Since the recent study at Case Western Reserve University showed that having a growth mindset alone cannot produce measurable results, I will change my Developing A Growth Mindset Plan to focus on how it is used in my teaching to help my students learn. The analysis researched over 300 mindset studies and it was proven that just telling someone to have a growth mindset isn’t enough for a significant impact to occur. In Mindset: The New Psychology of Success, “Even in the growth mindset, failure can be a painful experience. But it doesn’t define you. It’s a problem to be faced, dealt with, and learned from” (Dweck, 2006). Instead, I would actually need to help my learners develop a growth mindset by focusing on specific strategies, setting clear goals, and providing targeted feedback.
How can you help your learner develop a growth mindset?
For instance, rather than saying, “Keep trying,” I can say, “Try breaking this multiplication problem up into smaller parts.” And, then I can provide guidance, or steps on how to do it, as they work it out on their own. To help my students gain a growth mindset, I can praise them through their efforts, and not just focus on the results. “The growth mindset does allow people to love what they’re doing, and to continue to love it in the face of difficulties” (Dweck, 2006). As my students may struggle with a math problem, I can remind them that learning is a process, and if they don’t understand something, it doesn’t mean that they will never understand it, it just means that they are not there yet. I can show them the progress that they have made so that they can see what they have learned along the way, and how far they have come from the beginning when they started.
What other factors need to be considered if you wish to have an impact on the Growth Mindset?
I think it’s important to remember that to have a growth mindset, there needs to be a supportive environment that supports learning and growing. Clear instructions need to be set at first, then the tools to learn need to be in place, and relevant feedback needs to be given to the learners so that they can reflect on their work, and understanding. Misconceptions can be corrected, and grown upon, as proper resources can be put in pace to help students gain a growth mindset. “There was a saying in the 1960s that went: ‘Becoming is better than being.’ The fixed mindset does not allow people the luxury of becoming. They have to already be” (Dweck, 2006). Most importantly, learners need to know that it is alright to not be successful at first, and allow themselves room to grow, but never stop learning, and don’t give up when the situation gets tough. Instead, learn from feedback, and keep on trying, or pursuing what they are meant to learn. Learners need grit to accomplish their goals, and reach success on their learning journey.
How will you model the growth mindset and the message of “Yet” to your learners?
“Many of our children, our most precious resource, are stuck in a fixed mindset” (Dweck, 2006). Perhaps, I can model the growth mindset and the message of “yet” to my learners by explaining that something did not work out as I had planned, therefore I am still learning, and that I am not there “yet”, but I will be there after I figure it out, and that I am not giving up. This will show them learning is a process, or journey, and not just a race to the finish line.
Consider how the growth mindset can change the acceptance of feedback and student’s attitude toward cheating.
“The growth mindset is based on the belief in change, and the most gratifying part of my work is watching people change” (Dweck, 2006). If we see feedback as a way to help us grow, then learners will be more receptive to it, and not take it so critically. Students may not want to cheat if they change their views on feedback as a way to help them improve, and get better, versus only getting the right answer. The effort that is put into learning, and the progress overtime is the main part of growth, and the focus should not only be on getting an A.
How can the growth mindset help limit some of your student’s preoccupation with grades? What role does grit play?
Grit is the ability to keep going, when the challenges are tough, and to stick with the work even though you want to give up because the process to get there is too hard. It is not just about getting the perfect grade all the time, and it is more about the learning journey, and how much a learner has grown over the course. Having a growth mindset helps learners see that the effort of working hard, and learning from your mistakes is worth it, and means much more to them than gaining a letter grade (Dweck, 2006). It is about what you are learning, and how you apply it to benefit you in the long run.
How can we prevent the growth mindset from becoming a fad or being improperly implemented? Consider how grit can be misused (Hint rigor).
Students need to know that learning can be tough work in itself, and that having a growth mindset should be paired with having grit. This is necessary because you have to stick with learning even when it gets hard (Dweck, 2006). However, it is important to have a good balance between the two so that you don’t push yourself too much, and face burnout. Students need support to feel motivated, especially when they are overwhelmed.
The growth mindset is a good start, but is it enough? How can we move our learners toward reigniting or adopting a Learner’s Mindset?
“Mindset change is not about picking up a few pointers here and there, It’s about seeing things in a new way” (Dweck, 2006). Learner’s need to love to learn in itself to develop a Learner’s Mindset, and believe beyond growth. Learning is about being curious, exploring new ideas, and discovering passion in a well created, significant learning environment. Learning doesn’t only happen in school, learning happens all the time, anywhere, and everywhere. There are no limits to learning. Therefore, by using all of these strategies, learners can build a growth mindset that is meaningful, and resilient. In the end, it is all about the learners’ engagement.
References
Dweck, Carol S. Ph.D. C. O. (2006). Mindset: The New Psychology of Success. Penguin Random House LLC, New York.
Jackie Bittner M.Ed. 