In a nutshell, Dweck’s research is based
on one clear premise, that the brain can change and grow. This may challenge some of our long held beliefs about learning, student capability, and motivation. For so long society has been conditioned to believe that intelligence and ability are fixed, that one is quite literally born with a set amount of intelligence or ability that cannot be changed. Numerous books have since been published showing just how amazing the brain is when it comes to change and growth. Norman Doidge, MD, (2008) The Brain that Changes Itself, provides a riveting collection of case histories detailing the astonishing progress of people whose conditions had long been dismissed as hopeless.
Growth mindset language and feedback
So why should educators bother with Dweck’s research? Because both teacher and student beliefs impact learning outcomes and how we think about abilities, our potentiality, and ourselves as learners. This is our core business as schools – to leverage student learning potential. Let’s reflect upon the language and feedback that we can use to promote a growth mindset in our students.
Hattie’s (2009) research demonstrated feedback as having the highest effect on the improvement of learning. Hattie’s findings further support Dweck’s belief that it is important to give learners feedback about their progress and their results so that they can specifically see their growth. Dweck’s website, Mindset Works-www.mindsetworks.com, provides teachers with practical strategies and language frames to support their students in different learning situations. When students struggle despite strong effort, feedback could come in the following way: You might be struggling, but you are making progress. I can see your growth (in these places). When students are making progress Dweck suggests the following language frame: That’s a tough problem that you’ve been working on for a while. What strategies are you using? What is powerful about the guides provided by Mindset Works, is the language that can be used to encourage those students who often succeed easily without effort, for example, It’s great that you have that down. Now we need to find something a bit more challenging so you can grow. For those of you who are interested in further exploration, there are templates and language guides provided in the Mindset Works Educator Kit – Tools for Teachers.
The transformative aspect of Professor Carol Dweck’s work is that it provides a key to unlocking some of the mysteries of the brain and applies to all learners. Intentionally developing a growth mindset can be life changing, as it simply opens up possibility and potential that may have seemed unattainable whilst unknowingly harboring a fixed mindset.
Annelies Hoogland MEd has worked worldwide for twenty years and has served as Principal for international schools in The Netherlands, Egypt and Thailand. She is an experienced leader and consultant committed to helping educators strategically improve learning outcomes through leadership development, analysis of key data, the use of professional protocols, and the development of collaborative learning teams that build capacity.
Annelies and Bern are co-founders and directors of EDUCAA, an international educational consultancy. Their core business at EDUCAA is to support schools across Australia, South-East Asia and Europe in the improvement of learning. Visit their website at www.educaa.com.au. At ELMLE Barcelona 2016, they will be presenting a pre-conference day “Learning Leadership” and two workshops, “Mindset: Learning to Fulfill our Potential” and “Brain in Mind Learning: Messages from Neuroscience”.
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