GROWTH MINDSET Something to think about..... Do I believe that everyone can grow?
Some may be familiar with Carol Dweck's distinction between a "growth" mind-set and a "fixed" one. When we have a growth mind-set, we believe that everyone has the inner power to grow and change. We see mistakes as opportunities to learn. Holding a fixed mind-set leads us to believe that people's traits—such as intelligence—are immutable. A mistake on the part of someone we believe is unintelligent seems to validate that belief.
Which mind-set we hold makes a tremendous difference. In one study, a researcher measured teachers' mind-sets at the beginning of the year. In classes led by teachers who showed fixed mind-sets, few students with learning challenges advanced academically during the year. But in classes taught by those with growth mind-sets, many previously low-performing students made gains (Dweck, 2010). Teachers with a fixed mind-set tend to immediately and permanently place students into categories. They place the primary responsibility for overcoming learning challenges on the students. Those with a growth mind-set consider responding to a student's challenges to be the joint responsibility of the student, the educator, and the parent.
This is the link to the pdWebinar "Changing Mindsets, Motivating Students" which was discussed at a faculty meeting earlier this year and is related to the Professional Faculty Book Study that took place over the summer. This webinar is available for viewing until February 15, 2013. In this webinar, psychologist, Carol Dweck discusses how teachers can use new discoveries in cognitive development to improve student motivation and engagement.