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"They would rather compromise their hopes and dreams in an effort to avoid permanent heartbreak."

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"They would rather compromise their hopes and dreams in an effort to avoid permanent heartbreak."

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Change vs. growth | LinkedIn Learning, formerly Lynda.com

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Learn about the difference between the desire for growth vs. the fear of change. Distinguish between growth and fear and what you can do about it.

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“I gave it my all, but it didn’t work out this time. I’ll keep training all year and I’ll be back,”  said one of the American Ninja Warriors who fell an obstacle short to make it to the next stage in the Finals in season 2015.    “Well, that certainly sure sounds like a growth mindset to me.” I stated.  My son Liam (age 7), turns to me and says… 

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“I gave it my all, but it didn’t work out this time. I’ll keep training all year and I’ll be back,”  said one of the American Ninja Warriors who fell an obstacle short to make it to the next stage in the Finals in season 2015.    “Well, that certainly sure sounds like a growth mindset to me.” I stated.  My son Liam (age 7), turns to me and says… 

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"Yeah, I think almost all of the American Ninja Warriors have a growth mindset, right?  Well, everyone except for Flip.  Flip was upset and said he was going to quit and not do it again.”    Me:  “It’s okay to be upset when something doesn’t work out, but what you do next is what matters more.”

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"I gave it my all, but it didn't work out this time. I'll keep training all year and I'll be back," said one of the American Ninja Warriors who fell an obstacle short to make it to the next stage in the Finals in season 2015.

"Well, that certainly sure sounds like a growth mindset to me." I stated.

My son Liam (age 7), turns to me and says..."Yeah, I think almost all of the American Ninja Warriors have a growth mindset, right? Well, everyone except for Flip. Flip was upset and said he was going to quit and not do it again."

Me: "It's okay to be upset when something doesn't work out, but what you do next is what matters more."

Now, I have to admit that I only half-watch these episodes. However, my sons are enthralled by the show, because the time and dedication these athletes put in all year to then tackle these obstacles really does take your breath away.

At times, I even have my own American Ninja Warriors in my midst at home climbing the walls and conquering any obstacles they come in contact with.

It is actually pretty amazing how they do not have that fixed mindset of the fear of failure that can paralyze some people into not trying new things or taking risks....at least when it comes to climbing obstacles.

Thank you to American Ninja Warrior for illustrating the idea of growth mindset for my boys. Thank you to Kacy Catanzaro for showing my boys that some obstacles need time to overcome.

Now, the growth mindset does not always transfer as easily for the boys when it comes to other areas. For example, one of my boys knows that he has to work on improving his spelling and writing. How can I train him to have an American Ninja Warrior Growth Mindset in spelling?

"I'm just not good at spelling," he begins to say. "It's not like I'm like (insert other student name here) and ate a whole dictionary that I know all these words and how to spell them."

I pause and smile with a funny image of his friend eating a whole dictionary, then try to figure out the right response....a growth mindset response.
Insert Opportunity Here....
What would you say if your child or student stated that they were not good at a skill, whether it is math, writing, reading, or in this case spelling?

Well, before I share my response, let's hear about what educators in the Mendon-Upton Regional School District are doing to foster the growth mindset in the first two weeks of school.

Yesterday, in a world language classroom the students came in and some refused to share their homework with their teacher because they didn't feel like it was good enough to share. The teacher used this as an opportunity to teach the students about having a growth mindset and the importance of taking risks. No risks=no rewards, right? They ultimately shared their homework then looked to see how they could make improvements.

One of the students in that same classroom still didn't want to share the example with the class. What did the teacher do? Bring the student to check out the following growth mindset display that a different teacher in the building had posted.

In another building, and with some inspiration from Pinterest-a whole group of teachers, staff members, and the principal created the following board at the elementary level. Pretty powerful right? It does really start with changing our words.

After returning from visiting the elementary school, I read an e-mail that went out to the whole middle school staff with the following suggestion for their school. Coincidence...maybe? I look at it as more like synchronicity. The more we promote a growth mindset, the more growth we see in students....it just makes sense.

