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4 Ways to Encourage a Growth Mindset in the Classroom

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. This is something that really intrigued me from the beginning. A person with a fixed mindset believes that his or her intelligence is static, while a person with a growth mindset believes that his or her intelligence can be developed. A growth mindset has a sizable impact on business efficacy and is a determinant of successful athletes.

https://www.edsurge.com/n/2014-10-24-4-ways-to-encourage-a-growth-mindset-in-the-classroom

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New Research: Students Benefit from Learning That Intelligence Is Not Fixed Arten Popov Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential. The new research involves larger, more rigorous field trials that provide some of the first evidence that the social psychology strategy can be effective when implemented in schools on a wide scale. Even a one-time, 30-minute online intervention can spur academic gains for many students, particularly those with poor grades. The premise is that these positive effects can stick over years, leading for example to higher graduation rates; but long-term data is still needed to confirm that.

Why the Growth Mindset is the Only Way to Learn “You’re too old to learn a foreign language.” “I couldn’t work on computers. I’m just not good with them.” 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. I played that old six-string every night after school till my fingers bled, readily accepting that improvement would be incremental.

Mindset Works®: Student Motivation through a Growth Mindset, by Carol Dweck, Ph.D. Emily translates the latest educational research on mindsets and motivation into growth mindset programs and practices. She delivers professional learning talks and workshops for parents, educators and leaders all over the country, including sessions in partnership with Scholastic. Her latest work includes California Math Council South, New York City Dept of Ed, New Tech Network, and school districts such as Washington DC, Compton Unified, and Delaware’s Vision Network. Emily has 16 years experience in K-12 schools as a teacher and instructional coach. How to make growth-mindset theory work in the classroom “When I read the book Mindset by Carol Dweck, I kept turning the page hoping that she might start to tell me how to ‘do it’ in the classroom,” says Katie Walton, a teacher from Cambridgeshire. “But it didn’t happen.” It’s a common experience. Dweck’s idea of a growth mindset – that intelligence is not fixed, but can be developed through hard work and support – is obviously of massive appeal to teachers.

Growth Mindset - More Evidence If you are a school teacher and you haven’t heard of Carol Dweck’s ubiquitous growth and fixed mindset concept then… quite frankly, where the hell have you been for the past few years? No doubt lots of good has emerged from this common-sense psychological framework, with a few dodgy approaches too. The growing evidence base, showing the limitations, flaws and best bets relating to these popular psychological interventions, is important to help improve what we do in schools. More recent evidence related to growth mindset interventions is emerging – developing our knowledge and adapting our practice. Only this week, the Education Endowment Foundation published its Changing Mindsets EEF report, based on the trial conducted by the University of Portsmouth. It reveals some really interesting insights.

The Problem with Growth Mindset I was brought up by my family to believe that you got your just rewards for working hard. It is a belief that has stayed with me and nourished me throughout my life. Well, with some important qualifications. You see, we weren’t very good at mathematics in my family. In fact, nor were we naturally any good at the sciences. The scourge of motivational posters and the problem with pop psychology in the classroom Fifteen years ago I watched David Brent give this masterclass in motivation. This was before I started teaching, and when I entered the profession I was horrified to learn that this kind of stuff appeared to be embedded in so much of education from the Monday morning assembly to the top-down CPD session. I remember attending a leadership training day that featured one bit that was almost word for word, a carbon copy of the hotel role-play scene where Brent ‘fazes’ the trainer. Nowhere is this pseudo-profundity more alive today than in social media, and the weapon of choice for this kind of stuff is the motivational poster. More than ever, we seem to be drowning under a tidal wave of guff exhorting both pupil and teacher to ‘reach for the stars’ and ‘be all that you can be.’

Growth Mindset Misconceptions and Missteps I have been working on developing a growth mindset culture in my school since October 2013, when I heard John Tomsett speak at TLT13. Over that time I have learned a lot about what works, what doesn’t work, and the stumbling blocks and misconceptions that still persist around growth mindset. I have also learned a lot more about the growth mindset, and refined my thinking about Dweck’s work. In this post I hope to summarise some of that learning. Misconception 1: I’ve got a growth mindset, so everything’s okay This is a common misconception. The education fad that’s hurting our kids: What you need to know about “Growth Mindset” theory — and the harmful lessons it imparts One of the most popular ideas in education these days can be summarized in a single sentence (a fact that may help to account for its popularity). Here’s the sentence: Kids tend to fare better when they regard intelligence and other abilities not as fixed traits that they either have or lack, but as attributes that can be improved through effort.

Grit: A Skeptical Look at the Latest Educational Fad (##) Fall 2014 A Skeptical Look at the Latest Educational Fad By Alfie Kohn Five Reasons to Stop Saying "Good Job!" (**) September 2001 By Alfie Kohn NOTE: An abridged version of this article was published in Parents magazine in May 2000 with the title “Hooked on Praise.” For a more detailed look at the issues discussed here — as well as a comprehensive list of citations to relevant research — please see the books Punished by Rewards and Unconditional Parenting. Para leer este artículo en Español, haga clic aquí.

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