Professional Development Colleagues,
Perhaps you are familiar with the concept of growth mindset, put forward by K-12 researcher Carol Dweck, the idea that students who believe their intelligence can be developed (a growth mindset) outperform those who believe their intelligence is fixed (a fixed mindset). A recent Ed Surge article by Rupa Chandra Gupta, co-founder and CEO of Sown to Grow, cites a survey that found that nearly all K-12 teachers say they believe that a growth mindset is important, but writes that believing this isn't enough, that students must build new skills to achieve a growth mindset, "specifically to understand and get better at the process of learning," that they need to learn "how to evaluate their own effort, set ambitious, but achievable goals, and come up with alternative learning strategies when they struggle—rather than simply 'try harder.' ” Gupta believes that teachers must teach evaluation, reflection and self-advocacy skills and give students opportunities to practice and get better and these skills.
I agree and I am looking for examples in adult basic skills education of instructors who teach students growth mindset learning-to-learn skills such as how to:
- Set and, as needed, revise learning goals and objectives
- Evaluate their progress
- Reflect on what they are learning or need to learn, and how well their learning strategies are working for them, and
- Advocate for themselves as learners.
- Do you teach growth mindset skills? If so, what skills do you teach and how do you teach them?
- Have you read a good article or book on how to do this, ideally in the context of teaching adult basic skills (including ESOL/ESL) learners?
- Are you a researcher or a graduate student studying how adult basic skills learners can achieve a growth mindset? If so, what are you finding?
- Do you have other thoughts about whether a growth mindset should be a priority and, if so, how teachers can learn to help their students develop one?
If so, please reply!
David J. Rosen
djrosen123@gmail.com
Comments
The idea of a growth mindset is a very important topic, but it is one which I hesitate to implement. It is not easy - implementing a 'growth mindset' requires more than positive feedback - it requires feedback connected to intended learning outcomes. Yet, my hesitation does not come from the level of work needed to help students reach their individual potential. We all work with the learner's needs in mind. I am concerned that we are placing the sole responsibility for learning and achievement on the learner. The tought may be that if only the student were to develop a growth mindset, then they will reach their goals. Often, a student's ability to reach goals is significanly constrained by external factors, and we overlook those external factors when we place our foucs on mindset. Promoting a growth mindset only works in combination with policies and instructional practices that address external factors when possible. I'd love to hear more thoughts on this topic as this is a timely and important discussion.
I love Carol Dweck and have seen the applicability of building a Hope and Growth Mindset in Adult Education for quite some time. I am particularly fond of the HOPE part of that concept. Look at Snyder's Hope Theory to understand why this works to address so many of the gaps we see in Adult Education. This all goes back to healthy Social Emotional Learning and EQ. When programs move away from teaching students and into teaching content we can lose students. When programs focus on numbers, data and chasing paper we move away from the human aspect. This prevents staff from connecting with students one-on-one as individuals with dreams, or rather HOPES and dreams. Leadership needs to have good SEL to better relate to AEL teachers and staff. Then they become the model of the behavior we want to see in healthy teacher-student relationships. In the end, EQ beats out IQ every time....seriously.