I enter a different elementary hallway and see these adorable posters and on the wall and on the lockers about training your brain. Then inside the classrooms I see the a visual supporting how to change your mindset.

So what will be the impact of all this? Will it help our students? Will it help us as educators?

A class has just finished reading a book called The Fantastic Elastic Brain. I walk in and the teacher asks the students if they can explain what they just read and learned. The students raise their hands and then one boy, with the cutest little voice, explains to us that our brain is made up of a lot of parts that do all kinds of different things and it's connected by.....and as he can't remember the exact word, another student helps and eagerly shouts out "Neurons! You see, when we learn we are making connections in our brain." If you could have been there to see the sparkles in the eyes of the students as they discussed how they can change their brain...that their brain is in fact "fantastic" and "elastic."

Even as I was in the process of writing this blog today, I received a request from one of our counselors asking for some resources being used in classrooms to also be used to help use in small groups with students who may have lower self-esteem because of their own fixed mindset. She recommended that maybe running a growth mindset group could help.

I'm so impressed by how quickly staff members are diving into promoting growth mindset in their schools and in the classrooms. If you are looking for new ideas in this area, please check out my pinterest page on Growth Mindset

So how did I answer my son when he said "I'm not a good speller"?

I quickly responded "FIXED MINDSET," which is what we are starting to do when we catch ourselves using a fixed mindset. His response..."Yeah, you're right."

Me: "It just takes practice, buddy. Let's go work on that and see how we can get better."

Pretty soon he will be an American Ninja Warrior Speller.

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Posts about Growth Mindset written by Maureen M. Cohen, Ed.D.

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Sesame Street: Janelle Monae - Power of Yet

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Research on stereotype threat predicted that teaching students to attribute their academic difficulties to transient situations would lead to higher test scores and better overall performance. Since many students draw from stereotypes to build theories about themselves, they learn to attribute their performance to perceived, fixed inadequacies. 

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Research on stereotype threat predicted that teaching students to attribute their academic difficulties to transient situations would lead to higher test scores and better overall performance. Since many students draw from stereotypes to build theories about themselves, they learn to attribute their performance to perceived, fixed inadequacies. 

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(Changing Mindsets, 2013)

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A growth mindset for students involves four key components. These are: 1. Embracing Challenges,  2. Working Through Obstacles,  3. Valuing Effort, 4. Learning From Criticism and Finding Inspiration in Others’ Success 

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A growth mindset for students involves four key components. These are: 1. Embracing Challenges,  2. Working Through Obstacles,  3. Valuing Effort, 4. Learning From Criticism and Finding Inspiration in Others’ Success 

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When a student enters a classroom, looks at an assignment, and instantly says, "I can't do this," they're exhibiting what's known as a fixed mindset. When a student is in this state, there's little a teacher can do to motivate them. So what is the solution? Switching from this fixed mindset to a growth mindset can be the key to encouraging students to be open and willing to take on new challenges and helping them understand the impact their attitude has on their ability to achieve.Here's a closer look at what a growth mindset is and how you can encourage your students to embrace it in your classroom.

What Is a Growth Mindset?

What does it mean to have a growth mindset? Growth mindset can be defined as believing that people's basic qualities and abilities can be improved and increased through dedication and hard work. This belief indicates that brains and talent are just part of the picture of success. Someone with a growth mindset believes if they work hard, they can attain what they want to, even if their natural talents are not the same as someone else's.

A person with a growth mindset also believes intelligence and basic abilities can change over time with the right effort. These are not fixed entities, but they can grow. In education, this mindset encourages students to value the effort they put into their education and the skills they gain rather than focusing only on the output or success.

A growth mindset for students involves four key components. These are:

1. Embracing Challenges

Someone with a growth mindset isn't afraid of challenges. Instead, they view them as an opportunity and with hard work they can grow their skills and abilities.

2. Working Through Obstacles

This embrace of challenges allows someone with a growth mindset to push through obstacles or setbacks. In a school setting, students are empowered to keep working even when they don't fully grasp a concept or understand the task at first.

3. Valuing Effort

A student with a growth mindset sees the value in the effort as well as the outcome. The skills gained when trying are just as important as achieving a particular goal.

