background preloader

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. These individuals argue that success is based on learning, persistence and hard work. 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. Crucially, Dweck’s research is applicable to all people, not just students.

https://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff

Related:  Growth MindsetTeaching & AdmindkberryMindset+Grit

Creating a Growth Mindset in Your Students Belief that you can become smarter and more talented opens the doorways to success. That’s what twenty years of research has shown Carol Dweck of Stanford University. She has identified two opposing beliefs about intelligence and talent, beliefs that strongly impact our ability to learn. Though the fixed mindset has traditionally held sway, many recent studies show that the growth mindset better represents our abilities. Our brains are much more elastic than previously thought, constantly growing new connections. IQ and talent are not fixed, but are mutable based on experience and attitude. How to Bring Playfulness to High School Students It’s easy to focus on academics and college transcripts when children become tweens and teens, but retaining the agency and creativity inherent in play is crucial for them, too. But what is the high school equivalent for the kind of inquisitive learning that happens when little kids play in the sandbox, finger-paint, build with blocks or play make-believe? “When your 4-year-old is dipping his hand in the rice table, he’s learning really important things about tactile touch,” said Denise Pope, senior lecturer at Stanford’s Graduate School of Education and co-founder of Challenge Success. “Older kids need those same tactile, hands-on experiences to learn as well.” Teenagers need creative outlets, just like elementary school children. Those experiences helps open their brains in different ways, gets them excited about learning and allows them to have fun.

Tier 2 Positive Behavior Intervention And Support of Check In Check Out (CICO) Why should I do it: Improves student accountabilityIncreases structureImproves student behavior and academics when other interventions have failedProvides feedback and adult support on a daily basisImproves and establishes daily home/school communication and collaborationImproves student organization, motivation, incentive, and rewardHelps students to self monitor and correctInternalizes success and accomplishment of goalsStudents get involved and excited about the program, enjoying the structure, support, and incentives of the interventionLeads to maintenance free responsible behaviors, habits, and effort When should I do it:

Beyond Working Hard: What Growth Mindset Teaches Us About Our Brains Growth mindset has become a pervasive theme in education discussions in part because of convincing research by Stanford professor Carol Dweck and others that relatively low-impact interventions on how a student thinks about himself as a learner can have big impacts on learning. The growth mindset research is part of a growing understanding and acknowledgement that many non-cognitive factors are important to academic learning. While it’s a positive sign that educators see value in the growth mindset research and believe they can implement it in their classrooms, the deceptively simple idea has led to some confusion and misperceptions about what a growth mindset really is and how teachers can support it in the classroom. It’s easy to lump growth mindset in with other education catchphrases, like “resiliency” or “having high expectations,” but growth mindset actually has a much more concrete definition. Approaching the world with a growth mindset can be very liberating. Katrina Schwartz

Mindset Works®: Student Motivation through a Growth Mindset, by Carol Dweck, Ph.D. Research on the growth mindset shows that students who believe they can grow their basic abilities have greater motivation and higher achievement than do students who believe their abilities are fixed, and that teachers can influence students’ mindsets. The beginning of the new school year is a great time to establish your classroom as a growth mindset environment. Here are some tools that you can use to lay a foundation for growth all year: Teaching strategies to create 'growth' mindsets As a kid I wanted to become a cliché when I grew up so I bought a guitar and grew my hair. I successfully learnt all the chords but struggled to combine them in a meaningful way (perhaps I should’ve joined an experimental jazz band instead of churning out 1980s power ballads). When my dreams of rock stardom eventually withered on the vine, I turned my attention to mastering magic, then to conquering chess, and to all manner of other hobbies. What all these childhood endeavours had in common – apart from their mutual failure – was that I took it for granted that I’d have to work hard at them, I knew I’d have to practise endlessly and that I wouldn’t become expert overnight.

Just what is DEEP learning? We’ve been out running professional learning with hundreds of teachers so far this year and two of the popular the buzz words seem to be ‘deep learning’ and ‘powerful learners’. First step in any learning is to establish that there is a clear purpose and that the learning is important. While there is some ‘fuzziness’ about what deep learning might be, there seems to be universal appreciation of its importance and relevance. The idea of scuba v deep diving seems to help teachers think about what it is that we are chasing. Scuba diving represents: shallow, surface skimming across learning, coverage of content, use of worksheets, right answer thinking and low engagement or challenge.

Black History in America 1901 Louis Armstrong is born: The Jazz Original "Through his clear, warm sound, unbelievable sense of swing, perfect grasp of harmony, and supremely intelligent and melodic improvisations, he taught us all to play jazz." —Wynton Marsalis Louis Armstrong was one of the most influential artists in the history of music. Never Too Late: Creating a Climate for Adults to Learn New Skills When it comes to kids, growth mindset is a hot topic in education. Studies indicate that children who view intelligence as pliable and responsive to effort show greater persistence when encountering new or difficult tasks. In contrast, children who view intelligence as static or “fixed” have a harder time rebounding from academic setbacks or are reluctant to take on new challenges that might be difficult. Students are not the only ones encountering new challenges at school: Teachers face an evolving profession, driven in part by technology and a rapidly changing economy.

4 Ways to Encourage a Growth Mindset in the Classroom EdSurge Newsletters Receive weekly emails on edtech products, companies, and events that matter. Contrary to popular belief, high achievement isn’t merely a product of talent and ability. In fact, our internal beliefs about our own abilities, skills, and potential actually fuel behavioral patterns and predict success. Leading Stanford psychologist Carol Dweck argues that the pivotal quality separating successful people from their unsuccessful counterparts is whether they think their intelligence can be developed versus believing it is fixed. “There is no relation between students' abilities or intelligence and the development of mastery-oriented qualities.

Related: