Hello colleagues, There was a lively discussion on LINCS last October focused on Self-Determination, Grit and Resilience. You can read a summary, which also includes links to some useful resources, here. The work of Carol Dweck, who is well known for her writing about a "growth mindset," was referred to during the LINCS discussion.
According to Dweck, "[a] growth mindset is the belief that you can develop your talents and abilities through hard work, good strategies, and help from others. It stands in opposition to a fixed mindset, which is the belief that talents and abilities are unalterable traits, ones that can never be improved."
In a recent blog, Dweck discusses a phenomenon she's noticed recently, which she calls a "false growth mindset." Here are some features of what Dweck and her colleague Susan Mackie have noticed among some educators who had assumed they were supporting a growth mindset.
- Praising effort alone
- Telling students "you can do anything"
- Blaming the student's mindset
Dweck argues that to create a growth mindset, teachers:
- Engage students in meaningful work
- Provide honest and helpful feedback
- Guide students by advising them on future learning strategies
- Give students opportunities to revise their work and show their learning
I think we can agree that these suggestions from Dweck are in line with what we would all understand to be excellent instructional strategies. Perhaps you can add to this list.
I'm wondering if members are talking to their students about what it means to have a growth mindset? If so, how have students responded? What are you learning yourself through these conversations?
Cheers, Susan Finn Miller
Moderator, Assessment CoP