LearnStorm Growth Mindset: Dave Paunesku introduces growth mindset

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- I'm Dave Paunesku, and I'm
the executive director of PERTS

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which is the Project for
Education Research That Scales.

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It's a center at Stanford University.

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PERTS makes a variety of resources

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that help educators learn about
the science of motivation.

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And we do that in order to help educators

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inspire all of their
students to learn fearlessly.

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When students have a growth mindset,

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when they're thinking in a growth mindset,

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they're really thinking of their abilities

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as something that they can
grow, something like a muscle.

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Something that they can grow over time

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by investing their effort
into the right strategy.

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When students are thinking
in a fixed mindset,

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they tend to think of their
abilities as something fixed,

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something like eye color,

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something they really can't
change about themselves.

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When students are thinking
in a growth mindset,

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they're doing I think two things

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that are really helpful,
that'll ultimately help them

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be more successful, that'll
help them be more motivated.

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One is that they're viewing challenges

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really as opportunities
to grow their abilities.

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That means they're much less
likely to be discouraged

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if they encounter something
that's challenging.

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In contrast, they might be more likely

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to seek out challenges, and
research shows that, in fact,

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when students are thinking
in a growth mindset,

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they're more likely to seek out

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more challenging work.

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The second piece is that they realize

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that if they're really stuck on something,

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then the key to doing that, one,

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might be to persist, but
two, and just as important,

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is to switch up the
strategies they're using.

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Maybe to seek out help from someone.

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And if they're thinking
in a growth mindset

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they're gonna be less likely to be worried

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that if they need help that means that

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they're not smart enough to succeed.

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Instead they'll understand that

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their teachers and their peers are there

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to help them grow and develop as learners.

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So through the Learnstorm activities,

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we're really trying to arm teachers

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with a bunch of activities
that will help them

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and their students learn together

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about the science of learning

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and the science of growth mindset

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that will help them engage in important

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kinds of self reflection.

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And different kinds of activities

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that could help kinda
really reinforce those ideas

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over the course of Learnstorm.

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But then also kinda create
a model, a scaffold,

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and an approach toward self reflection

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and thinking about learning,
and about growth mindset.

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That could then be kinda
revisited throughout the year

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to really reinforce these ideas.

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And to remind students to
keep going and keep growing.


LearnStorm Growth Mindset: Dave Paunesku on teacher modeling of growth mindset

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- Teachers can play a
tremendously powerful role

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in creating a growth mindset culture.

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And there are a variety
of different strategies,

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and approaches they can use to do that.

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One way the teachers can powerfully

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role model a growth mindset,

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is to really have a
growth mindset about each

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one of their students.

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To really authentically believe
and communicate to their

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students that they
expect each and every one

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of them to be successful.

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That they believe that
with the right strategies

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and with the right effort,

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each one of their students can
be successful in their class.

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And reach really high levels.

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Just as important as
communicating that idea,

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is a teacher to communicate
the idea that they're there to

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support them in that process.

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Not that I believe you can
do this, and good luck.

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But rather I'm here to help you.

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I'm here to help coach you,

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and to help you really learn how

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to grow and be successful in my class.

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I think another strategy
that teachers can use to

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create a growth mindset culture,

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Is to focus on the process of learning.

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To focus not on the
outcomes, not on the grades

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that students get but rather on the

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process of growing, and
what strategies they

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can use to improve their work.

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But it can be really helpful
and encouraging for them,

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they can build their
sense of self advocacy.

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And help them see that
they are in fact growing

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even if they are not
getting the best grade.

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If their teacher really calls out the

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specific things they are doing well.

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Now that can be challenging and
time consuming for teachers.

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That means really reviewing

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the work that students are doing.

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To be able to recognize and
call out those good strategies.

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But it can really pay off because it

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directs students attention
to making sure that they're

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using those good strategies
and help them see

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success and whatever that discipline is.

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Whether it's math, or
science, or literature as

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a combination of learning and mastering

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these different strategies.

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And they can see themselves
growing and being acknowledged

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for being successful in those
many steps along the way

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to becoming really great at that subject.

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I think another really
important way that the teachers

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can role model growth mindset,

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is through the way they
talk about themselves,

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about their own learning journey,

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and the way they approach mistakes.

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Creating an environment in which mistakes

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are celebrated is really powerful.

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An environment in which
students don't have to

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worry about making mistakes
because they understand

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that their teacher
won't look down on them.

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That in contrast those mistakes,

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if they pay attention to them,

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are like important hints as to what

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they can do to ultimately improve.

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Some teachers will actually make a

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point to make mistakes themselves.

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They'll kind of inject mistakes
into their own teaching.

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In order for their students
to really be on the lookout

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for mistakes and then so
they can model how you should

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react when you do make a mistake.

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So for example, when their
students catch them making

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a mistake the teacher
isn't defensive at all in

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the face of that mistake.

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They don't try to sweep it under the rug.

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Instead they might say thank you,

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you know thank you so much
for fixing my mistake.

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Let's think about why I made this mistake,

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let's think about what strategy I can use

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to prevent myself from
making that mistake again.

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And in that way the teacher
is kind of modeling,

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their providing the kind
of mental scaffolding

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that students ultimately
need to engage in themselves.

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That way when they make
their own mistakes,

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they'll understand what's a healthy

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way to react to that mistake.


LearnStorm Growth Mindset: Dave Paunesku on student effort

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- The one thing I really like

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about the LearnStorm activities

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is that they introduce students

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to the growth mindset concept,

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to neural plasticity,

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to the fact that the
brain grows and changes.

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And they introduce the
importance of effort.

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It's really helpful for teachers

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to call out and recognize students

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when they're putting forth effort.

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But it's also really important for them

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not to use effort as a
kinda consolation prize.

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To say, it's okay that
you didn't learn anything

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because you worked hard.

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The idea is to really
remind students all the time

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that by putting forth effort,

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they're really preparing
their brain to grow.

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They're really kind of getting

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all their pistons in the brain firing,

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and that even if they don't
master a particular concept yet,

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that the effort,

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the intellectual effort they put into it

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will eventually pay off

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with them kinda preparing their brain

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to understand the process
that content over time.

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And so it's really important
to not just focus on effort

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but to focus on the combination of effort

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and using good strategies

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to really call attention to the fact that

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if you're working really
hard at something,

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well, you know, maybe you
should persist for a while

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but if it's really,

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if you're really spinning your wheels,

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it might be more helpful to step back

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and to think about is there a
different strategy I can use?

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Is there someone I can talk to

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to help me think differently

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about this particular kind of problem

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or this particular concept?

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To make sure that the
effort I'm putting in

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is actually paying off

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with helping me grow that ability.


LearnStorm Growth Mindset: Dave Paunesku on student self-reflection

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- One important way that
teachers can enhance

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a growth mindset is to
really help students

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self-reflect on their own learning.

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So in the LearnStorm
activities we try to be

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really intentional about
creating a lot of room

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for students to engage in self-reflection.

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And one of our goals in doing that was to

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really kind of help teachers create that

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really self-reflective environment

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and really get the school
year started that way.

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And hopefully that's
something that can then be

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carried forward for the
rest of the school year.

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It can be really easy to
learn a bunch of stuff

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and not realize that you're learning it

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in the absence of self-reflection.

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And self-reflection can
really help us recognize

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what we're doing, can help us connect it

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to why we're doing it.

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It can really help us internalize
more deeply certain ideas.

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When teachers help students
reflect on their own learning,

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they can think about

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well, what are the goals
they have for their learning?

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And then as they're going through

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and accomplishing those goals,

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if students are self-reflecting on that

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and they're seeing
those goals as a part of

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being on a growth trajectory,

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it'll help them get to
whether it's a good grade

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or becoming a better writer,
or a better mathematician.

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That's ultimately more
motivating for students

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and it really helps them
see, really see that they're

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making progress on that trajectory,

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which is a lot more motivating

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then just kind of taking
off things that don't

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really seem to be that
related to each other.

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I think one particularly important kind of

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self-reflection is when
students hear teachers,

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or hear themselves, or hear their peers

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self-reflect on the ways that

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struggles have helped them improve.

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It can be a really good
reminder that struggles

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aren't kind of the endpoint of something.

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A struggle doesn't mean
that you should give up

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and that you're not cut
out to do something,

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but to the contrary, if
we use the right kinds

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of strategies and we persist

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and maybe if we get help from others,

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we can overcome strategies

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and become better learners
or better mathematicians

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or better at whatever,
better skateboarders,

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better at whatever the task might be.


LearnStorm Growth Mindset: How to write a SMART goal

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- [Narrator] Welcome back.

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So we've learned that it's important

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to keep working through your frustrations

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by using the right learning strategies.

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The more you work
through your frustration,

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the more your brain grows, right.

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But it can be difficult to
work through that frustration

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without a clear direction.

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That's why it's important to make

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smart goals.

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It's an acronym.

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It goes like this.

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Specific,

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measurable,

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actionable,

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realistic,

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timely.

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Because look,

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you can wish all you want

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and say one day I'm gonna go to the moon.

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And you can want that like
your life depended on it.

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But a wish

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is not a goal.

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An example of a moon plan

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that consists of smart goals

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would go something like this.

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In 20 years,

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I will have studied enough
physics and chemistry,

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flown jet planes in the Air Force,

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worked out four times a week,

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and gotten a job as a astronaut for NASA.

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And this will enable
me to fly a spacecraft

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to the moon

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and put my feet on it for science reasons.

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Specific.

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Put your feet on the moon.

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Measurable.

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Are your feet touching
the surface of the moon?

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Actionable.

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It is actionable,

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that is to say doable,

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to study physics and chemistry,

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enlist in the Air Force,

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and go to the gym.

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Realistic.

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It's hard, but it's not impossible

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to become an astronaut.

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Timely, here's where
more realism kicks in.

00:01:18.621 --> 00:01:20.470
You won't be able to go to the moon

00:01:20.470 --> 00:01:22.410
as an astronaut overnight.

00:01:22.410 --> 00:01:24.542
20 years seems a little more reasonable.

00:01:24.542 --> 00:01:26.800
But let's take this back to a more

00:01:26.800 --> 00:01:28.030
sensible time scale

00:01:28.030 --> 00:01:29.610
and look at our friend, Thinky Pinky.

00:01:29.610 --> 00:01:30.710
Hey buddy.

00:01:30.710 --> 00:01:32.700
TP here is interested in pull ups,

00:01:32.700 --> 00:01:34.690
wants to be able to lift their entire mass

00:01:34.690 --> 00:01:36.520
with just the arms, this one.

00:01:36.520 --> 00:01:38.113
But pull ups are hard.

00:01:38.113 --> 00:01:40.616
So let's take a look at Thinky
Pinky's reflection journal.

00:01:40.616 --> 00:01:44.060
Quote, I want to be able to do

00:01:44.060 --> 00:01:46.780
two consecutive pull ups
by the end of the year

00:01:46.780 --> 00:01:48.380
by practicing pull ups at the gym

00:01:48.380 --> 00:01:50.030
three times per week.

00:01:50.030 --> 00:01:52.440
Why is this a smart goal?

00:01:52.440 --> 00:01:54.820
S is for specific.

00:01:54.820 --> 00:01:56.640
TP wants to work on pull ups.

00:01:56.640 --> 00:01:59.330
And they're not interested
in biking or weight training.

00:01:59.330 --> 00:02:01.020
There's one skill that Thinky Pinky

00:02:01.020 --> 00:02:01.930
wants to work on

00:02:01.930 --> 00:02:03.910
and that's pull ups.

00:02:03.910 --> 00:02:05.320
M is for measurable.

00:02:05.320 --> 00:02:06.938
What's the metric for TP's success?

00:02:06.938 --> 00:02:08.370
Two in a row.

00:02:08.370 --> 00:02:09.203
Two pull ups,

00:02:09.203 --> 00:02:10.640
one right after the other.

