A Sense of Doubt blog post #2445 - GROWTH MINDSET - part one
I have been working on this post for a while.
https://ggie.berkeley.edu/student-well-being/growth-mindset-for-students/
What Is It?
To have a growth mindset about a particular
personal quality or ability—such as personality, intelligence, or happiness—is
to believe that the attribute is malleable, that it can change and develop
through effort and practice. In contrast, a fixed mindset is
the belief that the quality in question is set at a certain level and cannot be
altered.
Carol Dweck, the leading researcher on growth mindset, has found that
students, some as young as preschool age, with a
fixed mindset are less likely to challenge themselves and are more helpless in
the face of mistakes. Rather than striving to grow, they want to demonstrate
how smart they are, and fear that failure will “reveal” a lower level of
(unchangeable) smartness.
A fourth grader with a “fixed mindset”
struggles with fractions and claims, “I just can’t do math.” As a result, he barely
studies for tests, gives up on homework easily, and sees his math grade
decline, confirming his belief.
In contrast, students with a growth mindset are more resilient.
They tend to see mistakes as a chance to grow and seek out challenges as a way
to build their brain power. Overall, the good news is that studies have
demonstrated that growth mindset can be taught.
A high school language arts teacher has helped
her students develop their “growth mindset” around their ability to write by
offering them multiple chances to revise their writing assignments before they
receive a final grade. As a result, students’ writing not only improves, but
their attitude towards their teacher’s feedback changes for the better. They
now pay more attention to her comments, knowing that her suggestions will make
them better writers.
Initial research on growth mindset focused mainly on beliefs about
intelligence, but has since expanded to look at other personal qualities, such
as personality, emotional experience, and moral
character. As with intelligence, believing that these attributes can change
tends to be associated with greater psychological well-being.
A teenager who tends to view people’s behaviors
with a growth mindset responds to his friend’s unkind words with compassion
rather than contempt, asking his friend if something has happened to upset him.
As the idea of growth mindset has become more widespread,
especially in education, Dweck and others have cautioned against an
oversimplified reliance on sheer effort as a panacea; the type of effort, such
as strategies used, matters, of course, as do unrealistic expectations of
oneself or others, which can lead to judgment and disappointment.
Still, believing that personal qualities even have the potential
to change is a critical first step towards improvement.
Why Is It Important?
Much of the research on growth mindset, especially in children and
youth, deals with beliefs about intelligence, and shows that students with
growth mindsets of intelligence tend to perform better
academically (although effects may vary for
different subgroups of students). But emerging research suggests the potential
of cultivating social and emotional growth mindsets, as well, to increase
well-being.
Growth mindsets can make us happier.
- People with growth mindsets about emotion regulate
their feelings more effectively and experience more positive
emotions.
- People who see levels of happiness or well-being as
malleable tend to experience more of both.
Growth mindsets can boost social
competence.
- Believing that personality is not fixed leads
adolescents to show less vengeful
aggression and more prosocial responses to social
challenges, and can help young people overcome
shyness.
- People with growth mindsets are also more
likely to accept
responsibility for their mistakes and less likely to
engage in relationship
violence.
Growth mindsets can reduce bias.
- Having a growth mindset about other people
makes children less likely
to stereotype and adults more
willing to compromise for peace.
- People who see prejudice as
changeable (vs. those who see it as a fixed trait) are more interested in
and comfortable with cross-group interaction.
Growth mindsets can promote prosocial
(kind and helpful) behavior.
- In studies with students from elementary school
through college, those students who believe that personality, empathy,
and morality can
grow and change are more likely to make an effort to be empathetic and
volunteer to help others.
https://www.innerdrive.co.uk/how-to-develop-a-growth-mindset/
YOU HAVE HEARD ABOUT GROWTH MINDSET AND KNOW MANY
TEACHERS WHO ARE KEEN TO DEVELOP IT.
But how
do you develop a growth mindset in schools?
Growth mindset refers to a learning theory developed by Dr Carol
Dweck. It revolves around the belief that you can improve intelligence, ability
and performance. The opposite, a fixed mindset, refers to the belief that a
person’s talents are set in
stone . Years of research have shown that mindset is malleable.
This means that by helping students to develop a growth mindset, we can help
them to learning more effective and efficient.
ADVANTAGES OF A GROWTH MINDSET
There is a lot of peer-reviewed research on the pros of encouraging a growth mindset in students. These include:
- They will seek out better feedback and persist for longer
- They cope better with transitions and develop better self-regulation
- It reduces stress and aggression in students as well as increasing wellbeing and emotional functioning
- It Improves self-esteem, learning orientation and reduces helplessness
- It's linked with gritand pro-social behaviours
HOW TO DEVELOP A GROWTH MINDSET
There is no set way on to develop a growth mindset in students. Areas that may act as a good starting point include:
- Types of Praise – praising the process, their effort and individual development over the result, Encouraging your students to ask for and act on feedback. Encouraging a sense of curiosity
- Level of Expectation – having high, challenging but realistic expectations of their performance and communicating this to your students. This can also help to fight against Imposter Syndrome.
- Positive Group Norms – creating a growth culture that values learning, education and development
- Helpful Self-Talk – Teaching students to manage how they talk to themselves and to do so in a positive, helpful and energised way.
A recent survey found that 98% of teachers believed that if their students had a growth mindset it would lead to improved student learning.
However only 20% of them believed they were good at fostering a growth mindset and 85% wanted more training and practical strategies.
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- Bloggery committed by chris tower - 2110.28 - 10:10
- Days ago = 2309 days ago
- New note - On 1807.06, I ceased daily transmission of my Hey Mom feature after three years of daily conversations. I plan to continue Hey Mom posts at least twice per week but will continue to post the days since ("Days Ago") count on my blog each day. The blog entry numbering in the title has changed to reflect total Sense of Doubt posts since I began the blog on 0705.04, which include Hey Mom posts, Daily Bowie posts, and Sense of Doubt posts. Hey Mom posts will still be numbered sequentially. New Hey Mom posts will use the same format as all the other Hey Mom posts; all other posts will feature this format seen here.
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