Click play to listen to a brief introduction of my growth mindset plan.
What is growth mindset?
In order to comprehend the purpose of developing and supporting a growth mindset in myself and within the students in my learning environment, it is imperative to be familiar with the fundamental ideas about growth mindset as described by psychologist, Carol S. Dweck in her book, Mindset: The New Psychology of Success. (2008) This book has rapidly gained popularity as the ideas addressed can be applied not only to students, but to many different aspects of both our personal and professional lives. Dweck (2008), defines growth mindset as the “belief that your basic qualities are things you can cultivate through your efforts.” (p.7) The opposite mindset has been labeled as a fixed mindset, which Dweck (2008), defines as the belief “that your qualities are carved in stone” (p.6) The following graphic by Nigel Holmes is referenced in the book as it further explains the differences between a fixed and growth mindset. (p. 245)
In order to comprehend the purpose of developing and supporting a growth mindset in myself and within the students in my learning environment, it is imperative to be familiar with the fundamental ideas about growth mindset as described by psychologist, Carol S. Dweck in her book, Mindset: The New Psychology of Success. (2008) This book has rapidly gained popularity as the ideas addressed can be applied not only to students, but to many different aspects of both our personal and professional lives. Dweck (2008), defines growth mindset as the “belief that your basic qualities are things you can cultivate through your efforts.” (p.7) The opposite mindset has been labeled as a fixed mindset, which Dweck (2008), defines as the belief “that your qualities are carved in stone” (p.6) The following graphic by Nigel Holmes is referenced in the book as it further explains the differences between a fixed and growth mindset. (p. 245)
The importance of growth mindset my learning environment
How does this apply to my students? I teach the AVID elective class at the 7th and 8th grade level. Through the use of Cornell Notes, group tutorial sessions, and other activities, my class aids students in developing the skills necessary to be well prepared for post-secondary education. We have in class tutorial sessions twice a week accompanied by college tutors. In preparation for these tutorials, the students fill out a tutorial request form in which they state a question from a core class that they need help with. During the tutorials, group members will ask them questions to guide them toward the correct answer, and ultimately a better understanding of the topic. My students comply with the process, but it is not as successful as it could be due to mindsets. For the most part my students fall into 3 categories: fixed mindset (high achieving), fixed mindset (low achieving), and growth mindset. Very few of my students have a growth mindset for tutorials and bring in questions they are truly struggling with, the rest just bring in questions they are well familiar with so they can comply with the process. We only fulfill the purpose of the tutorial sessions when the students bring in real questions they are struggling with.
The four steps to developing a growth mindset
On her website, Dweck (2006) has identified the four steps to changing from a fixed mindset to a growth mindset as follows:
“Step 1: Learn to hear your fixed mindset voice.
Step 2: Recognize that you have a voice.
Step 3: Talk back to it with a growth mindset voice.
Step 4: Take the growth mindset action.”
It is not enough to know what these four steps are; they will not be very helpful unless I consistently reference them and apply them to my learning as well as my teaching. If I want to help my students to develop a growth mindset, I have to not only have them become familiar with these four steps, I need to guide my students toward putting the steps into action.
Incorporating the four steps in the classroom
I have created the following info-graphics to help guide my students through the four steps particularly in regards to the AVID tutorial process.
I have created the following info-graphics to help guide my students through the four steps particularly in regards to the AVID tutorial process.
Sharing these info-graphics with my students will not be enough, I will have to be vulnerable and model for my students by giving my own personal examples. As students communicate a fixed mindset, I can make them aware that they are using a expressing a fixed mindset and reference these steps. I can then then help guide the students to transition from one step to the next. This will be applicable to all of my students because “people can have different mindsets in different areas” meaning that some students may not need to reference the steps for math, but they may need to for reading; some students may not need it at all for academic subjects, but may need to apply it to other areas of their lives, such as sports, vice-versa. (Dweck, 2008, p. 47) People can also go back and forth between mindsets; while a student may have a growth mindset one day, something might occur that can cause them to have a fixed mindset the next. In order to avoid students feeling like they are being pinpointed, some days we can all self-assess our mindsets when certain activities are presented.
Facing resistance in the four steps
I can foresee resistance going through the four steps, particularly in the area of receiving feedback from others. My students are at an age where they perceive any feedback that isn't obvious praise as criticism, they simply see it at judgement and lack to see how they can grow from it. Developing a growth mindset would help students accept feedback and interpret that feedback as advice on how to improve. Before teaching the students how to respond to feedback, they need to learn how to give proper feedback. Once they learn this skill, they will be able to better interpret where the other person is coming from when they offer feedback because they have been in that position.
One of the main reasons why students cheat is because they think they will be unsuccessful. Why try and fail? This will reveal areas of weakness and leave me vulnerable. If students have a growth mindset, then they will understand that failure is not a sign of weakness, it is an opportunity to grow. If they see unsuccessful events and opportunities to grow, they will be more willing to try and ask for help when needed. By the same token, another reason why students cheat is because they fear the grade they will receive if they are unsuccessful. What if my best try is still an F? Sure I can eventually grow as a learner, but my grade will still be low and I will still have to suffer the consequences. If we want students to worry less over grades, we us teachers need to stop putting such a big emphasis on grades. If we truly believe in "yet" and that students can grow, then why not give them additional opportunities to demonstrate that they have grasped a certain concept? If we start to go down this route, then we will begin to instill grit into our students.