00:02:10.640 --> 00:02:12.850
You've either done it or you haven't.

00:02:12.850 --> 00:02:13.930
Measurable.

00:02:13.930 --> 00:02:15.540
A is for actionable.

00:02:15.540 --> 00:02:18.490
Can it be broken down
into individual tasks.

00:02:18.490 --> 00:02:19.330
Yeah.

00:02:19.330 --> 00:02:21.350
Go into the gym three
times a week to practice

00:02:21.350 --> 00:02:24.080
feels very actionable indeed.

00:02:24.080 --> 00:02:26.060
R is for realistic.

00:02:26.060 --> 00:02:27.991
TP's not training to lift a car.

00:02:27.991 --> 00:02:29.761
Just some pull ups.

00:02:29.761 --> 00:02:32.300
T is for timely.

00:02:32.300 --> 00:02:34.010
There's a time limit on this.

00:02:34.010 --> 00:02:37.180
Thinky Pinky wants to do
this in a year's time.

00:02:37.180 --> 00:02:39.961
All together, that's smart
goal you got there, TP.

00:02:39.961 --> 00:02:42.500
With the power of persistence,

00:02:42.500 --> 00:02:44.780
smart goals, and the right kind of help,

00:02:44.780 --> 00:02:47.410
you can do anything you set your mind to.

00:02:47.410 --> 00:02:49.460
You can learn anything.

00:02:49.460 --> 00:02:50.513
Happy goal setting.


LearnStorm Growth Mindset: The Truth About Your Brain

WEBVTT
Kind: captions
Language: en

00:00:00.520 --> 00:00:03.320
- [Instructor] So this
is your brain, say hi.

00:00:03.320 --> 00:00:05.200
Okay, it's a representation of your brain.

00:00:05.200 --> 00:00:07.350
Brains don't have hands, they have lobes

00:00:07.350 --> 00:00:09.370
and other structures which we'll get to.

00:00:09.370 --> 00:00:11.240
But I wanna talk to you about your brain.

00:00:11.240 --> 00:00:15.360
You see, your brain is
capable of incredible things

00:00:15.360 --> 00:00:17.800
but I think a lot of times,
we can feel pretty down

00:00:17.800 --> 00:00:20.860
on our brains, on ol' Thinky Pinky here.

00:00:20.860 --> 00:00:22.990
We beat up on him, say bad things

00:00:22.990 --> 00:00:24.543
about our brain's abilities.

00:00:25.530 --> 00:00:28.070
Say, we have trouble
understanding a subject in school

00:00:28.070 --> 00:00:30.890
or solving problems or
learning a new skill.

00:00:30.890 --> 00:00:33.320
It's easy to say, oh I'm not smart.

00:00:33.320 --> 00:00:35.110
I'll always be this way.

00:00:35.110 --> 00:00:37.730
Hey, stop doing that.

00:00:37.730 --> 00:00:39.550
What we think of as intelligence,

00:00:39.550 --> 00:00:42.250
what we think of as
smartness, is not fixed,

00:00:42.250 --> 00:00:45.440
is not stuck in one
place, is not permanent.

00:00:45.440 --> 00:00:47.730
Your brain can improve.

00:00:47.730 --> 00:00:49.840
Your brain can grow.

00:00:49.840 --> 00:00:52.410
Come with me on a journey of discovery!

00:00:52.410 --> 00:00:53.590
Here we go, into the brain.

00:00:53.590 --> 00:00:54.840
Excuse me, coming in hot.

00:00:56.500 --> 00:00:58.230
This is a thing called a neuron.

00:00:58.230 --> 00:01:00.663
Oh hey, welcome to the
inside of your brain.

00:01:02.010 --> 00:01:03.470
A neuron is a brain cell.

00:01:03.470 --> 00:01:05.720
There's over a 100 billion of these things

00:01:05.720 --> 00:01:07.190
making up your brain.

00:01:07.190 --> 00:01:09.870
Put it this way, there are
over 13 times more neurons

00:01:09.870 --> 00:01:14.570
in your skull than there
are human beings on Earth.

00:01:14.570 --> 00:01:15.590
Lot of 'em.

00:01:15.590 --> 00:01:17.230
They're the cells that help you think.

00:01:17.230 --> 00:01:19.830
Mind you, a single neuron,
and let's call her Nellie,

00:01:19.830 --> 00:01:22.430
hi Nellie the neuron, Nellie on her own

00:01:22.430 --> 00:01:24.620
can't do all the thinking your brain needs

00:01:24.620 --> 00:01:27.060
to even pick up a glass of water.

00:01:27.060 --> 00:01:28.790
Fortunately she's got friends.

00:01:28.790 --> 00:01:31.880
There's dendrite Dave,
there's Alonzo the axon,

00:01:31.880 --> 00:01:34.910
there's Magna myelin, and
look little Sally synapse.

00:01:34.910 --> 00:01:36.870
So teensy tiny.

00:01:36.870 --> 00:01:39.730
Your brain behaves like a muscle.

00:01:39.730 --> 00:01:41.720
If you're serious about
lifting weights, right,

00:01:41.720 --> 00:01:43.350
and you keep it up on a regular basis

00:01:43.350 --> 00:01:47.410
for a long period of time,
weeks, months, years,

00:01:47.410 --> 00:01:49.657
you're gonna develop muscles.

00:01:49.657 --> 00:01:51.820
But you don't grow
muscles by doing nothing.

00:01:51.820 --> 00:01:54.330
It takes effort, it takes struggle,

00:01:54.330 --> 00:01:56.563
repeated failures in fact.

00:01:57.910 --> 00:02:00.020
You mess up and then you learn,

00:02:00.020 --> 00:02:02.880
and then eventually you
manage to jump the log

00:02:02.880 --> 00:02:05.170
or whatever problem
you're trying to solve.

00:02:05.170 --> 00:02:08.190
Wait, we've lost focus
here, back to neurons.

00:02:08.190 --> 00:02:11.680
When you struggle your
neurons are struggling too,

00:02:11.680 --> 00:02:14.430
and that's important because
when neurons struggle,

00:02:14.430 --> 00:02:16.170
they lean on each other.

00:02:16.170 --> 00:02:17.950
They make connections, they start to form

00:02:17.950 --> 00:02:21.130
this densely connected
network inside your brain

00:02:21.130 --> 00:02:23.790
allowing little jolts of
electricity to pass down them

00:02:23.790 --> 00:02:25.520
more and more efficiently.

00:02:25.520 --> 00:02:30.020
That's thinking faster, that's
your brain getting smarter.

00:02:30.020 --> 00:02:32.780
That's your brain muscle
gettin' swole kid.

00:02:32.780 --> 00:02:34.910
So the next time you say to yourself

00:02:34.910 --> 00:02:37.750
I can't do this, I'm just too dense,

00:02:37.750 --> 00:02:40.680
remember that brain
density is your friend.

00:02:40.680 --> 00:02:43.560
If fact the denser you
are the more connections

00:02:43.560 --> 00:02:46.080
between Nellie and her
neuron pals that you got

00:02:46.080 --> 00:02:48.780
inside your brain, the
stronger and more powerful

00:02:48.780 --> 00:02:51.110
your thinking parts become.

00:02:51.110 --> 00:02:53.040
The more you work
through your frustrations

00:02:53.040 --> 00:02:55.750
with the right learning
strategies, the more your neurons

00:02:55.750 --> 00:02:57.620
get more used to working together,

00:02:57.620 --> 00:03:01.260
the closer you are to
being that much smarter.

00:03:01.260 --> 00:03:04.610
Now get out there and do your best.

00:03:04.610 --> 00:03:08.610
Don't give up, grow those
brains, and remember,

00:03:08.610 --> 00:03:10.053
you can learn anything.


LearnStorm Growth Mindset: Dr. Michael Merzenich on growing your brain

WEBVTT
Kind: captions
Language: en

00:00:00.230 --> 00:00:02.570
- Well, we've actually trained athletes,

00:00:02.570 --> 00:00:04.810
you can say on the, sort of,
academic side of training.

00:00:04.810 --> 00:00:07.040
You would not have necessarily imagined,

00:00:07.040 --> 00:00:11.050
and guess what, it improves
their performance on the field.

00:00:11.050 --> 00:00:12.970
Well, it's happening for a couple reasons.

00:00:12.970 --> 00:00:15.190
One reason is that
you're training a person

00:00:15.190 --> 00:00:18.459
to be more alert, more on
the ball, more engaged,

00:00:18.459 --> 00:00:20.420
and then you're heavily
exercising machinery

00:00:20.420 --> 00:00:22.875
in the brain that's controlling
its capacity to learn.

00:00:22.875 --> 00:00:26.160
It's an interesting thing
about athletic training.

00:00:26.160 --> 00:00:28.113
Focus is massively on the body.

00:00:29.040 --> 00:00:32.160
And that's sort of in the level
of professional athletics,

00:00:32.160 --> 00:00:33.190
that's sort of to the peak.

00:00:33.190 --> 00:00:36.520
I mean, how could you
improve a great athlete

00:00:36.520 --> 00:00:38.600
on the professional level physically?

00:00:38.600 --> 00:00:41.540
But, they're all improvable cognitively.

00:00:41.540 --> 00:00:44.020
They're all improvable in here.

00:00:44.020 --> 00:00:47.250
Then you still have a ways
to go by training in here.

00:00:47.250 --> 00:00:48.470
How about smarter?

00:00:48.470 --> 00:00:50.790
How about quicker in
their decision-making?

00:00:50.790 --> 00:00:53.990
How about seeing more and
responding to it more accurately?

00:00:53.990 --> 00:00:58.770
Logic, reasoning, and
the brain receiver itself

00:00:58.770 --> 00:01:00.580
that's controlling
learning are all improving.

00:01:00.580 --> 00:01:02.530
Now, I'm gonna use my brain
for some other purpose,

00:01:02.530 --> 00:01:04.210
maybe some very different purpose.

00:01:04.210 --> 00:01:06.710
Maybe I'm gonna throw or catch a baseball.

00:01:06.710 --> 00:01:08.390
It matters.

00:01:08.390 --> 00:01:10.110
I now have a different machine than I had

00:01:10.110 --> 00:01:12.823
before I spent all of
that time in the class.

00:01:13.861 --> 00:01:15.813
On the Kahn Academy class.

00:01:16.750 --> 00:01:18.240
You have a different and better brain

00:01:18.240 --> 00:01:19.940
and it will matter to you.

00:01:19.940 --> 00:01:22.690
It will count on the positive
side for the point of view

00:01:22.690 --> 00:01:25.370
of your neurological
capacities, of course.

00:01:25.370 --> 00:01:26.620
You have this resource.

00:01:26.620 --> 00:01:28.810
Every one of us has this resource.

00:01:28.810 --> 00:01:31.300
How effectively are you using it?

00:01:31.300 --> 00:01:33.540
And I wish every young person,

00:01:33.540 --> 00:01:35.900
I wish every adult could understand

00:01:35.900 --> 00:01:39.480
that they're probably under
utilizing this resource, right?

00:01:39.480 --> 00:01:41.200
And undervaluing it.

00:01:41.200 --> 00:01:43.050
Best way to throw away this asset

00:01:44.070 --> 00:01:47.923
is just to accept the fact
that you have some dark fate,

00:01:48.960 --> 00:01:50.550
that means you have no real potential

00:01:50.550 --> 00:01:52.052
because that's who you are.

00:01:52.052 --> 00:01:56.763
What a silly and scientifically
incorrect attitude that is.


LearnStorm Growth Mindset: Khan Academy's economics content creator on learning strategies

WEBVTT
Kind: captions
Language: en

00:00:00.150 --> 00:00:01.390
- My name is Melanie Fox,

00:00:01.390 --> 00:00:05.170
I create the AP Macroeconomics
and AP Microeconomics

00:00:05.170 --> 00:00:06.680
content for Khan Academy.

