Growth Mindset vs Fixed Mindset: An Introduction. 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.
Recently some critiques have emerged. Of course we invite critical analysis and feedback, as it helps all of us learn and improve, but some of the recent commentary seems to point to misunderstandings of growth mindset research and practice. 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 Deepening our understanding over time.
When students and educators have a growth mindset, they understand that intelligence can be developed. Students focus on improvement instead of worrying about how smart they are. They work hard to learn more and get smarter. Based on years of research by Stanford University’s Dr. Dweck, Lisa Blackwell Ph.D., and their colleagues, we know that students who learn this mindset show greater motivation in school, better grades, and higher test scores. What does a Growth Mindset School look like? Administrators support teachers’ learning. Teachers collaborate with their colleagues and instructional leaders, rather than shut their classroom doors and fly solo. Parents support their children’s learning both inside and outside the classroom. Students are enthusiastic, hard-working, persistent learners. What is the impact of Mindset? Developing a Growth Mindset in Teachers and Staff.
An idea that is beginning to gain a lot of favour in educational circles at the moment is the notion of fixed versus growth mindsets, and how they might relate to students and learning.
Based on the work of Stanford University psychologist, Carol Dweck, the idea of mindset is related to our understanding of where ability comes from. It has recently been seized upon by educators as a tool to explore our knowledge of student achievement, and ways that such achievement might be improved. However, in my work, I have found that the notion of developing a growth mindset is as equally applicable to staff and teacher performance as it is to students. This article begins with a brief discussion about the difference between the two mindsets, what that means for education, and concludes with some ideas for how school leaders might seek to develop a growth mindset amongst their staff. 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. 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. 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. Whole Brain Teaching- Mirroring, Teach, Rules, Scoreboard. How To Begin Whole Brain Teaching: 2. How To Begin Whole Brain Teaching: 1. Learning styles the four modalities.