I can foresee resistance going through the four steps, particularly in the area of receiving feedback from others. My students are at an age where they perceive any feedback that isn't obvious praise as criticism, they simply see it at judgement and lack to see how they can grow from it. Developing a growth mindset would help students accept feedback and interpret that feedback as advice on how to improve. Before teaching the students how to respond to feedback, they need to learn how to give proper feedback. Once they learn this skill, they will be able to better interpret where the other person is coming from when they offer feedback because they have been in that position.
One of the main reasons why students cheat is because they think they will be unsuccessful. Why try and fail? This will reveal areas of weakness and leave me vulnerable. If students have a growth mindset, then they will understand that failure is not a sign of weakness, it is an opportunity to grow. If they see unsuccessful events and opportunities to grow, they will be more willing to try and ask for help when needed. By the same token, another reason why students cheat is because they fear the grade they will receive if they are unsuccessful. What if my best try is still an F? Sure I can eventually grow as a learner, but my grade will still be low and I will still have to suffer the consequences. If we want students to worry less over grades, we us teachers need to stop putting such a big emphasis on grades. If we truly believe in "yet" and that students can grow, then why not give them additional opportunities to demonstrate that they have grasped a certain concept? If we start to go down this route, then we will begin to instill grit into our students.
Communicating the message of “yet” in my classroom
Prior to familiarizing myself with Dweck’s work, my only exposure to the message of “yet” had been through Pinterest boards. Even without knowing the background behind it, I was fascinated by this message and began incorporating it in my dialogue with my students. Often times my students would come in upset because they received a failing grade on a test, they would say something along the lines of, “I just don’t know anything about the American Revolution, it doesn't make any sense!” Previously I would have questioned them about their note taking skills, their study habits, the use of their test taking strategies, etc. Rather than questioning them right away, I started to repeat their statement and add that powerful 3 letter word. For example, “The American Revolution doesn't make sense to you YET.” Nine times out of ten, my students react the same way; a smile emerges on their face. “Yet” communicates the following to them:
- I believe in you.
- You are capable of achieving.
- I will work with you until you feel successful.
- That score is not the end nor does it define you.
More than just a fad
Growth mindset has been a buzz lately in education and it is important to recognize that it extends well beyond a fad of having cute Pinterest boards and adding the word YET to the end of every sentence. When we do not fully comprehend how growth mindset works, we can easily fall into the trap of a false growth mindset. Dweck defines the false growth mindset as instances “when educators think and do all sorts of things that they simply call growth mindset” but do not reflect the actual concepts of growth mindset. (2016) Teachers can fall into this trap by focusing too much on praising effort alone and over ensuring the students without giving them the means to succeed. When fall victims of this growth mindset, they run the risk of hiding the achievement gaps. Dweck reminds us that “the growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter.” (2015) We can prevent growth mindset from being more than just a fad and from being improperly implemented by reflecting with fellow teachers at our campus. Do we think that the students are really understanding the concept? Have students been able to move through the four steps and start developing a growth mindset? Are there any misconceptions that need to be addresses? Do we need to do a better job modeling? All of these are questions we can use to guide our reflections. My goal is to help students develop into college, career, and world ready individuals; this is a goal that can be possible if I commit to living and teaching a growth mindset.
Growth mindset has been a buzz lately in education and it is important to recognize that it extends well beyond a fad of having cute Pinterest boards and adding the word YET to the end of every sentence. When we do not fully comprehend how growth mindset works, we can easily fall into the trap of a false growth mindset. Dweck defines the false growth mindset as instances “when educators think and do all sorts of things that they simply call growth mindset” but do not reflect the actual concepts of growth mindset. (2016) Teachers can fall into this trap by focusing too much on praising effort alone and over ensuring the students without giving them the means to succeed. When fall victims of this growth mindset, they run the risk of hiding the achievement gaps. Dweck reminds us that “the growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter.” (2015) We can prevent growth mindset from being more than just a fad and from being improperly implemented by reflecting with fellow teachers at our campus. Do we think that the students are really understanding the concept? Have students been able to move through the four steps and start developing a growth mindset? Are there any misconceptions that need to be addresses? Do we need to do a better job modeling? All of these are questions we can use to guide our reflections. My goal is to help students develop into college, career, and world ready individuals; this is a goal that can be possible if I commit to living and teaching a growth mindset.
Goal of incorporating the growth mindset to my own learning
What kind of educator would I be if I don’t practice what I teach? If I want my students to really buy into this growth mindset concept, I have to model it the best way I can in the most authentic way I can. Online learning is still a new experience for me, the bulk of my learning has been face-to-face or hybrid. More than approaching my learning with a positive attitude, I need to carefully develop a plan which maps out how I will be successful in the course as well as the overall Digital Learning and Leading Master’s Program. In order to get the most out of this learning experience I have to be willing to commit to whole heartedly participate in discussions with my peers, not just comply with postings. For the sake of authenticity, I also need to continue to commit to bring back what I have learned to my own classroom.
Sources:
Dweck, C. S. (2006). Mindset. Retrieved April 20, 2017, from https://mindsetonline.com/changeyourmindset/firststeps/index.html
Dweck, C. S. (2008). Mindset: the new psychology of success:. New York: Ballantine Books.
Dweck, C. S. (2015, September 22). Carol Dweck revisits the 'growth mindset' Retrieved April 20, 2017, from http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html
Dweck, C. S. (2016, January 11). Recognizing and overcoming false growth mindset. Retrieved April 20, 2017, from https://www.edutopia.org/blog/recognizing-overcoming-false-growth-mindset-carol-dweck