00:00:06.680 --> 00:00:09.056
Well if you don't develop that mindset,

00:00:09.056 --> 00:00:12.740
you say, "I can't overcome this barrier,"

00:00:12.740 --> 00:00:15.390
you've just made that barrier
permanent for yourself.

00:00:16.370 --> 00:00:21.370
So for me, because I
loved economics so much

00:00:21.550 --> 00:00:25.000
it was just a way of finding
a way around those barriers

00:00:25.850 --> 00:00:29.730
whether that was taking fewer classes

00:00:29.730 --> 00:00:32.180
to give myself more time to concentrate

00:00:32.180 --> 00:00:33.930
in the areas that I struggled with,

00:00:35.030 --> 00:00:36.800
taking classes in the summer

00:00:36.800 --> 00:00:40.360
where I could focus on
just one class at a time,

00:00:40.360 --> 00:00:44.370
that helped me a lot to
get past those barriers.

00:00:44.370 --> 00:00:48.540
The day I walked out of
my calculus one final exam

00:00:48.540 --> 00:00:51.110
and I knew that I had aced it

00:00:51.110 --> 00:00:55.960
and I don't think I had aced a
math class since fifth grade.

00:00:55.960 --> 00:00:58.783
And that was just euphoric,

00:01:00.300 --> 00:01:01.600
I remember...

00:01:01.600 --> 00:01:04.510
I can even remember the price of gasoline

00:01:04.510 --> 00:01:07.430
when I walked out of the
building after that exam

00:01:07.430 --> 00:01:11.014
because it was just such a
vivid memory of, I did it,

00:01:11.014 --> 00:01:14.580
I was finally able to overcome this.

00:01:14.580 --> 00:01:16.370
It's okay to struggle.

00:01:16.370 --> 00:01:21.060
It's probably better to
struggle than to not struggle

00:01:21.060 --> 00:01:25.190
because if you can get through
things very, very easily,

00:01:25.190 --> 00:01:28.750
when you hit that first barrier,
you don't know what to do,

00:01:28.750 --> 00:01:33.130
and it's good to have the
experience to have hit a barrier

00:01:33.130 --> 00:01:34.943
and find a way to push back that.


LearnStorm Growth Mindset: Ceiba Prep Students on mistakes

WEBVTT
Kind: captions
Language: en

00:00:00.320 --> 00:00:05.320
- It's fun, challenging, and
sometimes a bit stressful

00:00:08.560 --> 00:00:11.990
because I might have
forgotten a negative sign

00:00:11.990 --> 00:00:15.830
or a certain decimal,
and that gets me wrong.

00:00:15.830 --> 00:00:20.830
And once I find what my mistake
was I'm literally relieved

00:00:21.130 --> 00:00:22.670
because I learned something new

00:00:22.670 --> 00:00:26.160
and I know to not forget that again.

00:00:26.160 --> 00:00:31.160
It really felt like I was
trying my best on something

00:00:33.010 --> 00:00:36.790
and then all of a sudden
it just didn't really work

00:00:36.790 --> 00:00:40.430
because I missed one little thing.

00:00:40.430 --> 00:00:44.860
So I had to practice again
and then get it all right.

00:00:44.860 --> 00:00:49.860
- It really makes me feel like
even when you make mistakes

00:00:50.220 --> 00:00:51.740
you learn from those mistakes,

00:00:51.740 --> 00:00:56.530
and that kinda really
benefits you, I think,

00:00:56.530 --> 00:00:58.870
more than actually
getting the right answer

00:00:58.870 --> 00:01:01.343
'cause you know, like you
said you said with Sophia,

00:01:01.343 --> 00:01:04.133
you get that extra missing puzzle piece.


LearnStorm Growth Mindset: Khan Academy's test prep content creator on mistakes

WEBVTT
Kind: captions
Language: en

00:00:00.160 --> 00:00:03.050
- Hi, I'm Dave Travis, I'm
the Test Prep Content Manager

00:00:03.050 --> 00:00:04.230
at Khan Academy.

00:00:04.230 --> 00:00:07.740
It's especially challenging
when you make a mistake

00:00:07.740 --> 00:00:08.830
again, and again, and again,

00:00:08.830 --> 00:00:10.570
and you know that you did it wrong,

00:00:10.570 --> 00:00:13.020
you know immediately
when you did it, that,

00:00:13.020 --> 00:00:16.020
oh, I did that thing again,
and I need to fix that,

00:00:16.020 --> 00:00:18.690
I need to go back and
fix it and iron it out,

00:00:18.690 --> 00:00:23.690
and get it smooth, and there's
a motto that I like a lot,

00:00:25.080 --> 00:00:26.050
which is very simple, which is,

00:00:26.050 --> 00:00:28.010
the more you do it, the better you get.

00:00:28.010 --> 00:00:31.640
And I heard somewhere that you
actually need to do a skill

00:00:31.640 --> 00:00:35.207
for 10,000 hours if you
really wanna get good

00:00:35.207 --> 00:00:39.801
and that's true with martial
arts, it's true with ceramics,

00:00:39.801 --> 00:00:42.350
it's true with writing,
it's true with a language,

00:00:42.350 --> 00:00:43.980
it's true with musical instrument.

00:00:43.980 --> 00:00:47.800
If you wanna get good at
something it takes time

00:00:47.800 --> 00:00:50.930
and you need to be patient with yourself,

00:00:50.930 --> 00:00:51.890
you need to trust yourself

00:00:51.890 --> 00:00:54.883
and trust that your brain
can do these things.

00:00:55.920 --> 00:00:58.190
And just because you bump up against

00:00:59.090 --> 00:01:02.410
a frustration or a challenge,
that's an opportunity to grow,

00:01:02.410 --> 00:01:05.840
it's an opportunity to develop a skill

00:01:05.840 --> 00:01:07.290
that you didn't have before.

00:01:07.290 --> 00:01:10.100
I think, you know, one of
the things that's exciting

00:01:10.100 --> 00:01:11.190
about learning a new skill

00:01:11.190 --> 00:01:13.460
is that the more you do it,
not only the better you get,

00:01:13.460 --> 00:01:15.190
the more fun you have doing it,

00:01:15.190 --> 00:01:16.640
it can be hard to have a fun time

00:01:16.640 --> 00:01:19.660
when you're learning
the basics of, you know,

00:01:19.660 --> 00:01:22.300
grammar in French, or
you're learning how to ski

00:01:22.300 --> 00:01:24.770
and you're falling over all the time.

00:01:24.770 --> 00:01:26.940
But the more you actually do those things

00:01:26.940 --> 00:01:29.540
and you improve your skills,
it actually becomes more fun

00:01:29.540 --> 00:01:31.340
because you gain confidence,

00:01:31.340 --> 00:01:32.173
you gain

00:01:33.810 --> 00:01:35.420
you gain an ability to

00:01:35.420 --> 00:01:36.957
look back at what you've
accomplished, and say,

00:01:36.957 --> 00:01:41.567
"You know what, last week I
was making all these mistakes,

00:01:41.567 --> 00:01:43.197
"and now I actually get this,

00:01:43.197 --> 00:01:45.247
"and now I can actually
build upon this skill

00:01:45.247 --> 00:01:47.837
"and do more than I was
able to do last week."


LearnStorm Growth Mindset: Khan Academy's math content creator on learning strategies

WEBVTT
Kind: captions
Language: en

00:00:00.150 --> 00:00:02.020
- I'm Jeff Dodds, I'm
a Math Content Creator

00:00:02.020 --> 00:00:03.030
here at Khan Academy.

00:00:03.030 --> 00:00:05.590
I had a fixed mindset
for a really long time.

00:00:05.590 --> 00:00:08.030
I was convinced that I was a math person,

00:00:08.030 --> 00:00:10.890
and I was smart, and I
was just good at math.

00:00:10.890 --> 00:00:14.180
And so I remember the first
time I really struggled

00:00:14.180 --> 00:00:16.990
was I was taking a linear algebra course,

00:00:16.990 --> 00:00:21.120
and the homework was not
required, it was optional.

00:00:21.120 --> 00:00:23.560
The grade just came
from quizzes every week,

00:00:23.560 --> 00:00:24.720
and a midterm and a final.

00:00:24.720 --> 00:00:26.900
And I thought that if the
lectures were making sense

00:00:26.900 --> 00:00:29.220
then I must understand it.

00:00:29.220 --> 00:00:34.090
And so I was really frustrated
with my initially low scores,

00:00:34.090 --> 00:00:37.170
and my brain started
like switching into this

00:00:37.170 --> 00:00:39.570
really fixed mindset where
I would blame the teacher

00:00:39.570 --> 00:00:42.485
because they must not be
preparing us well for the quizzes.

00:00:42.485 --> 00:00:44.970
But then I started to
suspect, like oh gosh,

00:00:44.970 --> 00:00:46.270
maybe I'm just not that smart.

00:00:46.270 --> 00:00:47.870
Maybe I'm not good at math after all,

00:00:47.870 --> 00:00:49.840
and I was just wrong all along.

00:00:49.840 --> 00:00:53.800
But I took to like joining study groups

00:00:53.800 --> 00:00:56.050
for students in the class who
were doing better than me,

00:00:56.050 --> 00:00:58.630
and I thought just by
like being around them

00:00:58.630 --> 00:01:00.810
that I could somehow like
soak up their smartness

00:01:00.810 --> 00:01:03.090
and figure out the trick
that they had discovered.

00:01:03.090 --> 00:01:08.090
And I was kind of surprised
that their key to success

00:01:08.330 --> 00:01:09.540
was just getting together, and doing

00:01:09.540 --> 00:01:11.660
the optional practice
problems, and talking them out,

00:01:11.660 --> 00:01:14.030
and people were vulnerable
and asking questions

00:01:14.030 --> 00:01:15.140
and saying I don't understand this,

00:01:15.140 --> 00:01:16.790
can someone help me out with this?

00:01:16.790 --> 00:01:19.480
And it was the first time
where it kinda clicked for me

00:01:19.480 --> 00:01:23.080
that oh, optional practice,
I don't have to do it

00:01:23.080 --> 00:01:24.740
just because it's for a grade,

00:01:24.740 --> 00:01:26.580
I can do it to learn and grow,

00:01:26.580 --> 00:01:29.670
and I have to give up
the idea that I'm smart

00:01:29.670 --> 00:01:30.680
and understand this on my own,

00:01:30.680 --> 00:01:33.666
and work with other people
to ask them questions

00:01:33.666 --> 00:01:36.270
when I was getting stuck with something.

00:01:36.270 --> 00:01:38.080
Or to help someone when they needed it.

00:01:38.080 --> 00:01:40.020
To help myself grow and the grades would

00:01:40.020 --> 00:01:41.350
take care of themselves from there.

00:01:41.350 --> 00:01:43.820
I had to give up that
sense of, oh I'm smart

00:01:43.820 --> 00:01:45.428
and I can get this all on my own.

00:01:45.428 --> 00:01:48.172
It really changed the way
I approached my coursework,

00:01:48.172 --> 00:01:50.750
not just in math, but
in everything past that

00:01:50.750 --> 00:01:54.290
where I kind of realized
the importance of practice

00:01:54.290 --> 00:01:57.500
and asking questions, and
being vulnerable enough to say,

00:01:57.500 --> 00:02:00.550
I don't understand this,
and I need some help.

00:02:00.550 --> 00:02:03.580
Being able to admit that to
myself and to other people

00:02:03.580 --> 00:02:05.040
that I do not understand this,

00:02:05.040 --> 00:02:06.960
and you understand a lot better than me,

00:02:06.960 --> 00:02:08.940
so I would like your help please.

00:02:08.940 --> 00:02:09.773
That was really big for me,

00:02:09.773 --> 00:02:11.940
and that's still really important.

