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    • Sep 6, 2018

Mindset



Some years ago, a friend of mine recommended Carol Dweck's Mindset: The New Psychology of Success. Much of what was written resonated with me on both a personal and professional level. Shortly thereafter, I noticed that it seemed that almost every other educational article referenced mindsets and, in effect, it became, a buzzword in education. If you haven’t read and/or don’t have time to read Dweck’s book, Maria Popova provides a relatively short, comprehensive overview and succinctly highlights key differences between the “fixed mindset” and the “growth mindset”. Alternatively, Dweck’s TED Talk, The Power Of Believing That You Can Improve, is a wonderful introduction to the concept of the growth mindset.



As the buzz increased with regard to the concept of “growth mindset” and “fixed mindset”, understanding of Dweck’s research and implications thereof became somewhat distorted. In September 2013’s article, Carol Dweck Revisits the 'Growth Mindset', she reiterated various elements that have been misconstrued. With a focus on maximizing the benefits for students, she cautioned against simply “equating the growth mindset with effort”. While acknowledging the importance of effort, she stressed there are other factors and emphasized the importance for all to be aware that “we’re all a mixture of fixed and growth mindsets” and thus by watching “carefully for our fixed-mindset triggers, we can begin the true journey to a growth mindset.”


While rereading Dweck’s Mindset: The New Psychology of Success over the summer, I enjoyed being reminded of some key quotes:

  • “The view you adopt for yourself profoundly affects the way you lead your life.” (p. 6).

  • The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset.” (p. 7).

  • “People with the growth mindset know that it takes time for potential to flower.” (p. 28).

  • “Failure has been transformed from an action (I failed) to an identity (I am a failure). This is especially true in the fixed mindset.” (p. 33).

  • “Effort is what ignites that ability and turns it into accomplishment.” (p. 41).

  • “The transformative power of effort—the power of effort to change your ability and to change you as a person.” (p. 42).

  • “We never outgrow our sensitivity to these messages.” (p. 174).

  • “Parents think they can hand children permanent confidence—like a gift—by praising their brains and talent. It doesn’t work, and in fact has the opposite effect. It makes children doubt themselves as soon as anything is hard or anything goes wrong. If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.” (pp. 176-177).

These, in turn, reminded me of the 10 Growth Mindset Statements which serve as aide-memoire.



The power of “yet” is put forth by Jamie Back in Mindset, and the Power of “Yet”, with regard to classroom instruction and includes some suggestions to best raise awareness of mindsets and foster a culture of “growth mindset”.


It is interesting to note that some school districts - cognisant that learning and mastery of standards does not always occur within the constraints of a fixed school term or semester - reportedly incorporated the word “yet” into report cards (In keeping with the spirit of growth mindset I am [and this is deliberate phrasing] yet to see such a report). Such reports would allow educators to evaluate a student as “not yet” (and thus incorporate the “growth mindset”) and would reiterate that the individual student is on a pathway to achieving proficiency or mastery, rather than giving a low grade which would send a negative message (and most likely reinforce a ”fixed mindset”) to the student and family.


The prevalence of mindset theory and practise in education is evident. Without even proactively searching for articles on mindsets, I have come across, inter alia, the following in just the last few days:

  • How To Weave Growth Mindset Into School Culture which incorporates the student voice, rather than simply looking through the lens of academic research.

  • Simon Sinek’s LinkedIn articled, Getting a Better Job which highlights two elements (i) helping others and (ii) showing up to serve and concludes with the quote, “Falling back in love with our work is about shifting our mindset from using our jobs to serve ourselves, to using our jobs to serve others.”

  • In Focusing on the “Next Big Thing” George Couros simply states, "This is why I have focused so much on mindset, not just “stuff.” It also reminds me of how both “growth” and “innovator’s” mindset are both so crucial. Not only do I believe I can learn (growth), I have the ability to leverage (innovator) my learning."

  • Finally, with my background in working with students with learning differences, I really appreciate this Growth Mindset and Inclusion image. Not simply focussing on inculcating a growth mindset for students, but reminding us that we are all part of a community of learning and so the growth mindset equally applies to us too, resonates with me.


The concept of a “growth mindset” is implicit in the IB Learner Profile which states (for risk-takers), “We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.“


Paulo Coelho’s quote, "Be brave. Take risks. Nothing can substitute experience." seems to encompass the concept of growth mindset and leads me to ask: How do you, in your school setting and beyond, engender a growth mindset?


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