Developing a Growth Mindset in Teachers and Staff
The New Psychology of Success (2000), Dweck developed a continuum upon which people can be placed, based upon their understandings about where ability comes from. For some people (at one end of said continuum), success (and failure) is based on innate ability (or the lack of it). Deck describes this as a fixed theory of intelligence, and argues that this gives rise to a ‘fixed mindset’. At the other end of the continuum are those people who believe success is based on a growth mindset. According to Dweck: In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. The crucial point for individuals is that these mindsets have a large impact upon our understanding of success and failure. Needless to say, this idea of mindsets has significant implications for education. We have to really send the right messages, that taking on a challenging task is what I admire. Modelling Create space for new ideas Build time for self-reflection
Recognizing and Overcoming False Growth Mindset
All educators care deeply about their students' motivation. They want them to love learning, and to be resourceful and persistent in the face of learning challenges. They don't want their students to lose heart when they get stuck, make mistakes, or receive disappointing grades. A growth mindset is the belief that you can develop your talents and abilities through hard work, good strategies, and help from others. We typically teach students a growth mindset through online programs that demonstrate how the brain changes with learning (how the neurons grow stronger connections when students work on hard things and stick with them) and how to apply this to their schoolwork. In the wake of the many exciting research results, educators became increasingly interested in promoting a growth mindset among their students. Identifying a False Growth Mindset It all started when my Australian colleague Susan Mackie informed me that she was seeing more and more false growth mindset.
Growth Mindset: Clearing up Some Common Confusions
By Eduardo Briceño A growth mindset is the understanding that personal qualities and abilities can change. It leads people to take on challenges, persevere in the face of setbacks, and become more effective learners. As more and more people learn about the growth mindset, which was first discovered by Stanford Professor Carol Dweck, we sometimes observe some confusions about it. Confusion #1: What a growth mindset is When we ask people to tell us what the growth mindset is, we often get lots of different answers, such as working hard, having high expectations, being resilient, or more general ideas like being open or flexible. Confusion #2: To foster a growth mindset, simply praise children for working hard A body of research has shown that telling children that they’re smart and implying that their success depends on it fosters fixed mindsets. Fourth, praise and coaching are not the only, or most powerful, ways to foster growth mindsets. Deepening our understanding over time
Nurturing Growth Mindsets: Six Tips From Carol Dweck - Rules for Engagement
Washington Stanford researcher Carol Dweck clearly tapped into a powerful and compelling idea when she linked the concept of growth mindsets to academic success. As fans of Dweck's research can quickly explain, people with fixed mindsets see strengths and skills as inate traits, like eye color. You're either born with them, or you're not. But people with growth mindsets recognize that the brain can grow and change through effort, and they embrace failures as opportunities for developing new strategies and approaches to learning content and concepts they find challenging. Enthusiasm for Dweck's work has spread rapidly, and her name is a buzzword in many schools as teachers buy into the idea that helping students shift their mindsets can lead to academic gains. But, in recent years, Dweck has worked to balance that enthusiasm by busting some misconceptions about her research and its applications in schools. Here are six tips pulled from Dweck's talk: 1. 2. 3. 4. 5. 6.
Four questions that encourage growth mindset among students | Teacher Network
Teachers have long battled with how to get their students to become more resilient and improve their mindset. One popular theory, pioneered by Carol Dweck, professor of psychology at Stanford University, is the idea of growth mindset. Dweck explains that some students believe ability is malleable and can be improved (a growth mindset), while others think it is set in stone, probably decided at birth (a fixed mindset). Evidence suggests that those with a growth mindset seek out feedback on how to get better, persist with work for longer and cope better with change – all attitudes teachers want to develop in their young charges. How can teachers encourage a growth mindset? When working with young people, choosing which behaviours to praise can have a profound impact. As well as thinking of the feedback you offer your class, there are certain questions you can ask to get them thinking about their own mindset: Is the effort today worth the reward tomorrow? This can be a simple weekend project.
