Skip to main content

Building a Growth Mindset in Schools

Welcome to Chapter 2 of Mindsets in the Classroom: "What are Some Ways to Begin Building a Growth Mindset School Culture?" This post is part of a book blog hop I'm doing with my wonderful team, and the first chapter can be found on Brigid's blog, Math Giraffe.

While chapter 1 focused more on the background of fixed and growth mindsets, chapter 2's focus is on how to create a growth mindset culture within the school. Ideally, to help students develop a growth mindset, all individuals in a school would have a growth mindset, from teachers to aids to secretaries to administrators. Ricci recommends that all members of the school go through professional development in order to work toward adopting a growth mindset. With this goal in mind, she outlines a training plan that includes seven different steps.
Several of these steps include educating the various members of the school community (teachers, students, and parents) about our amazing brains, including ideas like:
  • the brain can be trained to have a happy, optimistic perspective (because of neuroplasticity)       
  • optimism helps students become ready to master new learning and be optimistic about their ability to learn 
  • effort should be praised, rather than outcome (Dweck's 2006 book, Mindset, is referenced here)
  • new learning = new brain connections, which become stronger with practice and effort
  • more connections = denser brain = "smarter" person!
  • students need to learn that intelligence is based on effort, persistence, and motivation
Part of Ricci's plan recommends that school policies/protocols be reviewed and revised to reflect a growth mindset. Ricci shares an example of a school that maintained protocols not fitting with growth mindset. In the example, parents wrote to the school, requesting that their child be permitted to take an honors class, based on the student's grades, interest in the topic, motivation, and growth mindset. The student was not permitted to take the class, because the district's policy required the student to have a certain score on standardized tests. The parents were informed that the student would be appropriately challenged in the non-honors class, gaps would be filled, and the student could take the honors class the following year if the student earned As. Ricci contends that this is a fixed mindset situation - the school never met with the student to learn more about the student; the school based their decision on a test; the school believed the student couldn't be successful.

Reading this situation reminded me of one of my own high school experiences. In the summer before my senior year, my mother received a call from my guidance counselor. I had signed up for Advanced Placement Calculus, and apparently the district felt that the AP class was going to be too large. The counselors were calling parents of students who had earned As and Bs in Alg3/Trig (honors) the year before (rather than all As), to request that they not take AP Calculus, but take a "lower" class...because they might not be successful in the AP class (I don't remember if the "lower" class was an honors class or not...too long ago for me to remember the different levels available!). I do remember that my mom asked me what I wanted to do - thank goodness! I was angry and upset about that call - who were they to tell me that I couldn't be successful in that class? I took the class and earned all As for the year....I was determined to succeed. Although I was upset by that call, I am glad that the district gave me the choice to stay in the class or drop down a level, rather than simply telling me I couldn't take the class, like the student in Ricci's example.

Examples like these should help us to think about how we might consider students individually when it comes to school policies. The decisions could foster a growth mindset.

Check out Chapter 3 at What's New with Leah
Chapter 4 at Musings of a History Gal 
Chapter 5 at The Colorado Classroom


Popular posts from this blog

Memory Wheels - First Day, Last Day, and Any Day in Between!

This post has been moved to:

Differentiation and the Brain - Introduction

It's summer-time and time to get some reading done! Myself and my Tools for Teaching Teens collaborators are going to read and review Differentiation and the Brain, How Neuroscience Supports the Learner-Friendly Classroom , by David A. Sousa and Carol Ann Tomlinson.We will each be reviewing different chapters, and those blog posts will be linked together as we go. If you're interested in learning more about this book, check back and follow the links to the different chapters:) I'm going to give a quick review of the book introduction here, and then later today I'll be reviewing Chapter 1. According to the authors, differentiation is brain-friendly and brain-compatible! They describe the rise, fall, and rise of differentiation, starting with the one-room schoolhouses, where teachers taught all subjects to all students, of all ages, and HAD to differentiate - there was no other way! As the country's population grew, public schools grew, and students were separat

Love to Doodle (and a freedbie)

Exponents Color by Number For most of my school life as a student (and even as an adult, during PD), I have really liked doodling! During lectures, would help me focus, but also give me something to make me look busy, so I wouldn't get called on in class! I always hated being called on and almost never participated voluntarily:) I liked to draw cubes, rectangles, squiggly lines, etc, and color in different parts of the doodles. Download this freebie:-) I really wanted to make some color by number activities. Since I am not good at creating actual pictures, I decided to make my color by numbers similar to my random drawing/doodling. My Exponent Color by Number is most similar to my past doodles, but I thought it was a little too random, so I started using actual shapes. The Integer Operations Color by Number (freebie), as well as most of my other color by numbers are more structured, but so much fun for me to make! Computerized doodling! Anyone else