00:02:11.940 --> 00:02:14.680
When I was a teacher, or in my job today

00:02:14.680 --> 00:02:16.990
where I think, you know
maybe there's a better way

00:02:16.990 --> 00:02:20.320
to teach this concept, and I
can reach out to other people

00:02:20.320 --> 00:02:21.570
and look at what they do.

00:02:21.570 --> 00:02:25.045
It's okay to not be the master

00:02:25.045 --> 00:02:28.500
because we're all students,
we're all still growing,

00:02:28.500 --> 00:02:31.060
and everyone has room for
improvement in some way.

00:02:31.060 --> 00:02:34.560
And if everyone just kind of
quietly works on their own,

00:02:34.560 --> 00:02:37.170
then that's not gonna
produce the best outcomes

00:02:37.170 --> 00:02:40.510
we can possibly get because
there's usually some area

00:02:40.510 --> 00:02:43.010
we need help with, and
there's someone out there

00:02:43.010 --> 00:02:45.610
who's happy to help you so why not?

00:02:45.610 --> 00:02:47.463
Why not go take advantage of that?


Growth Mindset: Khan Academy's Director of U.S. Content on academic belonging

WEBVTT
Kind: captions
Language: en

00:00:00.100 --> 00:00:01.350
- My name's Brian Johnsrud,

00:00:01.350 --> 00:00:03.970
and I manage the Arts,
Humanities, and Social Science

00:00:03.970 --> 00:00:05.610
curriculum here at Khan Academy.

00:00:05.610 --> 00:00:08.450
So I was the first person in
my family to attend college

00:00:08.450 --> 00:00:09.960
and I remember my freshman year

00:00:09.960 --> 00:00:13.150
the first course I was taking
was in literature and history

00:00:13.150 --> 00:00:15.300
and we were reading a primary source

00:00:15.300 --> 00:00:18.840
and it was talking about
the Norman Invasion in 1066

00:00:18.840 --> 00:00:20.530
and I remember reading,

00:00:20.530 --> 00:00:24.420
the Normans took a boat
from France to England

00:00:24.420 --> 00:00:26.060
and I remember thinking,

00:00:26.060 --> 00:00:29.810
why would they take a boat,
why wouldn't they just walk?

00:00:29.810 --> 00:00:32.390
And so I went home, and I
opened a map, and I realized,

00:00:32.390 --> 00:00:37.170
on my gosh, because England's
an island, and I had just...

00:00:37.170 --> 00:00:42.170
My history education was
so subpar in high school

00:00:42.300 --> 00:00:45.210
here I was, a first
generation college student,

00:00:45.210 --> 00:00:49.630
in a class my freshman year,
thinking, I don't belong here,

00:00:49.630 --> 00:00:52.253
I don't even know that
England is an island.

00:00:53.320 --> 00:00:55.050
So I had two choices in front of me,

00:00:55.050 --> 00:00:58.650
I could have quit and acknowledged
that I don't belong here,

00:00:58.650 --> 00:01:02.350
I shouldn't be in this course,
or, I could ask for help

00:01:02.350 --> 00:01:05.630
at least 10 times a day,
which is what I did.

00:01:05.630 --> 00:01:09.300
I went to office hours, I
got help from the librarians

00:01:09.300 --> 00:01:10.680
who gave me extra books to read

00:01:10.680 --> 00:01:13.410
and recommended books on course, and...

00:01:13.410 --> 00:01:17.340
I mean, really, I was craving
a resource like Khan Academy

00:01:17.340 --> 00:01:18.860
because I knew I had these gaps

00:01:18.860 --> 00:01:21.600
and I needed someone to help me fill them.

00:01:21.600 --> 00:01:23.930
I really struggled with my writing

00:01:23.930 --> 00:01:26.150
and so I was at the writing center

00:01:26.150 --> 00:01:28.500
almost every day in college

00:01:28.500 --> 00:01:31.210
recognizing that I needed to get better

00:01:31.210 --> 00:01:34.730
and I could just avoid
writing or avoid those courses

00:01:34.730 --> 00:01:37.606
or say, I know this is going to be hard

00:01:37.606 --> 00:01:40.400
and the way that I'm gonna get through it

00:01:40.400 --> 00:01:44.790
is by asking for help by
admitting my own humility,

00:01:44.790 --> 00:01:46.350
and knowing what I don't know

00:01:46.350 --> 00:01:49.113
and just signing myself
up for the struggle.


LearnStorm Growth Mindset: Ceiba Prep Students on overcoming frustration

WEBVTT
Kind: captions
Language: en

00:00:00.210 --> 00:00:02.440
- Keep going, keep growing

00:00:02.440 --> 00:00:05.910
makes me think that if you keep on going,

00:00:05.910 --> 00:00:10.140
if you put your effort and
your time into something,

00:00:10.140 --> 00:00:12.030
you will keep on going.

00:00:12.030 --> 00:00:13.760
LearnStorm reading made me realize

00:00:13.760 --> 00:00:16.670
how much you can grow in
just a short amount of time

00:00:16.670 --> 00:00:19.070
and if you put that same amount of effort,

00:00:19.070 --> 00:00:21.460
you can grow even more.

00:00:21.460 --> 00:00:23.810
- When I hear keep going, keep growing,

00:00:23.810 --> 00:00:26.670
I think that you have to push your limits

00:00:26.670 --> 00:00:30.950
and if you make a mistake to
keep growing in your learning.

00:00:30.950 --> 00:00:32.913
If you're doing LearnStorm this year,

00:00:33.770 --> 00:00:35.470
don't let anybody stop you from

00:00:35.470 --> 00:00:38.530
making your goals and it's
okay to make mistakes.

00:00:38.530 --> 00:00:40.793
You'll learn from them and keep going.


LearnStorm Growth Mindset: Khan Academy's humanities content creator on social belonging

WEBVTT
Kind: captions
Language: en

00:00:00.310 --> 00:00:02.530
- I'm Kim Kutz Elliott, and I work

00:00:02.530 --> 00:00:05.230
on humanities content at Khan Academy.

00:00:05.230 --> 00:00:07.970
So I thought about things
that were really difficult

00:00:07.970 --> 00:00:11.160
for me, and one thing that was hard for me

00:00:11.160 --> 00:00:14.390
was class discussion, because I went

00:00:14.390 --> 00:00:18.210
to this history class and
I swear that every other

00:00:18.210 --> 00:00:21.990
person in that class had like
read every history book ever.

00:00:21.990 --> 00:00:26.130
And I don't know how they
did it, but I was convinced

00:00:26.130 --> 00:00:27.900
that I was an imposter,

00:00:27.900 --> 00:00:31.150
I did not belong in this class. (laughs)

00:00:31.150 --> 00:00:33.829
Everyone else was just
completely brilliant,

00:00:33.829 --> 00:00:36.040
and you know, they would sit around

00:00:36.040 --> 00:00:39.790
and discuss these ideas and
they were kind of vicious,

00:00:39.790 --> 00:00:42.900
you know, say like oh,
this text book is wrong.

00:00:42.900 --> 00:00:45.137
This person has a terrible argument.

00:00:45.137 --> 00:00:47.030
And I'd be sitting there thinking

00:00:47.030 --> 00:00:49.270
I haven't even read a text book,

00:00:49.270 --> 00:00:52.593
like that's a pretty big deal. (laughs)

00:00:54.410 --> 00:00:56.670
So I was just, I think
I was just terrified

00:00:56.670 --> 00:00:58.470
to open my mouth in this class

00:00:58.470 --> 00:01:02.653
and kinda reveal to everyone
that I didn't belong there.

00:01:04.120 --> 00:01:08.870
And so I went to a teacher
who was a mentor to me

00:01:08.870 --> 00:01:12.882
and I said, everybody's so mean.

00:01:12.882 --> 00:01:17.257
I'm not this mean, and
he said to me, you know,

00:01:17.257 --> 00:01:19.867
"It's okay to be the person who says,

00:01:19.867 --> 00:01:21.987
"what can we learn from this,

00:01:21.987 --> 00:01:26.527
"and it's okay to be the person
who wants to take something

00:01:26.527 --> 00:01:29.147
"positive away from this class."


LearnStorm Growth Mindset: Khan Academy's science content creator on learning strategies

WEBVTT
Kind: captions
Language: en

00:00:00.250 --> 00:00:04.690
I'm Yuki, and I work as the
science content manager.

00:00:04.690 --> 00:00:07.840
I work on the videos,
exercises, and articles

00:00:07.840 --> 00:00:11.320
in our sciences, so, biology,
chemistry, and physics.

00:00:11.320 --> 00:00:16.320
Failure is growth, I think is
a motto I've seen upstairs,

00:00:16.600 --> 00:00:18.500
but yeah, for me, growth mindset is really

00:00:18.500 --> 00:00:21.490
all about embracing failure, and embracing

00:00:23.180 --> 00:00:24.800
just trying things, even when you know

00:00:24.800 --> 00:00:25.870
it's not gonna work the first time,

00:00:25.870 --> 00:00:27.500
and it might not even
work the second time,

00:00:27.500 --> 00:00:29.081
but you just keep
trying, and you might try

00:00:29.081 --> 00:00:32.460
adapt a little bit until you feel like

00:00:32.460 --> 00:00:36.062
you've really got it,
because you can do anything.

00:00:36.062 --> 00:00:39.420
I, an example I might
give is in chemistry.

00:00:39.420 --> 00:00:40.760
So, that's where my background is,

00:00:40.760 --> 00:00:42.560
and that's arguably, my expertise.

00:00:42.560 --> 00:00:43.570
It is my expertise.

00:00:43.570 --> 00:00:45.420
But I wouldn't say that's something

00:00:45.420 --> 00:00:47.540
that necessarily came that easily to me.

00:00:47.540 --> 00:00:49.010
I think it took me a really long time

00:00:49.010 --> 00:00:51.530
to develop good study
habits, and one thing

00:00:51.530 --> 00:00:53.380
that was really hard for
me, from the beginning,

00:00:53.380 --> 00:00:56.440
was like, speaking up when I needed help.

00:00:56.440 --> 00:01:00.210
And so I learned pretty late in college,

00:01:00.210 --> 00:01:03.250
that if I didn't get something,

00:01:03.250 --> 00:01:05.560
really, like, even though I might

00:01:05.560 --> 00:01:07.710
feel like I was gonna look dumb,

00:01:07.710 --> 00:01:10.750
getting, letting a teacher or a T.A. know

00:01:10.750 --> 00:01:12.117
right away that, "Hey, I don't get this.

00:01:12.117 --> 00:01:14.650
"Can you explain this to me again?"

00:01:14.650 --> 00:01:16.140
Very quickly, was important.

00:01:16.140 --> 00:01:17.560
So, going to office hours, really being

00:01:17.560 --> 00:01:19.510
super vocal about when
I don't know something,

00:01:19.510 --> 00:01:21.300
so I could get help as soon as possible.

00:01:21.300 --> 00:01:25.560
And then, also, the other
thing I figured out was

00:01:25.560 --> 00:01:27.670
the more practice I do on something,

00:01:27.670 --> 00:01:29.090
the better I'll get at it.

00:01:29.090 --> 00:01:30.980
So, even if I think I know something,

00:01:30.980 --> 00:01:32.720
if I can't actually show that on paper,

00:01:32.720 --> 00:01:33.640
that doesn't mean anything.

00:01:33.640 --> 00:01:37.240
So, trying to like, also,
get lots of repetition in

00:01:37.240 --> 00:01:39.483
on things that I'm not
that confident about,

00:01:40.510 --> 00:01:42.350
to really highlight when
I don't know things,

00:01:42.350 --> 00:01:44.780
was something I learned
very late in college,

00:01:44.780 --> 00:01:47.330
but was super helpful to
me once I figured that out,

00:01:47.330 --> 00:01:49.230
not just in chemistry, but in general.


LearnStorm Growth Mindset: Audio engineer on her career journey

WEBVTT
Kind: captions
Language: en

00:00:00.170 --> 00:00:01.600
- My name is Kelly Kramarik,

00:00:01.600 --> 00:00:05.240
I am 25 years old, and I'm
a freelance audio engineer.

