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mins.

Growth Mindset

Module 4
GROWTH MINDSET IS…

People who have a growth mindset

believe that intelligence can be People with a growth mindset think of
developed, while people with a fixed intelligence more like a muscle. They
mindset believe that intelligence is a understand that when you put in effort and
fixed trait. People with a fixed mindset challenge yourself, you can get smarter,
think of intelligence kind of like eye just like when you put in effort at the gym
color. They believe that you're born with and challenge yourself by lifting heavier
a certain amount of intelligence, and weights to make your muscles stronger.
you can't do much to change that.
 FIXED VS GROWTH
MINDSET

Fixed mindset people

dread failure, feeling
that it reflects badly Growth mindset people
upon themselves as embrace failure as an
individuals. opportunity to learn and
improve their abilities.
 oStudents with a growth mindset approach school differently
than students with a fixed mindset. They have different goals in
school. The main goal for students with a fixed mindset is to
show how smart they are or to hide how unintelligent they are.
This make sense if you think that intelligence is something you
either have or you don't have.
STUDENT oStudents with a fixed mindset will avoid asking questions when
MINDSETS – they don't understand something because they want to
preserve the image that they are smart or hide that they're not
FIXED VS smart.
GROWTH oThe main goal with students with a growth mindset is to learn.
If you think that intelligence is something that you can develop,
the way you develop your intelligence is by learning new
things. Students with a growth mindset will ask questions when
they don't understand something because that's how they'll
learn.
 oStudents with a fixed mindset view effort negatively. They
think, if I have to try, I must not be very smart at this. While
students with a growth mindset view effort as the way that
you learn, the way that you get smarter.
oDifferences of students with fixed and growth mindsets are
STUDENT evident when they are faced with a challenge or setback.
MINDSETS – Students with a fixed mindset will give up because they
FIXED VS think their setback means they're not smart, but students
with a growth mindset actually like challenges. If they
GROWTH
already knew how to do something, it wouldn't be an
opportunity to learn, to develop their intelligence.
oStudents with a growth mindset try harder in school,
especially in the face of a challenge, it's no surprise that
they do better in school.
 CONTENT CHECK
1. The main goal for a growth mindset is to show how smart
they are. T/F
2. Growth mindset people _____________failure as an
opportunity to learn.
3. When is the difference amongst fixed and growth mindset
students evident?
4. People with a growth mindset view the brain as a
________________.
5. A growth mindset is a fixed trait. T/F
 THE ROLE OF LEARNING MINDSETS IN
SHAPING ACADEMIC OUTCOMES

MESSAGES BELIEFS ABOUT INTERPRETATION THOUGHTS, LEARNING AND

STUDENTS RECEIVE LEARNING AND OF ACADEMICS AND FEELINGS, AND ACHIEVEMENT IN
FROM THEIR SCHOOL SOCIAL BEHAVIORS SCHOOL
ENVIRONMENT AND DIFFICULTIES THEY FOLLOWING THESE
THEIR EXPERIENCE IN DIFFICULTIES
INTERACTIONS SCHOOL
WITH TEACHERS,
FAMILY, AND
FRIENDS.
 LEARNING MINDSETS
Mindsets are students’ beliefs about learning and school. Students with learning mindsets are more
motivated to take on challenging work, persist in the face of setbacks, and achieve at higher levels.
Challenges are an important part of the learning process.
oLearning mindsets shape the way we respond to challenges-whether we engage with them or retreat. It is
important to engage with challenges, because that’s when people learn the most. Many of us have been
taught that learning should come easy, getting the right answer the first time is most important, and that failure
is bad for children’s self-confidence. But research tells us that we maximize our learning - and gain most
satisfaction - when we persist in solving the challenging problem that stumped us initially.
oWe build stronger connections between the neurons in our brain when we wrestle with a problem, reflect on
why we got it wrong, and try different strategies. With the proper support and guidance from others, these so-
called failures are often the very opportunities that make us smarter and expand our capabilities. These
productive struggles also yield a greater sense of satisfaction for the learner.
oLearning mindsets come into play right at the point at which we begin to struggle or face a challenge. How we
interpret this adversity affects our motivation to remain engaged with the task at hand. If we don’t remain
engaged, we lose out on the cognitive benefits of working through a challenge.
 LEARNING MINDSETS
Learning Mindsets Affect Students’ Interpretations Of Challenges And Adversity
oLearning mindsets affect whether or not students engage with challenges because they affect the
way in which students understand the larger meaning of those challenges. These mindsets can
be thought of as lenses through which students interpret their day-to-day experiences in school,
particularly experiences of adversity.
oFor example, two students receiving the same exact low score on an assignment may have very
different responses depending on their respective mindsets. If a student believes intelligence is
fixed at birth, she may see it as a judgment on her ability in the subject, withdrawing effort and
steering clear of future challenges to avoid failure. In contrast, a student who knows that
intelligence is malleable may see the test score as an indication that she simply hasn’t mastered
the material yet, redoubling her efforts, asking for help, and trying different strategies.
 LEARNING MINDSETS