4. Learning From Criticism and Finding Inspiration in Others' Success

Finally, a growth mindset teaches someone to embrace and learn from criticism. When someone else is successful, a person with a growth mindset does not view others' successes as negative things but rather as a place to find inspiration.

Growth Mindset vs. Fixed Mindset

A growth mindset is in stark contrast to a fixed mindset . In a fixed mindset, the person believes intelligence and talent are part of who they are and do not change or grow over time. These are fixed traits, so they don't spend time developing them. For example, a student who is not reading on grade level will decide that means they are a "bad reader" and shy away from reading.

In contrast, someone with a growth mindset believes their talent and intelligence can grow. This inspires them to keep working, even if they aren't successful at first. This makes the learning experience more positive, even for students who may struggle, because the goal becomes progress and growth, not a particular success metric. Since the growth mindset says everyone has the capacity to develop their basic abilities through hard work, students feel inspired to put in the effort, and effort will create more learning.

Why Having a Growth Mindset Is Important in Education

In the education setting, a growth mindset changes a student's attitude toward learning. The student begins to believe they are capable of learning and developing their basic abilities, and this causes them to work harder.

Hard work leads to increased productivity in the classroom, regardless of the age of the student. When students embrace a growth mindset, their harder work and positive attitude lead to better academic performance. The focus changes from reaching a particular score or grade to making progress instead, and progress will lead to academic achievement . Teachers spend their time encouraging students and modeling learning processes, and an overall positive mindset keeps them moving forward and pushing past their comfort zones.

Benefits of Embracing a Growth Mindset for Students

Embracing a growth mindset in your classroom benefits your students in several ways. You may notice the following gains:

Improves Communication Skills

Kids with a growth mindset want to learn from others. This naturally sparks better communication skills because the best way to learn from others is to communicate. In addition, students have more positive peer-to-peer interactions as they seek to help the entire class grow their talents.

Builds Greater Resilience When Faced With Failure

In a growth mindset, failure is viewed as a chance to learn and develop talents. It's something to be embraced, not feared. This attitude makes students more resilient when they face failure in their academic pursuits.

Increases Open-Mindedness

Open-mindedness is the willingness to consider new information or ideas. It becomes a natural offshoot of having a growth mindset. Since the goal with a growth mindset is to grow talents and intelligence, students will want to learn ideas that work for others to see if they will work for themselves.

Boosts Academic Performance

Students with a growth mindset perform drastically better than those with a fixed mindset, according to research. In fact, it can be more impactful than other important factors, such as socioeconomic background, when predicting academic success. When students believe they can achieve better, they keep working at their academics, and they then more easily meet their goals.

Promotes Greater Creativity

Creativity is praised and rewarded in a classroom that has a growth mindset. Teachers and students alike realize that creative thinking is a great way to grow intelligence. Students are taught that brains are like muscles, and the more creative thinking we utilize, the stronger that muscle will grow. This emphasis helps develop creative thinkers.

Encourages Better Relationships With Adults and Peers

In a classroom that has a growth mindset, teachers are not the enemy. They are the encouragers who help the student push harder to grow their abilities. Peers are not the competition. They are the people that students learn from and grow with.

The Connection Between a Growth Mindset and Reading Comprehension

Reading is often an area that students feel they can't excel at, especially as they get to higher grades in elementary school, middle school, and high school. Yet adjusting students' mindsets can change this.

When students embrace the philosophy behind a growth mindset, they see reading improvement, specifically in reading comprehension . In other words, when they believe they can increase their intelligence through effort, students are able to gain the skills they need to read and understand text and remember what they have read.

Strategies to Foster a Growth Mindset in the Classroom

So what can teachers do to encourage a growth mindset in their classrooms and see these types of gains? Here are some strategies to incorporate into your classroom.

Become a Model

You must model a growth mindset for your students. If you make a mistake, tell your students why you are happy you made it. Is there an area you struggle with, like math or spelling? Share this with your students and explain how you overcame roadblocks. When you face an obstacle, talk through your solutions to overcome that obstacle with them.