00:00:05.240 --> 00:00:07.650
Some people just stay in one trade,

00:00:07.650 --> 00:00:09.400
one part of audio.

00:00:09.400 --> 00:00:11.590
I like to do a little bit of everything,

00:00:11.590 --> 00:00:14.000
so I work in a studio as a recording

00:00:14.000 --> 00:00:15.350
and mixing engineer.

00:00:15.350 --> 00:00:17.610
I work in live sound as a monitor

00:00:17.610 --> 00:00:19.290
and front-of-house engineer.

00:00:19.290 --> 00:00:21.700
In film, I'm a production sound mixer,

00:00:21.700 --> 00:00:24.920
so my main goal is to
get the dialogue on set.

00:00:24.920 --> 00:00:26.410
Then, in post-production,

00:00:26.410 --> 00:00:28.800
that's when we focus on sound effects,

00:00:28.800 --> 00:00:31.210
creating them, taking them from a library,

00:00:31.210 --> 00:00:34.030
fully recording that, footsteps,

00:00:34.030 --> 00:00:35.560
basically re-creating the world

00:00:35.560 --> 00:00:38.290
that we already recorded
in a studio setting

00:00:38.290 --> 00:00:40.070
so we have more control over it.

00:00:40.070 --> 00:00:41.660
So, I went to school for business

00:00:41.660 --> 00:00:43.310
and I was a vocal minor.

00:00:43.310 --> 00:00:46.570
I had to take an elective
for my vocal classes

00:00:46.570 --> 00:00:49.220
and it was called Music Technology,

00:00:49.220 --> 00:00:50.330
and it was all about, you know,

00:00:50.330 --> 00:00:52.870
microphones and speakers, and music,

00:00:52.870 --> 00:00:54.840
and I was like, "What?",

00:00:54.840 --> 00:00:57.150
like, "This is something I can do?"

00:00:57.150 --> 00:01:00.170
I just, I don't know why my whole life,

00:01:00.170 --> 00:01:03.710
in music, I had no idea that
audio engineering was a thing.

00:01:03.710 --> 00:01:06.210
Once I took that Music Technology class,

00:01:06.210 --> 00:01:10.900
I changed my major to
multidisciplinary studies,

00:01:10.900 --> 00:01:13.590
which is when three
minors make up your major.

00:01:13.590 --> 00:01:15.750
We didn't have a music tech major program,

00:01:15.750 --> 00:01:18.240
so that's how I kinda finagled it,

00:01:18.240 --> 00:01:20.730
and then I studied
theater and advertising.

00:01:20.730 --> 00:01:22.460
So, the theater side of things,

00:01:22.460 --> 00:01:24.810
I did theater sound design,

00:01:24.810 --> 00:01:27.710
which audio engineering
in theater is huge,

00:01:27.710 --> 00:01:28.890
so that's a whole nother avenue

00:01:28.890 --> 00:01:30.100
that you can study.

00:01:30.100 --> 00:01:32.840
And then, advertising because
I knew I was probably gonna

00:01:32.840 --> 00:01:35.580
have to be a freelance person,

00:01:35.580 --> 00:01:37.650
and so, I wanted to be
able to market myself.

00:01:37.650 --> 00:01:39.820
I graduated from West Virginia

00:01:39.820 --> 00:01:41.070
with my bachelor of science

00:01:41.070 --> 00:01:44.490
and multidisciplinary
studies three years ago,

00:01:44.490 --> 00:01:47.880
and then I immediately
moved out to Denver.

00:01:47.880 --> 00:01:49.560
I didn't have a job lined up.

00:01:49.560 --> 00:01:52.360
I knew there were studios in Denver.

00:01:52.360 --> 00:01:53.740
I contacted a bunch of them

00:01:53.740 --> 00:01:56.180
and no one wanted anything to do with me,

00:01:56.180 --> 00:01:59.670
so for about two years out here,

00:01:59.670 --> 00:02:02.820
for the first year, I
did nothing but bartend.

00:02:02.820 --> 00:02:04.850
So, I was a bartender all through college

00:02:04.850 --> 00:02:07.490
and I was bartending out here as well,

00:02:07.490 --> 00:02:10.710
and then I found the master's program,

00:02:10.710 --> 00:02:11.697
and I was like, "You know what?

00:02:11.697 --> 00:02:13.197
"If no one wants to hire me right now,

00:02:13.197 --> 00:02:15.360
"maybe I need to hone
in some more skills."

00:02:15.360 --> 00:02:18.430
And so, I decided to
apply for graduate school.

00:02:18.430 --> 00:02:19.890
You don't need to go to school,

00:02:19.890 --> 00:02:21.450
but it definitely gives you a leg up

00:02:21.450 --> 00:02:24.520
on the competition, depending
on their experience,

00:02:24.520 --> 00:02:27.520
obviously, so once I started interning,

00:02:27.520 --> 00:02:29.830
I was interning at this studio

00:02:29.830 --> 00:02:32.430
in this past summer.

00:02:32.430 --> 00:02:34.490
And the way that I got
that was just networking,

00:02:34.490 --> 00:02:35.990
those engineer meetup groups

00:02:35.990 --> 00:02:37.380
where I go to every studio,

00:02:37.380 --> 00:02:38.550
I always talk to the owners.

00:02:38.550 --> 00:02:40.650
We had a meetup at this studio

00:02:40.650 --> 00:02:44.120
and I came to it, and I
was talking to my boss

00:02:44.120 --> 00:02:45.230
and he said to call him.

00:02:45.230 --> 00:02:47.650
And so, I called him and
I sent him my resume,

00:02:47.650 --> 00:02:49.290
and he hired me as an intern.

00:02:49.290 --> 00:02:52.380
So, I interned here for
a while over the summer,

00:02:52.380 --> 00:02:54.260
and then at the end of the summer,

00:02:54.260 --> 00:02:58.240
he hired me on as a
freelance audio engineer.

00:02:58.240 --> 00:03:00.970
Randomly, I got a call
from a producer in L.A.,

00:03:00.970 --> 00:03:03.500
I got a call from a producer in New York,

00:03:03.500 --> 00:03:05.870
all asking me if I can do production audio

00:03:05.870 --> 00:03:08.887
for their gigs, and I
was like, "Yeah, like,

00:03:08.887 --> 00:03:10.990
"that's awesome," and I'm wondering how

00:03:10.990 --> 00:03:13.320
they got my name, and I find out it's just

00:03:13.320 --> 00:03:16.500
from one connection
where I did a good job,

00:03:16.500 --> 00:03:19.000
and so, they give my name out to people.

00:03:19.000 --> 00:03:22.850
One other way, I guess, that
I've been getting jobs is,

00:03:22.850 --> 00:03:25.300
production houses in Denver don't

00:03:25.300 --> 00:03:29.080
have audio people on
staff, and I noticed that

00:03:29.080 --> 00:03:31.570
when I was researching
different production houses

00:03:31.570 --> 00:03:34.150
on their websites, they
didn't have audio people.

00:03:34.150 --> 00:03:37.097
So, I just started sending
them emails with my rates,

00:03:37.097 --> 00:03:39.580
"If you ever need an audio
person, let me know,"

00:03:39.580 --> 00:03:41.020
and I've gotten a couple of calls

00:03:41.020 --> 00:03:43.300
from people that way, as well.

00:03:43.300 --> 00:03:44.800
So, just being super proactive

00:03:46.173 --> 00:03:48.230
and saying yes to everything

00:03:48.230 --> 00:03:51.103
is how I've gotten where I am right now.


LearnStorm Growth Mindset: Animation Director on setting goals

WEBVTT
Kind: captions
Language: en

00:00:00.300 --> 00:00:01.730
- My name is Lisa LaBracio.

00:00:01.730 --> 00:00:03.380
I'm 32 years old.

00:00:03.380 --> 00:00:06.500
I am an Animation Director at TED-Ed.

00:00:06.500 --> 00:00:10.210
I've always wanted to
do animation so it just,

00:00:10.210 --> 00:00:12.340
at whatever point that in high school

00:00:12.340 --> 00:00:15.220
when they tell you to
start looking at colleges

00:00:15.220 --> 00:00:17.890
and where you might to go and
what you might want to do,

00:00:17.890 --> 00:00:21.000
I was very tunnel
vision, this is the thing

00:00:21.000 --> 00:00:21.840
that I am going to do.

00:00:21.840 --> 00:00:24.190
So I eventually decided
to go to the school

00:00:24.190 --> 00:00:26.990
of Visual Arts which is
here in New York as well.

00:00:26.990 --> 00:00:31.400
And I chose that school because
they had a very specific

00:00:31.400 --> 00:00:33.040
focus on traditional animation.

00:00:33.040 --> 00:00:35.670
Which, for whatever reason,
is the thing that I really

00:00:35.670 --> 00:00:37.630
was sure I wanted to do.

00:00:37.630 --> 00:00:40.510
So not 3D, not computer
generated animation,

00:00:40.510 --> 00:00:44.430
but hand drawn, traditional cel animation.

00:00:44.430 --> 00:00:45.920
So I started school for that.

00:00:45.920 --> 00:00:48.700
And was in my first year of school,

00:00:48.700 --> 00:00:53.700
worked for an intern on an animated film,

00:00:53.890 --> 00:00:55.770
a feature animated film.

00:00:55.770 --> 00:00:57.330
That was a really cool project for me

00:00:57.330 --> 00:00:59.440
because he was still
shooting that film on film

00:00:59.440 --> 00:01:02.480
and animating it on cel,
even though a lot of places

00:01:02.480 --> 00:01:05.620
had moved on he hadn't
taken to digital yet.

00:01:05.620 --> 00:01:09.030
So I kind of got this
opportunity to work on animation

00:01:09.030 --> 00:01:10.440
in a truly old school way.

00:01:10.440 --> 00:01:12.480
I was painting cel's for him.

00:01:12.480 --> 00:01:15.450
And that was totally free
internship that, you know,

00:01:15.450 --> 00:01:19.660
I wasn't paid, I just
went three days a week

00:01:19.660 --> 00:01:23.220
during the summer I commuted
to work on that project.

00:01:23.220 --> 00:01:26.370
I started an animation in the
independent animation world,

00:01:26.370 --> 00:01:28.500
which is the low end of that.

00:01:28.500 --> 00:01:31.130
Working on documentary
stuff, and short films,

00:01:31.130 --> 00:01:35.730
festival films, projects,
ads when they come in,

00:01:35.730 --> 00:01:38.300
but all, you know, that's
the lower end of it.

00:01:38.300 --> 00:01:41.910
I work as an Animation Director
and as an animator there,

00:01:41.910 --> 00:01:45.720
so I actually work with
that educator to ideat.

00:01:45.720 --> 00:01:50.320
So to make that lesson, into
that script, into a video.

00:01:50.320 --> 00:01:53.930
As an Animation Director, what
will happen is that I will

00:01:53.930 --> 00:01:57.170
get a script early on in the process,

00:01:57.170 --> 00:02:00.250
and from there it's my job to research

00:02:00.250 --> 00:02:03.530
all of the information in
that script, as I'm trying to,

00:02:03.530 --> 00:02:04.780
of course it's been fact checked

00:02:04.780 --> 00:02:07.150
when it's come to me already,
so I'm not doing research

00:02:07.150 --> 00:02:09.910
in the typical sense, but
more in a visual sense.

00:02:09.910 --> 00:02:13.420
So I'll look at other
artist's work for inspiration,

00:02:13.420 --> 00:02:16.530
I'll spend some time on
Pinterest, I'll be reading up

00:02:16.530 --> 00:02:19.400
a lot of extra information
about the topic,

00:02:19.400 --> 00:02:21.170
looking at all the different theories,

00:02:21.170 --> 00:02:23.940
and communicating with
the educator quite a bit

00:02:23.940 --> 00:02:27.490
to ask questions and get more information.

