Here we see well the difference between the two mindset. I’m not worried about the growth mindset students, please send me a class full of them. This concept will impact my teaching, because I will try to transform (influence) the fixed mindset students.
How could I promote growth mind set? I will apply praise on the process and focus on the self-estime.
Dr. Dweck did her research with kids, yes adults are different, in this specific case I think I could transfert her result to adult learning with out empirical research but just based on my personal experience and observation. We all worked at one point with that person that didn’t thought they could do the job and they never manage to do the job because they were there worst ennemie.
The concept is easy someone with a growth mindset believe in himself. He might not reach the goal right a way but he know that he can learn the skills to get there. So he will put the effort, resource, embrace the challenge and welcome the feed back. Of corse this will lead to growth and reinforce the belief in himself. It’s a cycle.
Picture from trainugly.com
Now a student with a fixed mindset will believe that he’s not born with the skill needed for the goal, so will not believe in himself. That will lead to no effort, he won’t lisent to feed back and will probably give up. So the first step to growth mindset in believing. If I could bring the student to this first step, they could probably do the rest by themselves.
The second way I will promote growth mindset is by the word that chose to praise and give feed back. We already know that adult learners don’t react well with negative feed back or criticism (Recipes for a Delicious Positive Learning Environment). One of Dr. Dweck research showed that 5th grader that get told that they are successful because they are intelligent develop a fixed mindset versus 5th grader that attribut their success to hard work and of course are more likely to create a growth mindset. I realize here that I will have to adapt my parenting too. I will compliment the process and not the talent.
In her TED Talk of 2014 Carol Dweck mention a school of Chicago that when a student fail they would get de grade “Not Yet”. The point is, it is not because they fail that they can’t do it. Not yet leave room for growth and I will use it in my classroom, Elearning design and at home with the little one, probably with the future spouse too but lets keep that one between you and me 😉
What about you, do you think school should tell you how bad is a score if it is below the passing mark? Failing at 59% 0r 32% why would a student need to know?