{"id":6238,"date":"2020-01-07T14:33:35","date_gmt":"2020-01-07T18:33:35","guid":{"rendered":"https:\/\/www.shortform.com\/blog\/?p=6238"},"modified":"2022-03-18T15:45:40","modified_gmt":"2022-03-18T19:45:40","slug":"growth-mindset-in-schools","status":"publish","type":"post","link":"https:\/\/www.shortform.com\/blog\/growth-mindset-in-schools\/","title":{"rendered":"Growth Mindset in Schools: How to Foster It in Your Students"},"content":{"rendered":"\n

What is Carol Dweck’s growth mindset<\/a>? How can you better incorporate the concept of the growth mindset<\/a> in schools?<\/p>\n\n\n\n

We’ll cover why student achievement starts with fostering a growth mindset in schools, and how to ensure all students develop a growth mindset<\/a>.<\/p>\n\n\n\n\n\n\n\n

Growth Mindset in Schools<\/h2>\n\n\n\n

Achievement in school starts with the growth mindset.<\/strong> Researchers measured students\u2019 mindsets as they transitioned to junior high school, which is a particularly challenging time for adolescents, then followed them for two years. 
<\/p>\n\n\n\n

The students started out with similar grades but after the transition with its new challenges, the grades of fixed-mindset students declined, while those of growth-oriented students improved. 
<\/p>\n\n\n\n

The fixed-mindset students tried to rationalize their poor grades with explanations such as \u201cI\u2019m no good at math\u201d or they blamed the teacher. They viewed the change to junior high as threatening because it could expose them as failures. They protected themselves from failure by not trying (the low-effort syndrome<\/a>)<\/strong>. 
<\/p>\n\n\n\n

In contrast, the growth-minded students faced the tougher environment by doubling down and working harder. They welcomed the opportunity to learn what they like and might achieve. This demonstrates the importance of teaching the growth mindset in schools.
<\/p>\n\n\n\n

Growth Mindset in Schools: College<\/strong><\/h2>\n\n\n\n

The transition to college is another crisis point in young people\u2019s development. They go from being top students in their high school to having to prove themselves among top students from many high schools. Even in college, it’s still important to teach the growth mindset in schools.
<\/p>\n\n\n\n

Anxiety is especially high in the pre-med classes. In the study of pre-med students facing the gateway chemistry course, there were big differences in how students with each mindset approached the course and in their achievement.
<\/p>\n\n\n\n

Everyone studied, but the two groups studied differently. The students with fixed mindsets studied the way many students have learned to study: they re-read the text and their notes and memorized as much as they could. They believed they\u2019d done everything possible \u2014 maybe they just weren\u2019t good at chemistry. But instead of memorizing the material, the growth-minded students looked for themes and principles <\/strong>across lectures. They worked to understand their mistakes \u2014 they wanted to learn, not just to excel on a test.
<\/p>\n\n\n\n

As a result, the growth-oriented students got higher grades than the fixed-minded students. The more difficult the material became, the harder they worked, motivating themselves and staying positive. <\/p>\n\n\n\n

Mindset Versus Ability<\/strong><\/h2>\n\n\n\n

Mindset clearly can have a huge impact on learning and achievement. It’s clear we should be teaching the growth mindset in schools.
<\/p>\n\n\n\n

Ability is also a factor. All children aren\u2019t created equal \u2014 some have greater ability and become prodigies by building on their ability, seeking challenges and pursuing a love of learning. However, everyone has interests that can grow into abilities if nurtured. As noted previously, no one really knows anyone else\u2019s potential. While abilities vary, your mindset in the classroom determines where you go with them<\/strong>.
<\/p>\n\n\n\n

There are many examples of great academic achievement by children with few resources, who were thought to have dead-ended until a growth-minded teacher<\/a> showed them that they could learn. For example, as recounted in the movie Stand and Deliver<\/em>, teacher Jaime Escalante taught advanced calculus to inner-city Hispanic high school students in Los Angeles<\/strong>.
<\/p>\n\n\n\n

Other teachers had concluded they couldn\u2019t learn, while Escalante asked himself how<\/em> they could learn and how he could teach them. His students ultimately excelled and more of them took advanced placement tests than did students from elite science high schools. Escalante\u2019s experience raises the question of how much is lost when we underestimate students\u2019 potential.
<\/p>\n\n\n\n

Researcher Benjamin Bloom, who studied outstanding achievers, concluded that almost all people can learn under the right conditions, including support, commitment, and motivation.
<\/p>\n\n\n\n

Messaging and <\/strong>Growth Mindset in Schools<\/h3>\n\n\n\n

How do you foster a growth mindset in schools? The first step is to understand what children hear when we talk to them.<\/p>\n\n\n\n

Children with fixed mindsets hear judgment from their parents<\/strong> and teachers \u2014 it feels as though their abilities are always being measured. 
<\/p>\n\n\n\n

To understand children\u2019s thinking, researchers asked them several questions. Here are the responses from both the fixed-minded and growth-oriented kids. 
<\/p>\n\n\n\n

Question #1<\/strong>: Imagine that your parents are happy when you get a good grade. Why would they be happy? <\/p>\n\n\n\n