00:02:27.490 --> 00:02:29.650
Then from there I start to put together

00:02:29.650 --> 00:02:33.400
a style board, or a look
and feel, for the project.

00:02:33.400 --> 00:02:37.140
So I'll start to decide what
method of animation I'll use

00:02:37.140 --> 00:02:39.340
because I work in traditional animation,

00:02:39.340 --> 00:02:44.280
so I do stop motion, hand
drawn, a lot of tactile elements

00:02:44.280 --> 00:02:47.130
as well, and then I'll
start to create characters

00:02:47.130 --> 00:02:50.940
and story boards, and
then at that point decide

00:02:50.940 --> 00:02:53.070
if I need other people on board with me

00:02:53.070 --> 00:02:55.270
to help me execute the project.

00:02:55.270 --> 00:02:58.050
As Animation Directors at
TED-Ed we get creative freedom.

00:02:58.050 --> 00:03:02.730
So we do get to decide what
style and what way to execute

00:03:02.730 --> 00:03:04.440
the project we get to do each time.

00:03:04.440 --> 00:03:06.140
Which is a major perk.

00:03:06.140 --> 00:03:08.840
That said, if anything that
we're doing is not in service

00:03:08.840 --> 00:03:09.700
of the information.

00:03:09.700 --> 00:03:11.220
So it's very important that we're creating

00:03:11.220 --> 00:03:14.210
an overall educational film.

00:03:14.210 --> 00:03:16.120
For what I do as an Animation Director,

00:03:16.120 --> 00:03:19.100
and especially working
on educational material,

00:03:19.100 --> 00:03:23.150
it's important to be really
strong with visual storytelling.

00:03:23.150 --> 00:03:26.670
And some of that is something
that just comes from

00:03:26.670 --> 00:03:28.790
having watched a lot of content,

00:03:28.790 --> 00:03:30.860
and some of it's from
having made the content,

00:03:30.860 --> 00:03:33.080
worked under directors
who made great decisions

00:03:33.080 --> 00:03:36.070
that you watched, and
sometimes terrible decisions

00:03:36.070 --> 00:03:38.750
that you watched, so that
way you can learn from that.

00:03:38.750 --> 00:03:41.880
But I would say that's the
number one important skill,

00:03:41.880 --> 00:03:43.453
is that visual storytelling.

00:03:44.350 --> 00:03:46.100
Which comes with a sense of like,

00:03:46.100 --> 00:03:48.913
what's best to have on
screen to tell this story.


LearnStorm Growth Mindset: Dancer on his career journey

WEBVTT
Kind: captions
Language: en

00:00:00.370 --> 00:00:01.530
- My name is Michael Novak.

00:00:01.530 --> 00:00:03.280
I'm 34 years old and I'm a dancer

00:00:03.280 --> 00:00:05.740
with the Paul Taylor Dance
Company in New York City.

00:00:05.740 --> 00:00:09.010
I have what I call the recipe,

00:00:09.010 --> 00:00:10.600
which is something that I've built

00:00:10.600 --> 00:00:12.530
over a number of years of dancing.

00:00:12.530 --> 00:00:15.330
The first is a cross training program.

00:00:15.330 --> 00:00:18.793
And that can involve weightlifting,

00:00:18.793 --> 00:00:23.620
Gyrotonics, yoga, some
kind of aerobic activity

00:00:23.620 --> 00:00:26.380
like swimming in the pool, cardio.

00:00:26.380 --> 00:00:29.560
Second part is getting
ready for the rehearsals.

00:00:29.560 --> 00:00:34.440
And that can range from
taking daily technique classes

00:00:34.440 --> 00:00:36.730
which can be ballet or modern,

00:00:36.730 --> 00:00:39.528
going over all the
dances that I have to do

00:00:39.528 --> 00:00:42.010
in a given day,

00:00:42.010 --> 00:00:45.690
which can range from one
dance to six or seven dances.

00:00:45.690 --> 00:00:47.420
The third one is performances.

00:00:47.420 --> 00:00:49.010
So performance day is a bit different

00:00:49.010 --> 00:00:50.790
because we have what's
called a tech rehearsal

00:00:50.790 --> 00:00:54.030
where we basically run the
entire show before the show.

00:00:54.030 --> 00:00:56.580
So I tend to not do weight training

00:00:56.580 --> 00:00:58.860
or any kind of intense
physical preparation

00:00:58.860 --> 00:01:01.460
before a show because it's about the show.

00:01:01.460 --> 00:01:04.040
I try to save as much
energy for the performance.

00:01:04.040 --> 00:01:06.630
The fourth thing is recovery time.

00:01:06.630 --> 00:01:08.780
And this is something that
I've been implementing

00:01:08.780 --> 00:01:12.790
as I get older and as my body
you know starts to change.

00:01:12.790 --> 00:01:15.550
That recovery time becomes more crucial.

00:01:15.550 --> 00:01:18.760
So I started dancing around age 10,

00:01:18.760 --> 00:01:23.230
and around the age of 13 or 14,

00:01:23.230 --> 00:01:26.290
I started to develop a severe stutter.

00:01:26.290 --> 00:01:29.990
And for about a year and a half,

00:01:29.990 --> 00:01:33.290
I was intense speech therapy to regain

00:01:33.290 --> 00:01:35.700
my ability to speak.

00:01:35.700 --> 00:01:38.160
Because I couldn't talk,

00:01:38.160 --> 00:01:40.370
dance became a way for me to communicate

00:01:40.370 --> 00:01:41.950
and to get out all the frustrations

00:01:41.950 --> 00:01:44.490
and all the feelings that I had inside

00:01:44.490 --> 00:01:46.560
that I couldn't get out.

00:01:46.560 --> 00:01:48.480
And around the age of 18,

00:01:48.480 --> 00:01:49.590
you know when you're in high school

00:01:49.590 --> 00:01:51.720
and you're trying to decide
what you wanna do next,

00:01:51.720 --> 00:01:53.430
I thought I wanna go to college

00:01:53.430 --> 00:01:55.760
and I wanna get a degree in dance.

00:01:55.760 --> 00:01:59.260
I was accepted to the University
of the Arts in Philadelphia

00:01:59.260 --> 00:02:01.170
on a full ride scholarship.

00:02:01.170 --> 00:02:03.180
I started to develop shin splints

00:02:05.490 --> 00:02:08.170
pretty close to when I
started taking ballet classes

00:02:08.170 --> 00:02:11.460
because of improper technique.

00:02:11.460 --> 00:02:14.343
And I, as a dancer,

00:02:15.400 --> 00:02:17.410
just pushed through the pain
and was like I'm gonna be fine,

00:02:17.410 --> 00:02:19.500
I'm gonna persevere and
overcome all obstacles

00:02:19.500 --> 00:02:21.250
and it will be great.

00:02:21.250 --> 00:02:22.560
The shin splints kept getting worse

00:02:22.560 --> 00:02:25.660
and I ended up developing
stress fractures in both shins.

00:02:25.660 --> 00:02:28.330
The combination of the stress fractures

00:02:28.330 --> 00:02:31.760
and being on my feet you
know 80 hours a week,

00:02:31.760 --> 00:02:35.860
and not really making a
lot of money at the time

00:02:35.860 --> 00:02:38.260
was really hard on me emotionally.

00:02:38.260 --> 00:02:40.230
And to the point that I burned out.

00:02:40.230 --> 00:02:41.850
I quit.

00:02:41.850 --> 00:02:42.683
I was done.

00:02:42.683 --> 00:02:44.010
I was gonna go back to school.

00:02:44.010 --> 00:02:46.180
But while I was at Columbia,

00:02:46.180 --> 00:02:48.150
I started to get this itch to dance again.

00:02:48.150 --> 00:02:50.670
I studied a lot of dance
history, dance theory,

00:02:50.670 --> 00:02:53.580
dance criticism, and I was reminded

00:02:53.580 --> 00:02:56.870
of how much I loved the dance field

00:02:56.870 --> 00:02:59.130
and the industry and
especially its history.

00:02:59.130 --> 00:03:00.510
And I think that passion,

00:03:00.510 --> 00:03:03.468
the understanding for the history of dance

00:03:03.468 --> 00:03:05.930
really kind of rekindled the flame

00:03:05.930 --> 00:03:07.741
to actually have a dance career.

00:03:07.741 --> 00:03:10.380
And towards the end of my college career,

00:03:10.380 --> 00:03:11.310
I decided you know what,

00:03:11.310 --> 00:03:13.128
I'm gonna give it one more shot.

00:03:13.128 --> 00:03:16.163
I'm gonna see if I can
actually make this happen.


LearnStorm Growth Mindset: Film director on her career journey

WEBVTT
Kind: captions
Language: en

00:00:00.290 --> 00:00:01.620
- My name is Olivia Abtahi.

00:00:01.620 --> 00:00:02.870
I'm 30 years old.

00:00:02.870 --> 00:00:04.000
I'm a film director,

00:00:04.000 --> 00:00:06.510
and I make approximately $80,000 a year.

00:00:06.510 --> 00:00:08.940
I currently work at a video
production company here

00:00:08.940 --> 00:00:10.680
in Colorado called Mightier.

00:00:10.680 --> 00:00:12.740
I do a range of things.

00:00:12.740 --> 00:00:13.990
Sometimes I'm directing.

00:00:13.990 --> 00:00:15.490
Sometimes I'm editing.

00:00:15.490 --> 00:00:18.730
Other times, I'm creating
storyboards or scripts

00:00:18.730 --> 00:00:20.960
or just coming up with
concepts for clients,

00:00:20.960 --> 00:00:23.020
and then a lot of it is
just meeting with clients,

00:00:23.020 --> 00:00:25.290
talking to them, making
sure everything's on track

00:00:25.290 --> 00:00:27.180
and that we're getting their vision right.

00:00:27.180 --> 00:00:28.900
Yeah, I think when you're
in a small business,

00:00:28.900 --> 00:00:31.510
you kind of have to wear a ton of hats.

00:00:31.510 --> 00:00:35.840
It's not one of those jobs
where everything is very siloed,

00:00:35.840 --> 00:00:37.110
and you have just one job,

00:00:37.110 --> 00:00:38.500
and that's what you have the focus on.

00:00:38.500 --> 00:00:41.850
I think I'm lucky in that I
get to touch a lot of things

00:00:41.850 --> 00:00:45.780
at work because if I can
set up the storyboard

00:00:45.780 --> 00:00:48.850
for success, that way when
I'm on set later, you know,

00:00:48.850 --> 00:00:51.740
I'm so grateful to be
Olivia of two months ago

00:00:51.740 --> 00:00:54.080
where I set myself up for success,

00:00:54.080 --> 00:00:56.500
and then, you know, going
into post production, as well,

00:00:56.500 --> 00:00:58.120
making sure I'm slating in properly,

00:00:58.120 --> 00:01:00.050
so just being thorough in every stage,

00:01:00.050 --> 00:01:01.760
because there's a very good
chance I'll have to deal

00:01:01.760 --> 00:01:02.890
with it later.

00:01:02.890 --> 00:01:04.430
I have had 10 internships,

00:01:04.430 --> 00:01:06.540
and I have been working in
this industry for 10 years,

00:01:06.540 --> 00:01:08.990
and this is now my first full paying job

00:01:08.990 --> 00:01:10.780
where I actually have benefits and I know

00:01:10.780 --> 00:01:13.900
when my next paycheck is going to come in.

00:01:13.900 --> 00:01:17.580
I cannot even tell you
the amount of thankless,

00:01:17.580 --> 00:01:20.500
grubby jobs I have done
to get to where I am now,

00:01:20.500 --> 00:01:22.350
and I think it's important to remember

00:01:22.350 --> 00:01:25.060
that whoever you're working for or,

00:01:25.060 --> 00:01:27.010
if you're just starting
out, the person whose maybe

00:01:27.010 --> 00:01:30.240
in charge of your project,
has also paid those same dues.

