Growth Mindset

A new addition to the Emotionally Friendly Schools manual is the Growth Mindset approach. Growth Mindset is a philosophy that has been increasing in popularity in the UK. This short article will explore what Growth Mindset is and how it might be applied in the classroom to support learning.

What is Growth Mindset?

Goldstein, Brooks, and DeVries (2013) provide a definition of mindset in education as follows; “Mindsets are assumptions and expectations we have for ourselves and others that guide our teaching practices and our interactions with students, parents, and colleagues” (p. 74). A Growth Mindset can be described as having an ‘incremental view’ of intelligence which means that intelligence is viewed as fluid and susceptible to change.

Research undertaken by Psychologist Carol Dweck and now replicated by many others suggests that when students have a Growth Mindset they are more motivated to work hard, they put more effort into their schoolwork, and show increased academic achievement.

How can it be implemented in classrooms?

A classroom approach to promoting Growth Mindset involves framing students’ intellectual abilities as improvable through effort and practice, this approach is said to increase students’ engagement in problem-solving and encourages students to recognise the value of failure as well as success for learning ( Dweck, 2006).

A Growth Mindset approach to classroom practice allows children that are not recognised as the highest achievers to be acknowledged and praised for their work and continual growth (Dweck, 2006). Approaches to teaching Growth Mindset can involve talking and reading about it. Often schools have posters and key phrases around the classroom that promote the Growth Mindset philosophy.
Previous research has included teaching sessions and short student activities (Paunesku et al., 2015). Key concepts should be introduced in an age appropriate way and can be included in PHSE lessons. Online resources have also been used in the classroom, resources include a number of sessions to be delivered by teachers. Also, specific interventions have been developed to teach a Growth Mindset (Aronson et al., 2002; Blackwell et al., 2007). Blackwell et al. (2007) produced some recommendations on how to support the implementation of a Growth Mindset approach in the classroom.

1. Have high expectations of students.
2. Create an environment that promotes risk and embraces challenge.
3. Provide feedback focused on processes such as effort rather than intelligence.
4. Talk to students about having a malleable brain and communicate that learning can be developed through effort and perseverance.
5. Mixed ability grouping, so pupils can learn from each other.

Some schools that have implemented a Growth Mindset approach have introduced a class pledge, for example, ‘I will try my best even if it’s hard’ (Hymer, 2014). Teaching principles that promote a Growth Mindset involves supporting children to develop and achieve long-term goals. Some approaches have included students participating in Growth Mindset questionnaires and quizzes (Laursen, 2015).

A programme was also developed that is based on the principles of the Growth Mindset approach known as Brainology. This is a computer-based program that teaches and encourages students to adopt a Growth Mindset through a problem-solving approach (Donohoe, Topping, & Hannah, 2012). Some specific strategies that Dweck recommends to support students to develop a Growth Mindset include; setting small achievable goals, praise effort not intelligence, encourage students to value the process of learning and to develop classroom practices that promote collaboration rather than competition.

Be aware and reflective of your own mindset. It is recognised that teachers’ mindsets have a considerable influence on how students view themselves as learners (Pretzlik, Olsson, Nabuco, & Cruz, 2003). Dweck (2006) describes a teacher with a Growth Mindset as having the following motto ‘Every student has something to teach me’ (p. 7). Dweck (2007) also touches upon the implications high-stakes testing has on the ethos of school classrooms potentially working against growth for both students and teachers alike.

To conclude Growth Mindset is an approach that provides us with a way of viewing intelligence that has the potential to foster educational growth for all children. There are free online resources that teachers can use to promote Growth Mindset in the classroom, please see website below.

I hope you found this short introduction to the Growth Mindset approach helpful, if you have any questions or would like some further information please get in touch.

Resources

For further information and to access resources please visit the Mindset Works site.

References

Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125.

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.

Donohoe, C., Topping, K., & Hannah, E. (2012). The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study. Educational Psychology, 32(5), 641-655.

Dweck, C. (2015). Mindset Works, Inc. (n.d.). What’s my mindset.

Dweck, C. S. (2006). Mindset: The new psychology of success: Random House Incorporated.

Dweck, C. S. (2007). The perils and promises of praise. ASCD, 65(2), 34-39.

Goldstein, S., & Brooks, R. B. (2012). Handbook of resilience in children: Springer Science & Business Media.

Hymer, B. (2014). Growth mindset pocketbook: Management Pocketbooks.

Laursen, E. K. (2015). The power of grit, perseverance, and tenacity. Reclaiming Children and Youth, 23(4), 19.

Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 0956797615571017.

Pretzlik, U., Olsson, J., Nabuco, M. E., & Cruz, I. (2003). Teachers’ implicit view of intelligence predict pupils’ self-perception as learners. Cognitive Development, 18(4), 579-599.