o Mindsets about learning and school that are maladaptive set

in motion a negative, self-reinforcing cycle.
o Learning mindsets spark a positive, self-reinforcing cycle.
o Schools and teachers respond to students’ performance –
reinforcing positive, or negative, cycles.
 Students’ mindsets are shaped by their day-to-
day experiences, interactions, and observations

Personal experiences of students differ depending on

their beliefs about the nature of ability, their belonging
LEARNING
in school, and the purpose and relevance of their
school work. MINDSETS

Mindsets can hamper students’ ability to perform.

When a student has intellectual ability and access to
adequate learning opportunities, he or she may not
perform at their true potential if his or her mindsets
about learning and school undermine their ability to
take advantage of them.
 LEARNING MINDSETS
Students can adopt learning mindsets when they receive
different messages
Mindsets can be transformed, sometimes with seemingly small
changes. Recent studies have shown that students adopt learning
mindsets when they receive certain messages from their learning
environments, either through what adults communicate or through
targeted programs. Changes in mindsets can alter students’ academic
behaviors in ways that can lead to sustained improvements in
performance. Such as:
• Altering the environment in which students learn changes the
messages they receive
• We can also deliver new messages to students through carefully-
targeted programs
 LEARNING MINDSETS
Fostering learning mindsets can lead to sustained academic growth
When we help students develop learning mindsets, this has a direct effect on their
motivation. When we can increase students’ motivation to study, learn, and build
academic skills, they are better prepared to learn and perform in the future.
As students feel more comfortable in school, they may build better relationships with
peers and with teachers - relationships that support higher levels of achievement in
the future. As students perform well, they may be placed in higher-level classes –
gateways that raise expectations, expose them to high-achieving peers, and puts
them on a better trajectory.
 CONTENT CHECK
1. What is the effect of building strong connections in our
brains?
2. How do learning mindsets affect the way students face
challenges?
3. Fostering learning mindsets can lead to sustained
academic growth. T/F
4. What changes can be made to alter a student’s behavior
that will lead to sustained improvements in their
performance?
5. As students perform well, they may be placed in higher-
level classes – gateways that raise expectations, expose
them to high-achieving peers, and puts them on a better
trajectory. T/F
https://www.mindsetkit.org/topics/about-growth-mindset/evidence-how-growth-mindset-
leads-to-higher-achievement
LET’S PONDER…
What effect might developing a growth mindset
amongst staff have upon learning in a school?
 DEVELOPING A GROWTH MINDSET IN
TEACHERS AND STAFF
• Modeling: Providing teachers with professional development opportunities
that instructs teachers in how to model a growth mindset amongst students.
Teachers must see themselves as learners, just like students are all capable
of learning and improving.
• Create space for new ideas: Teachers must be willing to try new things and
make mistakes. A key principle of such a mindset is the willingness to try
new approaches.
• Build time for self-reflection: Teachers must reflect upon their new ideas
and consider what they learned from the process. This reflection should
focus less on whether the idea was a success or a failure, but rather on what
the teacher learned from the process.
• Formative feedback: Making it formative rather than summative and inviting
participation of the teacher in the process, the feedback can be more
meaningful and applicable to the teacher’s daily practice.
WAYS TO DEVELOP A GROWTH MINDSET
o Accept opportunities that push you out of your comfort zone – challenges are chances.
o You don’t know what you don’t know. Ask questions!
o Appreciate obstacles- growth comes from struggle.
o Mistakes are an important part of the process.
o Skill are built, not born. they’re yours if you work for them.
o Choose learning well over learning fast.
o Reward efforts and actions, not traits. (don’t praise intelligence; praise perseverance, effort, and improvement)
o Don’t be threatened by feedback and criticism - use it to support you in your learning instead.
o Think of learning as “brain training”.
o Always reflect on what you’ve learned.
o Actively seek out new things. The more you do, the more you learn.
o Just because you haven’t seen change, doesn’t mean you won’t.
o Your brain has the ability to change throughout your life.
 TO DEVELOP A CHILD’S GROWTH MINDSET