00:01:30.240 --> 00:01:33.020
The people who might be a little
higher up than you have had

00:01:33.020 --> 00:01:35.520
a lot of experience doing these things,

00:01:35.520 --> 00:01:38.520
and it's important to
just learn from them,

00:01:38.520 --> 00:01:39.800
and instead of talking so much,

00:01:39.800 --> 00:01:42.280
just remember to listen
first and foremost.

00:01:42.280 --> 00:01:44.460
My long-term goals are to get signed

00:01:44.460 --> 00:01:46.160
with a larger production company

00:01:46.160 --> 00:01:50.040
where I am just working
whenever I win a bid,

00:01:50.040 --> 00:01:53.870
and that would mean
probably working less hours,

00:01:53.870 --> 00:01:55.470
but the stakes are so much higher

00:01:55.470 --> 00:01:58.610
because that's maybe my
only job for the month,

00:01:58.610 --> 00:02:03.380
and then my goal is to
have a job like that

00:02:03.380 --> 00:02:04.470
where I am may be working one

00:02:04.470 --> 00:02:06.180
out of every four weeks a month,

00:02:06.180 --> 00:02:08.200
that lets me focus on my own projects.

00:02:08.200 --> 00:02:11.560
My ultimate plan is to take
all of these work opportunities

00:02:11.560 --> 00:02:15.730
and positions to get
better at being a director

00:02:15.730 --> 00:02:18.070
and alternately create
my first feature film.

00:02:18.070 --> 00:02:20.450
If you are interested in
being a film director,

00:02:20.450 --> 00:02:24.370
then my first piece of advice
is going to be to just shoot,

00:02:24.370 --> 00:02:25.840
just shoot your own movies.

00:02:25.840 --> 00:02:28.310
There is no reason why
you can't make a film

00:02:28.310 --> 00:02:29.890
with the tools that you have.

00:02:29.890 --> 00:02:31.970
There are so many wonderful
films now being shot

00:02:31.970 --> 00:02:33.380
on an iPhone,

00:02:33.380 --> 00:02:34.990
and if you have an
iPhone or a smart phone,

00:02:34.990 --> 00:02:38.090
that means you have what
it takes, equipment wise,

00:02:38.090 --> 00:02:39.250
to make a feature film.

00:02:39.250 --> 00:02:41.270
So grab your friends.

00:02:41.270 --> 00:02:44.490
You know, find a weekend,
and just make stuff happen

00:02:44.490 --> 00:02:49.380
because you won't learn
as much about directing

00:02:49.380 --> 00:02:51.670
from a book or from a website
as you will than just being

00:02:51.670 --> 00:02:54.670
on a shoot and trying to
make your dream come true.

00:02:54.670 --> 00:02:56.690
I will say some of the pitfalls, though,

00:02:56.690 --> 00:02:59.340
are that it's hard to get validation.

00:02:59.340 --> 00:03:00.530
It's hard to get recognition

00:03:00.530 --> 00:03:03.540
because there are so many
other filmmakers out there,

00:03:03.540 --> 00:03:05.830
and you really just have
to find your own voice.

00:03:05.830 --> 00:03:08.000
In the beginning, you might be
trying to copy other artists,

00:03:08.000 --> 00:03:09.520
and like, that's understandable

00:03:09.520 --> 00:03:10.820
because you're trying to
figure out your style,

00:03:10.820 --> 00:03:12.780
but I would say find your voice.

00:03:12.780 --> 00:03:15.440
Find the movie that you want to watch,

00:03:15.440 --> 00:03:17.513
and make sure that you're
the one who makes it.


LearnStorm Growth Mindset: Teacher leader on his career journey

WEBVTT
Kind: captions
Language: en

00:00:00.320 --> 00:00:02.797
- I'm Paul Clifton, I'm 30 years old.

00:00:02.797 --> 00:00:05.614
I am a sixth grade Teacher Leader,

00:00:05.614 --> 00:00:08.616
and my salary is about $60,000.

00:00:08.616 --> 00:00:11.349
I'm a new Teacher Leader, and so I get to

00:00:11.349 --> 00:00:14.624
coach other teachers,
fellow math teachers,

00:00:14.624 --> 00:00:16.340
and work on a team.

00:00:16.340 --> 00:00:17.386
And we get to observe teachers teach,

00:00:17.386 --> 00:00:20.454
co-teach with them, and
get into other classrooms

00:00:20.454 --> 00:00:22.536
instead of just working in my own.

00:00:22.536 --> 00:00:25.078
A lot of times at McGlone
we collaborate so much

00:00:25.078 --> 00:00:28.326
and it's a great opportunity
to be a part of that.

00:00:28.326 --> 00:00:30.204
I'm a ELS teacher.

00:00:30.204 --> 00:00:32.371
So that means that in a classroom

00:00:32.371 --> 00:00:34.711
I use Spanish and English to teach.

00:00:34.711 --> 00:00:36.615
A lot of times, I'll trans language,

00:00:36.615 --> 00:00:38.065
which is, I'll go back and forth,

00:00:38.065 --> 00:00:39.825
between English and Spanish.

00:00:39.825 --> 00:00:42.141
Just to help everyone understand.

00:00:42.141 --> 00:00:44.474
We have a lot of language
learners at our school,

00:00:44.474 --> 00:00:46.226
so it's so many students
that have the potential

00:00:46.226 --> 00:00:48.958
to be bilingual and biliterate,

00:00:48.958 --> 00:00:52.138
so it's so important that
we're using both languages,

00:00:52.138 --> 00:00:56.019
And helping them understand
that Spanish has just as much

00:00:56.019 --> 00:00:58.628
value and validity as English.

00:00:58.628 --> 00:01:01.281
Even though I went through
the teaching college,

00:01:01.281 --> 00:01:02.123
and everything like that,

00:01:02.123 --> 00:01:03.200
took all the courses.

00:01:03.200 --> 00:01:06.535
Like that first day, I was still,

00:01:06.535 --> 00:01:09.774
I was still super nervous and

00:01:09.774 --> 00:01:11.852
I can't say I was fully prepared.

00:01:11.852 --> 00:01:14.717
You know, it's still progressing every day

00:01:14.717 --> 00:01:17.684
and I don't think that it's
possible to be fully prepared,

00:01:17.684 --> 00:01:18.786
to become a teacher.

00:01:18.786 --> 00:01:22.826
I remember that first
day, I had this huge,

00:01:22.826 --> 00:01:26.743
just like, nervous feeling
and scared and fear.

00:01:29.042 --> 00:01:31.716
Those are always the best
times for you to grow.

00:01:31.716 --> 00:01:33.472
Being able to get through, kind of like,

00:01:33.472 --> 00:01:36.463
not even that first
day, but the first week.

00:01:36.463 --> 00:01:39.547
After that it was like, ah man, okay.

00:01:39.547 --> 00:01:40.744
This is what I'm supposed to be doing.

00:01:40.744 --> 00:01:43.988
Employers and principals are
looking for people who are

00:01:43.988 --> 00:01:48.323
really reflective and
really on their practice and

00:01:48.323 --> 00:01:53.323
have their growth mindset, to
continue to grow and progress.

00:01:54.039 --> 00:01:58.693
We have such a big emphasis
in our school around coaching,

00:01:58.693 --> 00:02:02.233
and that progress you make as a teacher.

00:02:02.233 --> 00:02:03.683
Definitely in the interview,

00:02:03.683 --> 00:02:05.850
that's one of the main
questions that is asked.

00:02:05.850 --> 00:02:08.651
Do we feel comfortable being videotaped?

00:02:08.651 --> 00:02:11.342
Do we feel comfortable with,
in the moment coaching?

00:02:11.342 --> 00:02:14.046
A lot of times your're
going to be asked to,

00:02:14.046 --> 00:02:18.252
teach a lesson and then a few
minutes after you teach it,

00:02:18.252 --> 00:02:21.927
reflect on that lesson and pick
out things that you did well

00:02:21.927 --> 00:02:24.520
and what you could improve on.

00:02:24.520 --> 00:02:26.212
So definitely,

00:02:26.212 --> 00:02:28.461
principals are looking
for people that reflect

00:02:28.461 --> 00:02:31.464
on their practice and are willing to grow.

00:02:31.464 --> 00:02:36.464
I feel like being a black male
teacher in the elementary,

00:02:36.980 --> 00:02:41.150
going into, becoming
an elementary teacher,

00:02:41.150 --> 00:02:41.983
is really,

00:02:42.858 --> 00:02:44.422
gave me an advantage in finding a job.

00:02:44.422 --> 00:02:46.657
And being bilingual, so there was a lot

00:02:46.657 --> 00:02:49.915
that I brought to the table, naturally,

00:02:49.915 --> 00:02:51.710
that helped me find a job.

00:02:51.710 --> 00:02:55.957
But I do recognize that it
can be tough for teachers.

00:02:55.957 --> 00:02:58.758
Especially if you're not a
math or a science teacher.

00:02:58.758 --> 00:03:02.548
To find a job and maintain
it and know that it's so

00:03:02.548 --> 00:03:04.214
important for kids.

00:03:04.214 --> 00:03:05.860
Especially now-a-days,

00:03:05.860 --> 00:03:09.325
where they have access
to so much technology.

00:03:09.325 --> 00:03:13.783
Did they, did they have
experiences with black males,

00:03:13.783 --> 00:03:16.883
who are positive, that are in schools,

00:03:16.883 --> 00:03:21.699
that are serving kids and
that are teaching with love.

00:03:21.699 --> 00:03:23.434
I feel like without that,

00:03:23.434 --> 00:03:25.832
it's tough or it can be really tough

00:03:25.832 --> 00:03:29.173
for kids to see themselves being more than

00:03:29.173 --> 00:03:32.923
what is shown to them
on TV or through music.

00:03:34.144 --> 00:03:35.876
The amount of drive that you have to have

00:03:35.876 --> 00:03:37.359
to become a teacher,

00:03:37.359 --> 00:03:41.588
you would be successful
at anything, right?

00:03:41.588 --> 00:03:44.513
Definitely having that
passion for teaching,

00:03:44.513 --> 00:03:46.881
it's not easy, it's really difficult.

00:03:46.881 --> 00:03:48.754
You have to teach on the fly,

00:03:48.754 --> 00:03:51.633
you have to think and change
your instruction as you go.

00:03:51.633 --> 00:03:53.016
You have to be humble every day,

00:03:53.016 --> 00:03:54.773
because what your teaching isn't working,

00:03:54.773 --> 00:03:58.106
so you have to change it up in some way.


LearnStorm Growth Mindset: Salon owner on her career journey

WEBVTT
Kind: captions
Language: en

00:00:00.350 --> 00:00:01.690
- My name is Sam DiVine.

00:00:01.690 --> 00:00:04.960
I'm 27 years old and I am a salon owner.

00:00:04.960 --> 00:00:07.990
My story of becoming a
hairstylist is pretty interesting.

00:00:07.990 --> 00:00:11.420
I had been cutting hair
all throughout high school

00:00:11.420 --> 00:00:13.040
on all of my friends and playing

00:00:13.040 --> 00:00:14.430
and just having a good time.

00:00:14.430 --> 00:00:16.760
And I never actually thought
about it as a career path

00:00:16.760 --> 00:00:17.970
because it was never brought up to me

00:00:17.970 --> 00:00:19.780
that it could be a career path.

00:00:19.780 --> 00:00:21.810
And I'm reading this
article and I was just like,

00:00:21.810 --> 00:00:22.910
you've gotta be kidding me.

00:00:22.910 --> 00:00:25.040
Somebody is charging $800 for a haircut?

00:00:25.040 --> 00:00:26.410
That's crazy.

00:00:26.410 --> 00:00:30.500
And she's doing every celebrity
and it was incredible.

