Developing a Growth Mindset Plan
Growth Mindset Plan for Valdymas College
Reading through the recent meta-analysis at Case Western Reserve University which challenged the singular focus on growth mindset interventions. Analyzing over 300 studies, they found that growth mindset alone had minimal or limited impact on student achievement. This necessitates a broader approach to fostering a love of learning and perseverance. And it is imperative to reassess our approach to fostering a growth mindset among learners. Based on the questions from the assignment and drawing upon relevant readings, this is how I think we can adapt our growth mindset plan (https://jkolawole1.com/2024/01/20/growth-mindset-plan/) at Valdymas College to cultivate a true Learner’s Mindset for transformational learning and the strategies for promoting its development among learners:
Consideration of Other Factors:
To have a meaningful impact on the growth mindset, it is essential to consider additional factors such as self-efficacy, motivation, social support, and learning environment (Dweck, 2006; Yeager & Dweck, 2012). These factors interact with mindset beliefs and can either facilitate or hinder the development of a growth mindset. In moving beyond just growth mindset only, we can help students develop metacognitive skills through regular self-reflection exercises. We are to encourage them to reflect on their learning process, identify areas needing improvement, and set achievable goals for progress. This cyclical process of reflection, goal setting, and effort fosters a growth mindset by allowing students to see themselves as active participants in their own learning journey. This will help them become lifelong learners.
Modeling Growth Mindset and "Yet" Message:
Modeling a growth mindset involves demonstrating resilience, embracing challenges, and reframing failures as opportunities for learning and growth (Dweck, 2006). By openly sharing personal experiences of overcoming obstacles and emphasizing the power of “Yet,” educators can inspire learners to adopt a similar mindset (Growth Mindset Works, n.d.). Instead of simply praising intelligence, use the word “yet” extensively. For example, “You haven’t mastered this concept yet, but I see the effort you’re putting in” (Dweck, 2006). This reinforces the idea that learning is a continuous process with lots of room for growth. Additionally, we are incorporating growth mindset language into our everyday interactions with the students. For instance, instead of teachers saying, “You’re a natural at math,” they will say “I see you’ve been practicing a lot of math problems lately. That’s helping you improve!”
Impact on Feedback Acceptance and Attitude Toward Cheating
A growth mindset can positively influence how students perceive feedback by encouraging them to view it as constructive guidance for improvement rather than as a judgment of their abilities (Blackwell et al., 2007). Additionally, promoting a growth mindset may foster a sense of academic integrity and discourage cheating behavior by emphasizing the value of effort and ethical conduct in achieving success (Cimpian et al., 2007). We will create learning environments based on COVA principles (Choice, Ownership, Voice, and Authenticity). This will foster our students’ engagement and intrinsic motivation, reducing the temptation to cheat.
Addressing Preoccupation with Grades and Role of Grit
The growth mindset emphasizes the importance of effort and persistence over fixed notions of intelligence or talent (Duckworth et al., 2007). By promoting a growth mindset, educators can help students shift their focus from grades to the process of learning, thereby reducing anxiety and promoting intrinsic motivation (Dweck, 2006). Grit, defined as passion and perseverance for long-term goals, complements the growth mindset by emphasizing the importance of sustained effort and resilience in achieving success (Duckworth, 2016). We can integrate activities that build grit, encouraging students to persist through difficulties and learn from setbacks (Duckworth, 2016). We will design projects with incremental challenges that allow students to experience the satisfaction of overcoming obstacles. Growth mindset provides the belief that improvement is possible, while grit fuels the perseverance to see those improvements through.
While grades hold value, this shouldn’t be our sole focus. We will embrace the use of formative assessments, self-reflections, and project-based learning to create a more holistic picture of student learning. Here, grit plays a crucial role. Students who possess grit are more likely to persevere in challenging tasks, even if they don’t achieve top grades initially. Growth mindset allows students to see setbacks in grades as opportunities for growth, and grit fuels the determination to keep trying even when faced with academic challenges.
Preventing Misuse and Ensuring Rigor
To prevent the growth mindset from becoming a superficial trend, educators must ensure that it is implemented within a rigorous educational framework (Robinson, 2015). This includes providing meaningful learning experiences, challenging tasks, and opportunities for reflection and growth. Additionally, educators should guard against the misapplication of grit, ensuring that it is not equated with mere persistence in the absence of learning or skill development (Tough, 2013). While rigor is important, it shouldn’t come at the expense of student well-being. Balance challenging tasks with opportunities for growth and skill development. Growth mindset is a valuable tool, but it’s not a magic bullet. We need to combine it with effective teaching strategies, differentiated instruction, and a supportive learning environment.
Moving Toward a Learner's Mindset
While the growth mindset is a valuable starting point, educators should aim to cultivate a broader learner’s mindset characterized by curiosity, adaptability, and a willingness to embrace new challenges (Dweck, 2015). By fostering a culture of lifelong learning and intellectual curiosity, educators can empower students to approach learning with openness and enthusiasm (Yeager & Dweck, 2012).
In conclusion, while the growth mindset remains a valuable concept in education, its effectiveness is enhanced when considered alongside other factors such as self-efficacy, motivation, and learning environment. By adopting a holistic approach to mindset development and incorporating evidence-based strategies, we at Valdymas College of Advanced Studies and Digital Transformation can create a supportive learning environment that promotes resilience, effort, and a love of learning among students.
References
- Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
- Cimpian, A., Arce, H. M. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18(4), 314-316.
- Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.
- Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
- Dweck, C. S. (2015). Carol Dweck revisits the ‘growth mindset’. Education Week, 35(5), 20-24.
- Growth Mindset Works. (n.d.). Retrieved from https://www.growthmindset.org/
- Robinson, K. (2015). Creative schools: The grassroots revolution that’s transforming education. Penguin.
- Tough, P. (2013). How children succeed: Grit, curiosity, and the hidden power of character. Houghton Mifflin Harcourt.
- Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.