The Framework of “growth mindset” as built on the work of Carol Dweck (1999, 2007) and others emphasizes that learning and abilities are not “fixed”, but, rather, that we can develop and improve our knowledge by using a “growth mindset.” Dweck explains that growth mindset can inspire taking on different challenges and goals, and influence views about effort. However, it should be said that this concept is not shielded from criticism (e.g., Nottingham & Larsson, 2018). Critics state that a growth mindset is too generalized and can potentially be harmful to individual’s developmental progress. Yet, when going deeper into the longitudinal and extensive research on growth mindset many potential worries can be categorized as misunderstandings. For example, Dweck (2015) does not claim that there is a so-called state of “growth mindset” that is the solution to all difficulties. Instead of being an attribute of a person, growth mindset is a way of thinking in a particular circumstance, an action and a tool. In other words, growth mindset is a coping strategy and not a state of being.
Keeping this distinction in mind, growth mindset is a powerful tool that can help students keep an open mind toward their learning process when things get difficult. Not every student in every situation will benefit from a growth mindset in the same way – it is not a blanket solution because students are individuals with different needs and circumstances. Rather, the practice of growth mindset offers motivational tools that are personal and apply in specific circumstances, including when experiencing failure, frustration, and anxiety. There are many ways how you can promote growth mindset thinking in your course. Many of the following examples concentrate on teaching a student that learning is a process and not a one-way street toward a specific outcome. There will be turns, twists, and bumps, we cannot and should not avoid them. But we can shift the way we handle these challenges and growth from them.
- Be mindful of language used in class. Using phrases like “You have not mastered this yet” and “What’s next?” in class and in feedback on student work, supports motivation and implies a forward looking, actionable approach to what the student could achieve in the future.
- Offer students a guided way to reflect on their performance on assessments (e.g., AASC Exam Wrapper) to emphasize the learning process and not mere outcomes.
- Emphasize effort and risk-taking in student feedback. Instead of just commenting on strong and ‘correct’ work, complimenting students’ efforts in working on a challenging project can help build confidence.
- Implement exploratory activities such as “Muddiest Point” to encourage questions, engagement, and critical thinking.
- Don’t assume that students have a certain skill set or mindset toward learning. Providing guidance and resources that help students pivot or foster their learning tools to cope with difficulties will allow space for all students to re-evaluate their abilities in a learning setting. For example, implement a discussion about (growth) mindset tools on the first day of class or during exam times.
- Be transparent about your own learning journey and times of discouragement.
Do you want to learn more about how you can implement growth mindset tools in your classroom or are you facing difficulties with students’ mindset toward learning in your course? Consider meeting with a CTL consultant by submitting a consultation request via the CTL’s website.
References:
Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education week, 35(5), 20-24.
Dweck, C.S. (2007). The secret to raising smart kids. Scientific American: Mind. December/January, 36-43.
Dweck, C.S. (1999). Self-Theories: Their role in motivation, personality and development. Philadelphia: Taylor and Francis/Psychology Press.
Nottingham, J., & Larsson, B. (2018). Challenging mindset: why a growth mindset makes a difference in learning–and what to do when it doesn’t. Corwin Press.