00:00:30.500 --> 00:00:32.890
So I went home and I
did a lot of research,

00:00:32.890 --> 00:00:34.930
and I found out that
she was not the only one

00:00:34.930 --> 00:00:37.810
and that, you know, that she
wasn't like a fluke situation.

00:00:37.810 --> 00:00:39.300
And I decided right then and there,

00:00:39.300 --> 00:00:40.830
I was like, that's what I want to do.

00:00:40.830 --> 00:00:42.460
Like, that's definitely what I want to do.

00:00:42.460 --> 00:00:45.960
So I'm at my salon in this
small town in New Jersey

00:00:45.960 --> 00:00:47.840
and I'm talking with my stylist,

00:00:47.840 --> 00:00:50.267
and I was like, "hey, like,
this is what I want to do.

00:00:50.267 --> 00:00:51.870
"I have no idea where to begin."

00:00:51.870 --> 00:00:53.707
And she was like, "You have
to go to Vidal Sassoon,

00:00:53.707 --> 00:00:54.770
"hands-down."

00:00:54.770 --> 00:00:55.840
When you become a hair stylist

00:00:55.840 --> 00:00:56.810
you have a couple different options.

00:00:56.810 --> 00:00:58.380
You can open your own salon,

00:00:58.380 --> 00:01:00.650
which some people choose to do.

00:01:00.650 --> 00:01:04.210
You can go and work, depending
on what state you work in,

00:01:04.210 --> 00:01:05.690
because every state has different laws,

00:01:05.690 --> 00:01:07.450
but a lot of states allow booth renting,

00:01:07.450 --> 00:01:10.010
which means that you will
come into a salon location.

00:01:10.010 --> 00:01:13.830
They'll have stations set up
and you pay rent, essentially,

00:01:13.830 --> 00:01:15.810
a monthly rent for a station.

00:01:15.810 --> 00:01:18.980
Or you can work in a salon
that's commission-based,

00:01:18.980 --> 00:01:20.690
which means you're part of a team.

00:01:20.690 --> 00:01:21.920
You're part of a culture.

00:01:21.920 --> 00:01:24.180
You're part of the entire business.

00:01:24.180 --> 00:01:25.830
When you're just starting
out in the industry,

00:01:25.830 --> 00:01:27.230
you're gonna have to, essentially,

00:01:27.230 --> 00:01:29.260
like, earn your way for a little while.

00:01:29.260 --> 00:01:30.310
You're gonna have to prove yourself.

00:01:30.310 --> 00:01:31.940
If you would've asked me a month before

00:01:31.940 --> 00:01:34.460
I decided that this was
what I was going to do,

00:01:34.460 --> 00:01:35.500
I would have told you you were crazy.

00:01:35.500 --> 00:01:36.780
I would never open a salon.

00:01:36.780 --> 00:01:40.100
I knew absolutely nothing
about running a business

00:01:40.100 --> 00:01:41.570
or how to start a business

00:01:41.570 --> 00:01:44.150
or anything related to business

00:01:44.150 --> 00:01:45.540
other than showing up at work,

00:01:45.540 --> 00:01:48.840
doing my clients, and, you
know, collecting a paycheck.

00:01:48.840 --> 00:01:52.910
So for me, it was a lot of new learning.

00:01:52.910 --> 00:01:55.010
But luckily, I do love to read

00:01:55.010 --> 00:01:56.750
and I love to learn new things.

00:01:56.750 --> 00:01:59.020
So Google was my best friend.

00:01:59.020 --> 00:02:02.013
I Googled absolutely everything endlessly.

00:02:03.720 --> 00:02:05.230
Absorbed anything I could read

00:02:05.230 --> 00:02:06.610
about opening a new business,

00:02:06.610 --> 00:02:07.850
whether it was a hair salon or not,

00:02:07.850 --> 00:02:10.940
just figuring out, you
know, what that entailed.

00:02:10.940 --> 00:02:12.550
My responsibilities on any given day

00:02:12.550 --> 00:02:14.150
is gonna be getting to the salon,

00:02:14.150 --> 00:02:17.720
making sure that everything
is ready to run smoothly,

00:02:17.720 --> 00:02:19.640
so making sure that the
schedule is correct,

00:02:19.640 --> 00:02:22.070
making sure that we're fully staffed,

00:02:22.070 --> 00:02:23.690
taking care of the bills,

00:02:23.690 --> 00:02:26.010
making sure that, you know, payroll is run

00:02:26.010 --> 00:02:27.630
and payroll is processed,

00:02:27.630 --> 00:02:32.003
working on my own clients for
a good portion of the day.


LearnStorm Growth Mindset: Chef De Cuisine on his career journey

WEBVTT
Kind: captions
Language: en

00:00:00.000 --> 00:00:00.963
- My name is Zia Sheikh.

00:00:00.963 --> 00:00:02.161
I am 35 years old.

00:00:02.161 --> 00:00:04.795
I am Chef de Cuisine
at Paowalla Restaurant

00:00:04.795 --> 00:00:06.536
and I make 75 thousand a year.

00:00:06.536 --> 00:00:08.222
My main responsibilities
as Chef de Cuisine

00:00:08.222 --> 00:00:11.231
is to oversee any type
of kitchen operation

00:00:11.231 --> 00:00:15.116
from menu development to
dish washing, to working

00:00:15.116 --> 00:00:18.184
alongside the cooks, to food labor costs,

00:00:18.184 --> 00:00:20.291
sitting down with Chef Floyd for about

00:00:20.291 --> 00:00:21.124
10 - 15 minutes a day.

00:00:21.124 --> 00:00:24.992
We talk about what's coming
down the line as far as menu.

00:00:24.992 --> 00:00:27.297
We are a very highly seasonal restaurant.

00:00:27.297 --> 00:00:29.589
We try to use the Union
Square Green Market

00:00:29.589 --> 00:00:31.333
as much as possible as
well as local farms.

00:00:31.333 --> 00:00:33.472
If it's not in season,
it's not on our menu.

00:00:33.472 --> 00:00:36.036
I almost wanna say that
this career chose me.

00:00:36.036 --> 00:00:37.751
I dealt with a lot of racism in school

00:00:37.751 --> 00:00:39.676
when I was growing up, so I
spent a lot of time at home.

00:00:39.676 --> 00:00:42.997
That being said, I spent
a lot of time to myself

00:00:42.997 --> 00:00:44.902
and I realized that I
had a love for the arts.

00:00:44.902 --> 00:00:48.422
I spent a lot of time with my
mother at home in the kitchen.

00:00:48.422 --> 00:00:50.704
So, she actually taught
me how to start cooking

00:00:50.704 --> 00:00:53.253
when I was ten years
old, and the first thing

00:00:53.253 --> 00:00:55.685
that I made at home was her meatballs.

00:00:55.685 --> 00:00:58.127
She was cooking meatballs
for the family and I started

00:00:58.127 --> 00:01:00.521
mimicking her moves in
a smaller pot for myself

00:01:00.521 --> 00:01:02.595
right next to her and ever since then,

00:01:02.595 --> 00:01:04.422
I've fallen in love with cooking.

00:01:04.422 --> 00:01:08.522
It was so interesting to me
whereas a year or two later

00:01:08.522 --> 00:01:10.250
I started accompanying her to supermarkets

00:01:10.250 --> 00:01:11.594
and buying my own produce.

00:01:11.594 --> 00:01:14.472
I taught myself how to hold a
knife, how to cut vegetables.

00:01:14.472 --> 00:01:16.728
My favorite thing to make
was vegetable stir-fry

00:01:16.728 --> 00:01:18.722
just because it involved
about 20 different

00:01:18.722 --> 00:01:19.623
vegetables in one dish.

00:01:19.623 --> 00:01:22.031
My father passed away when I was 16.

00:01:22.031 --> 00:01:25.096
He was always pushing me to
do something with science

00:01:25.096 --> 00:01:27.868
and, almost to make him
happy, after he passed away

00:01:27.868 --> 00:01:30.520
I enrolled in engineering
school, but then when I got to

00:01:30.520 --> 00:01:32.648
engineering school, I
realized that I just didn't

00:01:32.648 --> 00:01:33.635
have a passion for it.

00:01:33.635 --> 00:01:37.074
That same semester one of
my close friends, Mary,

00:01:37.074 --> 00:01:39.031
wanted to do something
nice for her boyfriend

00:01:39.031 --> 00:01:41.457
for Valentine's day, so she invited me

00:01:41.457 --> 00:01:44.182
and about five other friends
into the kitchen with her

00:01:44.182 --> 00:01:46.537
to cook for her boyfriend.

00:01:46.537 --> 00:01:48.620
And, between me and these

00:01:49.623 --> 00:01:51.922
these five other girls, they were all

00:01:51.922 --> 00:01:54.186
impressed that I knew my way around

00:01:54.186 --> 00:01:55.746
the kitchen and I almost kinda took over.

00:01:55.746 --> 00:01:57.577
After that it was just kinda
staring at me in the face

00:01:57.577 --> 00:01:58.567
what I should be doing with my life.

00:01:58.567 --> 00:02:00.798
So, I dropped out of college
and went to culinary school.

00:02:00.798 --> 00:02:02.749
Now that you're in a
restaurant setting you realize

00:02:02.749 --> 00:02:04.959
that everything happens
at a much faster pace

00:02:04.959 --> 00:02:08.279
and you're working alongside
more experienced cooks

00:02:08.279 --> 00:02:11.144
that can cut faster, that
can cook faster, that can

00:02:11.144 --> 00:02:15.139
think faster and basically
the point of the externship

00:02:15.139 --> 00:02:18.238
is for you to be immersed
in a new type of world.

00:02:18.238 --> 00:02:20.667
My very first job I was making
three hundred dollars a week

00:02:20.667 --> 00:02:21.939
and working in a kitchen.

00:02:21.939 --> 00:02:23.911
I was doing what I loved
to do, but I didn't

00:02:23.911 --> 00:02:27.376
have a lot of money to
spare, so they, my mother

00:02:27.376 --> 00:02:28.772
let me still live at home.

00:02:28.772 --> 00:02:31.743
It's not ideal for a 23, 24 year old

00:02:31.743 --> 00:02:33.443
to be living at home, but at the time,

00:02:33.443 --> 00:02:35.187
it was what was necessary to do.

00:02:35.187 --> 00:02:37.916
Whatever money I had left
over, whatever money I saved up

00:02:37.916 --> 00:02:40.910
to buy cookbooks to keep
reading, to immerse myself

00:02:40.910 --> 00:02:42.652
in this world, to take
myself to the next level.

00:02:42.652 --> 00:02:45.834
And, I dined out at a lot of restaurants.

00:02:45.834 --> 00:02:48.236
I cooked for myself a lot at home, just

00:02:48.236 --> 00:02:50.191
testing out new recipes and whatnot.

00:02:50.191 --> 00:02:51.672
I did a lot of this at work.

00:02:51.672 --> 00:02:55.113
I almost bugged my chefs with
questions about, you know,

00:02:55.113 --> 00:02:56.730
can you teach me this,
can you teach me this,

00:02:56.730 --> 00:02:57.563
can you teach me this.

00:02:57.563 --> 00:02:58.922
and I started taking
on more and more tasks

00:02:58.922 --> 00:03:01.940
to see what I could handle
and what I enjoyed doing.

00:03:01.940 --> 00:03:05.857
And, starting out you
will take any job you can

00:03:06.762 --> 00:03:10.598
for any amount of money,
for, to learn any part of it.

00:03:10.598 --> 00:03:15.289
I used to switch jobs for 50
cents more, if they paid me

00:03:15.289 --> 00:03:18.656
and, you know, at the
time I moved around a lot.

00:03:18.656 --> 00:03:21.237
I didn't keep a job more
than, for more than 10 months,

00:03:21.237 --> 00:03:23.410
and then I went onto
another job after that,

00:03:23.410 --> 00:03:26.327
but it was all learning experience.