Say This! Not That!

“Wow! You really worked hard on this!” “Look at how smart your are!”
“Why don’t we try a different strategy?” “Maybe you’re just not very good at this. Let’s do
something else.”
“I had fun watching you do that activity.” “You got that done so quickly! Great job!”
“I see you’re having a hard time with this. You weren’t “Nope! That’s wrong! Try harder. Maybe if you paid
successful on the first try, so why don’t we use a more attention in class and tried harder, you would
different strategy.” know this.”
“I know this was difficult but your hard work paid off. “That was way too hard. I’m glad it’s over with. I hope
Next time, we’re ready for a real challenge!” we never have to do that again!”
 10 QUESTIONS TO DEVELOP A GROWTH
MINDSET IN CHILDREN

Can you share What happened

Can you think of a
something that today that made What can you learn What did you try
mistake you made
made you exercise you keep on from this? hard at today?
today?
your brain today? going?

Can you think of

What strategy are What will you do to What will you do to
something you What will you do to
you going to try challenge yourself improve your
could of done solve this problem?
now? today? talent?
better today?
HOW TO TEACH GROWTH MINDSET
TO CHILDREN THE FOUR WEEK GUIDE
WEEK 1: INTRODUCE IT

What does it mean to grow?

What is the mindset?

What are growth and fixed mindset?

 Notice WEEK 2: NOTICE IT

HOW TO
TEACH Reflect on Reflect on definitions
GROWTH
MINDSET
Create Create a list of growth mindset statements
TO
CHILDREN
THE FOUR Display Display growth mindset visuals

WEEK GUIDE
Add mindset discussions to your daily
Add routine
 HOW TO TEACH GROWTH MINDSET
TO CHILDREN THE FOUR WEEK GUIDE

WEEK 3: MODEL IT
• Show your struggles
• Help connect feelings with the mindset
• Learn something new
• Use the power of “yet”
 HOW TO TEACH GROWTH MINDSET
TO CHILDREN THE FOUR WEEK GUIDE

WEEK 4: Use positive

Praise correctly
PRACTICE IT reinforcement

Provide
Reframe
opportunities for
mistakes and Hit pause
“productive
failures
struggle”
 CONTENT CHECK

1. Students should be provided with struggle time. T/F

2. In order to develop growth mindset in teachers, they must first see
themselves as _________________.
3. Why is self-reflection important when building growth mindset?
4. What is an example of a way to develop a growth mindset?
5. Your brain has the ability to change throughout your life. T/F
A Perfect Example Of Growth Mindset

https://youtu.be/UUlaseGrkLc