re a valued member of an academic community feel like they belong this is
community feel like they belong this is
community feel like they belong this is critically important because these
critically important because these
critically important because these relationships form the foundation for
relationships form the foundation for
relationships form the foundation for fearless learning learning is an
fearless learning learning is an
fearless learning learning is an inherently vulnerable act it’s full of
inherently vulnerable act it’s full of
inherently vulnerable act it’s full of mistakes and struggles and missteps and
mistakes and struggles and missteps and
mistakes and struggles and missteps and it’s really hard to be vulnerable to put
it’s really hard to be vulnerable to put
it’s really hard to be vulnerable to put yourself out there
yourself out there
yourself out there in front of people who you don’t trust
in front of people who you don’t trust
in front of people who you don’t trust and for the people who roll their eyes
and for the people who roll their eyes
and for the people who roll their eyes at your mistakes now I’ll be the first
at your mistakes now I’ll be the first
at your mistakes now I’ll be the first to admit that it’s a lot of work it’d be
to admit that it’s a lot of work it’d be
to admit that it’s a lot of work it’d be really hard to make an environment in
really hard to make an environment in
really hard to make an environment in which all students feel like they belong
which all students feel like they belong
which all students feel like they belong which all students feel like they can
which all students feel like they can
which all students feel like they can grow we’re not convinced it’s worth the
grow we’re not convinced it’s worth the
grow we’re not convinced it’s worth the effort because no student should live in
effort because no student should live in
effort because no student should live in fear of learning I also known it’s
fear of learning I also known it’s
fear of learning I also known it’s possible because I’ve seen firsthand the
possible because I’ve seen firsthand the
possible because I’ve seen firsthand the kind of magic that happens when teachers
kind of magic that happens when teachers
kind of magic that happens when teachers do the successfully when they create
do the successfully when they create
do the successfully when they create environments and which students can
environments and which students can
environments and which students can really learn fearlessly I was like to
really learn fearlessly I was like to
really learn fearlessly I was like to tell you about one educator that does
tell you about one educator that does
tell you about one educator that does this really Wow
this really Wow
this really Wow her name is Muriel trades and she’s a
her name is Muriel trades and she’s a
her name is Muriel trades and she’s a high school math teacher in San
high school math teacher in San
high school math teacher in San Francisco after each test and Muriel’s
Francisco after each test and Muriel’s
Francisco after each test and Muriel’s 9th grade math class she asked for a
9th grade math class she asked for a
9th grade math class she asked for a volunteer to go up to the front of the
volunteer to go up to the front of the
volunteer to go up to the front of the room and share a mistake they had made
room and share a mistake they had made
room and share a mistake they had made on the previous test with all of their
on the previous test with all of their
on the previous test with all of their classmates I imagined your high school
classmates I imagined your high school
classmates I imagined your high school math teacher asking for a volunteer to
math teacher asking for a volunteer to
math teacher asking for a volunteer to go up to the front of the room and talk
go up to the front of the room and talk
go up to the front of the room and talk about a mistake they had made when I
about a mistake they had made when I
about a mistake they had made when I imagined that I see a roomful of
imagined that I see a roomful of
imagined that I see a roomful of students trying to look as small as
students trying to look as small as
students trying to look as small as possible
possible
possible invisible ideally less their teacher
invisible ideally less their teacher
invisible ideally less their teacher call on them but in Mario’s class going
call on them but in Mario’s class going
call on them but in Mario’s class going up in the overhead is an opportunity
up in the overhead is an opportunity
up in the overhead is an opportunity that students fight over they are not
that students fight over they are not
that students fight over they are not afraid to struggle in front of their
afraid to struggle in front of their
afraid to struggle in front of their peers and is because Muriel has done two
peers and is because Muriel has done two
peers and is because Muriel has done two important things first Reese created an
important things first Reese created an
important things first Reese created an environment of trust and collaboration
environment of trust and collaboration
environment of trust and collaboration between our students and second trees
between our students and second trees
between our students and second trees help their students internalize the
help their students internalize the
help their students internalize the critical lesson that you learn far more
critical lesson that you learn far more
critical lesson that you learn far more by confronting your mistakes than you do
by confronting your mistakes than you do
by confronting your mistakes than you do by hiding from them in this way Muriel
by hiding from them in this way Muriel
by hiding from them in this way Muriel is training our students to be fearless
is training our students to be fearless
is training our students to be fearless learners who can embrace the challenges
learners who can embrace the challenges
learners who can embrace the challenges that tomorrow will bring we need many
that tomorrow will bring we need many
that tomorrow will bring we need many more students to be trained at a similar
more students to be trained at a similar
more students to be trained at a similar way because in the coming years
way because in the coming years
way because in the coming years unprecedented numbers of us will need to
unprecedented numbers of us will need to
unprecedented numbers of us will need to learn throughout our careers that can
learn throughout our careers that can
learn throughout our careers that can only happen if we help each other
only happen if we help each other
only happen if we help each other transcend the anxieties that keep us
transcend the anxieties that keep us
transcend the anxieties that keep us from learning if you reshape our schools
from learning if you reshape our schools
from learning if you reshape our schools and our workplaces so they inspire
and our workplaces so they inspire
and our workplaces so they inspire fearless learning rather than fear of
fearless learning rather than fear of
fearless learning rather than fear of learning now one of my mentors worked at
learning now one of my mentors worked at
learning now one of my mentors worked at a school that worked really hard to
a school that worked really hard to
a school that worked really hard to create a space where all students feel
create a space where all students feel
create a space where all students feel like they belong and feel like they can
like they belong and feel like they can
like they belong and feel like they can grow he asked a new student there how is
grow he asked a new student there how is
grow he asked a new student there how is this school different in this school you
this school different in this school you
this school different in this school you were in last year
were in last year
were in last year the student told him everything is
the student told him everything is
the student told him everything is different here and my old school I felt
different here and my old school I felt
different here and my old school I felt dumb people told me I was stupid and I
dumb people told me I was stupid and I
dumb people told me I was stupid and I believe that here I know I can be smart
believe that here I know I can be smart
believe that here I know I can be smart if I try I know I’m not done
if I try I know I’m not done
if I try I know I’m not done clearly this school had a profound
clearly this school had a profound
clearly this school had a profound impact on him and if you’d like to think
impact on him and if you’d like to think
impact on him and if you’d like to think about what you can do to have a similar
about what you can do to have a similar
about what you can do to have a similar impact I urge you to start by thinking
impact I urge you to start by thinking
impact I urge you to start by thinking about the people in your home in your
about the people in your home in your
about the people in your home in your workplace in your school and ask
workplace in your school and ask
workplace in your school and ask yourself how can you make a space that
yourself how can you make a space that
yourself how can you make a space that makes each of them feel like they belong
makes each of them feel like they belong
makes each of them feel like they belong feel like they can grow how can you
feel like they can grow how can you
feel like they can grow how can you inspire them to fearlessly embrace
inspire them to fearlessly embrace
inspire them to fearlessly embrace learning thank you
learning thank you
learning thank you [Applause]
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