The Power of Yet — Carol Dweck (TED) Quiz
7 medium-difficulty multiple-choice questions based on Carol Dweck's TED talk about growth mindset, the 'power of yet,' and how praise and instruction shape learning.
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Quiz Questions & Answers
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Question 1: What did the Chicago high school use instead of a failing grade to emphasize learning as a process?
Remedial
Not Yet
Incomplete
Needs Improvement
Question 2: Which response pattern did children with a growth mindset show when given problems slightly too hard for them?
They welcomed the challenge and saw it as informative
They focused on comparing scores with classmates
They immediately gave up to avoid failure
They blamed the teacher for making it unfair
Question 3: According to the talk, what negative behavior did fixed-mindset students report they might do after failing?
Ask for more homework
Celebrate minor victories
Cheat rather than study more
Seek extra tutoring immediately
Question 4: What classroom practice did Dweck recommend to build students' resilience and perseverance?
Give grades without feedback
Praise innate intelligence and talent
Reward only correct answers
Praise the process: effort, strategies and improvement
Question 5: How did a math game designed to reward 'yet' differ from typical math games, according to the talk?
It gave bonus points for speed only
It rewarded effort, strategy and progress rather than just immediate correct answers
It limited playtime to encourage focus
It removed all scoring and competition
Question 6: What biological explanation did Dweck's team teach students to promote a growth mindset?
IQ is fixed at birth and cannot change
Brain size increases with practice
Learning only occurs through memorization
Neurons form new, stronger connections when you push out of your comfort zone
Question 7: Which outcome did Dweck report when educators created growth-mindset classrooms for underserved groups?
Only students already excelling showed gains
Test scores remained unchanged across the board
Students dramatically improved and sometimes surpassed peers from affluent schools
Students became less motivated to attend school