Shadowing-Übung: Developing a Growth Mindset with Carol Dweck - Englisch Sprechen Lernen mit Video

Thank you. Today I want to tell you about the power of "yet." I learned in High School in Chicago where students had to pass eighty four unity to graduate and if they didn't pass they got the grade "not yet." I thought, isn't that wonderful?

Because if you fail you're nowhere but if you get the grade "not yet" you're on a learning curve.

"Not yet" gave them a path into the future.

And "not yet" also helped me understand a critical experience early in my career.

To figure out how kids cope with challenge, I gave ten year olds some problems that were a little too difficult for them.

Some of them reacted in a shockingly positive way.

They said things like, "I love a challenge!" or "I was hoping this would be informative!" They understood that their abilities could grow through their hard work.

They had what I would call a "growth mindset." But for other children it was tragic, catastrophic from their more fixed mindset perspective their core intelligence had been tested and devastated.

Instead of the power of "yet" they were gripped by the "tyranny of now." So what did they do next?

In one study, after a failure on a test, they said they'd cheat next time instead of study more.

In another study they found someone who did worse than they did so they could feel better.

And in many studies we found they run from difficulty.

Let's look at how that looks in the brain.

Moser and his colleagues measured from the brain as kids encountered errors.

Processing the error shows up in red.

If you look at the fixed mindset brain on the left nothing is happening.

But if you look at the growth mind-set on the right it's on fire with "yet!" They're processing the error deeply learning from it and correcting it.

So, how are we raising our kids?

Are we raising them for a growth now or for "yet?" Are they focused on the next "A" or test score instead of dreaming big?

Instead of thinking about what they want to be and how they want to contribute to society?

And if they are too focused on "A's" and test scores, are they going to carry this with them into the future?

Maybe. Because many employers are coming to me and saying, "we've already created a generation of young workers who can't get through the day without a reward." So, what can we do?

How can we build that bridge to "yet?" First, we can praise wisely.

Our research shows that when we praise kids for the process they engage in for their hard work, their strategies, their focus, their perseverance - they learn that challenge seeking.

They learn that resilience.

Praising talent, praising intelligence makes them vulnerable.

There are other ways of rewarding "yet." We teamed up with game scientist at the University of Washington to create a math game: Brain points.

The typical math game rewards right answers, right now.

But not Brain Points.

We rewarded process and the learning curve so effort, strategy and progress.

The Brain Points game created more sustained learning and perseverance than the standard game.

And just the words "yet" and "not yet" after a student has a set back we're finding creates greater confidence and greater persistence.

We also can change students mind-sets directly.

In one study, we taught students that every time they pushed out of their comfort zone to learn something really really hard and they stuck to it the neurons in their brain could form new, stronger connections and over time they could become smarter.

Those who learned this lesson showed a sharp increase in their grades.

Those who did not showed a decrease.

We have done this with thousands of students now across the country with similar results.

Especially for struggling students.

So let's talk about equality.

In our country there are groups of kids who chronically show poor performance and many people think that's inevitable.

But when educators create growth mind-set environments steeped in "yet" equality can happen".

Let me give you a few small examples.

One teacher took her Harlem kindergarten class, many of whom could not hold a pencil for the first month, threw daily tantrums, she took them to the 95th percentile on the National Achievement Test.

That same teacher took a fourth grade class in the South Bronx - way behind - she took them to the top of New York State on the state math test.

That teacher is a Stanford grad and she's here today.

And another Stanford grad, Phd student, now a professor, went back to her Native American reservation in the state of Washington.

She transformed the elementary school in terms of a growth mind-set.

That school had always been at the bottom of the district - at the bottom of the state!

Within a year to a year and a half, the kindergarteners and first graders were at the top of the district in reading and reading-readiness.

That district contained affluent sections of Seattle so the reservation kids outdid the Microsoft kids.

And they did it because learning a growth mindset transformed the meaning of effort and difficulty.

It used to mean they were dumb and now it means they have a chance to get smarter.

Difficulty just meant "not yet." Last year I got a letter from a thirteen year old boy.

He said, "Dear Professor Dweck, I read your book.

I liked the fact that it was based on sound scientific research.

That's why I decided to test out your growth mindset principles in three areas of my life.

As a result, I'm earning higher grades, I have a better relationship with my parents, I have a better relationship with the other kids at school.

I realize I've wasted most of my life." Let's not waste any more lives because the more we know that basic human abilities can be grown, the more it becomes a basic human right for kids - all kids, all adults - to live in environments that create that growth.

To live in environments filled - overflowing - with "yet." Thank you.

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Wortschatz und Sprechhinweise zu dieser Lektion

Dieses Video enthält 59 Sätze und 1030 Wörter zum Nachsprechen. Der gesprochene Teil dauert 9:25. Der Sprecher spricht langsam, etwa 109 Wörter pro Minute, sodass genug Zeit bleibt, jeden Laut nachzuahmen. 83 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.

Wichtiger Wortschatz in diesem Video

15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:

Wort	Aussprache	Bedeutung
mindset Substantiv	/ˈmaɪn(d)ˌsɛt/	Mindset, Denkweise
reward Substantiv	/ɹɪˈwɔɹd/	Belohnung, Lohn
praise Verb	/pɹeɪz/	loben, preisen
difficulty Substantiv	/ˈdɪfɪkəlti/	Schwierigkeit
mathematics Substantiv	/mæθ(.ə)ˈmæt.ɪks/	Mathematik
equality Substantiv	/ɪˈkwɑ.lɪ.ti/	Gleichheit
curve Substantiv	/kɚv/	Kurve
transform Verb	/tɹænsˈfɔɹm/	verwandeln, transformieren
reservation Substantiv	/ˌɹɛz.ɚˈveɪ.ʃən/	Reservierung
earn Verb	/ɝn/	verdienen
sharp Adjektiv	/ʃɑɹp/	scharf, spitz
lesson Substantiv	/ˈlɛs.ən/	Lehrstunde, Stunde
deeply Adverb	/ˈdi(ː)pli/	tief
worker Substantiv	/ˈwɝ.kɚ/	Arbeiter, Arbeiterin
comfort Substantiv	/ˈkʌm.fət/	Behaglichkeit, Bequemlichkeit

Phrasal Verbs, die du hören wirst

Wort	Bedeutung
figure out Verb	herausfinden

Aussprache, auf die du achten solltest

Der Sprecher verwendet 11 Kurzformen und abgeschwächte Formen, zum Beispiel you're, can't, didn't. Sprich sie in der kurzen Form, so wie du sie hörst.

Die „th“-Laute: mathematics /mæθ(.ə)ˈmæt.ɪks/, thirteen /ˌθɝtˈtin/
Die Laute „sh“ und „zh“: reservation /ˌɹɛz.ɚˈveɪ.ʃən/, sharp /ʃɑɹp/
Lange Wörter – auf die Betonung achten: difficulty /ˈdɪfɪkəlti/, mathematics /mæθ(.ə)ˈmæt.ɪks/, equality /ɪˈkwɑ.lɪ.ti/, reservation /ˌɹɛz.ɚˈveɪ.ʃən/, elementary /ˌɛləˈmɛntəɹi/

So übst du mit diesem Video

Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie mindset, reward, praise.

Grammatik in diesem Video

Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:

Struktur	Im Video
Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut	had been tested · were gripped · was based
Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache	someone who did · Those who learned · Those who did
Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist	we've already created · have done · I've wasted

Was ist die Shadowing-Technik?

Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.

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