Posted below is a quick
video on the fixed mindset VS. the growth mindset. Check it out:
Students with a fixed mindset believe that their
basic abilities, such as their intelligence and their talents, are fixed traits
(Drake,
Reid, & Kolohon, 2014). These
students are often afraid of failure and when challenged with a difficult
situation they feel powerless and have no confidence in themselves to persist
in the face of set backs. In a growth mindset, students are willing to make
mistakes, take the time and patience to persevere through challenges. These
students strongly believe that their abilities can improve with persistent
effort and they often view practice and pitfalls for an opportunity for
learning and achieving success in the long run (Drake, Reid, & Kolohon, 2014).
Many students are guilty of having a fixed mindset which
is dangerous in a sense that this state of mind can often prevent significant
skill development and personal growth. This is turn can ruin your happiness,
health and confidence level. Coming from a personal experience, when it came to
mathematics, this was something I struggled with the most. In other words, math
was definitely not my “thing.” I would try and avoid practicing and reading
over the lessons for math into depth as much as I could because I didn’t think
I was capable of ever being good at math or understanding it. I would study the
night or two before a test and rack up a ton of information in my head, and
spill it onto paper the next day. As soon as I was done the test, I had already
forgotten what I learned and had no understanding of it. Not having the
confidence in myself that I could succeed and do well in math delayed my
ability to develop new skills. Had I used a growth mindset at the time, I
would’ve motivated myself enough to maximize my potential and keep trying until
I achieved the “impossible."
The question that comes to mind is, how can I as a
future teacher candidate help motivate the fixed mindset of a student and teach
a growth mindset?
Carol Dweck found that you can teach children a growth
mindset directly by teaching them about how the brain changes with learning;
explaining that when you push yourself to learn something novel, newer
connections are formed in the brain enhancing their intellectual abilities (How
to Motivate Students and Yourself, 2012). Another way of teaching a growth
mindset would be how the teachers can present themselves as mentors and
resources for learning instead of someone who judges the child’s academic
ability (How to Motivate Students and Yourself, 2012). Helping the students concentrate
on value and the process of learning is essential rather than just focusing on
the outcome or final grade. Praising students for their efforts and strategies
used when they accomplish something focusing on the progress they made as
oppose to just the right or wrong of what the student did. Giving the appropriate
feedback towards your students pointing out areas of abilities as much as
drawing in the areas the student can improve on is key towards a growth
mindset.
(2014). Retrieved from:
http://www.workingwithadhd.com/can-mindset-help-succeed-with-adhd/
Neil (2012) defines appreciative
assessment as a way of helping students shape their individual abilities by
sharing positive and supportive feedback aiming on capabilities and possibilities.
Focusing on a student’s strengths and abilities in turn motivates and encourages
them to learn take on a new challenge and keep on moving forward. Neil (2012)
also states that students benefit from constant feedback and appreciative
assessment employs a blackboard of assessment techniques, for instance:
homework checks, observation, projects, portfolios, self and peer assessment,
practice assignments, holistic rating scales and student composed questions. What
we can take away from this is, although these techniques can be graded, they do
not need a grade and so positive and motivational learning experiences come out
of it for each student. Students need to be motivated in order to appreciate
what they are learning so that they can continue on with confidence to conquer the
next new challenge that comes their way.
Check out Carol Dweck’s video on developing a growth
mindset. She highlights
the power of "yet" in guiding her students towards success in and out
of the classroom.
If
you are ever having any doubts or feelings that you can’t accomplish something,
just remember: “I can’t do it…YET!” as Carol would say.
References
Drake, S. M., Reid, J. L., &
Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging
the 21st century
learner. Don Mills, ON: Oxford University Press.
MINDSETS: HOW TO MOTIVATE STUDENTS (AND YOURSELF).
(2012). Educational Horizons, (2). 16.
Neal, M. (2012). Appreciative assessment: inquire!.
Education Canada, (2). 6.
