People with growth mindsets believe that our intelligence
increases as we learn, Carol Dweck said last month when she spoke at the San Francisco-based research
organization WestEd’s annual forum. Challenges are
welcomed as opportunities to work hard and figure things out. There is a lack
of self-consciousness about making mistakes.
In contrast, a “fixed mindset” is the belief that we are born
with a certain amount of intelligence and talent and “that’s it,” Dweck said. A
fixed mindset is a mental trap, Dweck said, that can cause talented people to
avoid challenges for fear of losing their identity as “smart.”
The fixed mindset approach is to “look smart at all costs,” she
said. “Even more – never look dumb.” This is the mindset that saps students’
motivation, she said.
We read Dweck's book, Mindset, as well as used her online program, Brainology,
with students. These have helped us praise effort over outcome. As a result, children start to see mistakes in
a different way, evidenced by their willingness to take on harder academic
tasks.
It
is exciting to read in the article that seven districts in California are adding to
their accountability systems, among other factors, a growth mindset, and
collecting data over the next two years.
In
one particular classroom where the growth mindset is already being used, the
following was reported:
“L., who never puts in any extra effort and doesn’t turn in
homework on time, actually stayed up late working for hours to finish an
assignment early so I could review it and give him a chance to revise it,”
wrote a math teacher who participated in the study. “He earned a B on the
assignment (he had been getting C’s and lower.)”
As a company, we work to
include social emotional skills and growth mindset attitude to all we do, and
are very excited to share this information with you.
From Edsource.org:
http://edsource.org/2014/measuring-a-growth-mindset-in-a-new-school-accountability-system/61633#.U3ovO17rUoZ
@Brainology
@mindsetworks
@Brainology
@mindsetworks
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