Celebrate Imperfection

When students make mistakes and can view those mistakes as a part of the learning journey, they celebrate imperfection! If this is part of your classroom culture, students won't feel embarrassed, but will learn to celebrate imperfection as a way to grow. After all, there's a reason Bob Ross referred to mistakes as "happy accidents."

Teach Self-Evaluation

Students need a model to evaluate and reflect on their work, both on their successes and on their failures. Craft lesson plans that give students an opportunity to reflect on constructive feedback from you and from their peers. Provide opportunities and model ways to self-evaluate and praise students when they can reflect on their efforts. Encourage curiosity not just about the world around them, but also about their own learning styles and talents.

Teach Students to Say "Yet"

A fixed mindset says, "I can't read this book." A growth mindset says, "I can't read this book yet, but I will be able to." This small word makes a big difference in a child's internal dialogue, so model using it and teach students to use it. Think of changing these words as a mindset intervention that will help your students as they are developing a growth mindset.

Encourage Cooperative Learning

A growth mindset teaches students to ask for help and work with others to create a positive outcome. Foster this by developing cooperative exercises that encourage students to work together to solve the problems they face. Cooperative learning also takes an emphasis off of individual outcomes-which makes students compete against each other-and places the focus on helping each other develop their individual abilities while working together.

Embrace Challenges

Overcoming obstacles is an essential part of the growth mindset, but in order to do this, students must face obstacles. Don't shy away from giving students complex problems or assignments to solve, and give them opportunities to grow their abilities and work on problem-solving.

Use Beanstack in Reading to Encourage Growth Mindset

Finally, consider adding a tool like Beanstack to your classroom to encourage a growth mindset. Beanstack encourages students to keep going by rewarding minutes spent reading, regardless of the number of pages read in that time. This allows all students to achieve and rewards them for their effort, which is in line with the growth mindset.

How Does Beanstack Support a Growth Mindset?

Reading abilities and a growth mindset are directly connected; one study found that students who have lower reading comprehension achievement at the end of fourth grade also tend to have a fixed mindset. Not only does having a growth mindset help improve reading abilities, but more reading encourages the development of skills, which further supports the growth mindset. The two work hand in hand.

Beanstack uses unique gamification features that strengthen kids' intrinsic motivation to read and improve their reading skills over time. Students build healthy reading habits as they keep working to achieve rewards like digital badges and reading streaks. Teachers and school librarians can boost positive motivation with reading challenges that offer students prizes and rewards for meeting and exceeding goals. Beanstack's robust reporting features help identify when students meet a benchmark and help target interventions for students who may be falling behind. As part of a classroom or school that's embracing a growth mindset, Beanstack can be a valuable tool.

Learn More About Beanstack

Interested in seeing how Beanstack can help your students embrace a growth mindset? Contact our team today for a demo or request pricing for your school building or district.

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Why Is a Growth Mindset Important for Students | Growth Mindset

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Discover why embracing a growth mindset is important for students. Learn what a growth mindset is, how it applies to education, and more.

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"Then I began to notice.  Noticing doesn’t take any particular skill, it just requires you to step back from what you are doing and watch, pay attention and reflect. It’s very difficult to do that when you are busy at the front of the room teaching."

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"Then I began to notice.  Noticing doesn’t take any particular skill, it just requires you to step back from what you are doing and watch, pay attention and reflect. It’s very difficult to do that when you are busy at the front of the room teaching."

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A growth mindset is not only important for students, it is important for teachers too!When I first started teaching, my vision of being a teacher involved me being the center of the classroom. The children would look to me to provide them with the lessons they needed to succeed and move forward to the next grade. There was always time to get to know the students but what was more important then, was that they make friends; I had curriculum to teach. I had all the information and I would share that with my students in very organized and efficient lessons to ensure maximum understanding. I knew that to keep their attention, I had to add some element of "drama" or curiosity to the lesson. I was in charge of that and my classroom management depended on it. I had high expectations of my students and they always rose to the challenge. That's a good thing, right?

Then things in the classroom started to change. Kids started changing. Behaviour problems increased. It wasn't just one student in the classroom, it was now multiple students. How could my efficiently run, happy classroom full of kids be changing this much? What was I doing wrong? Did I suddenly lose all my creativity in preparing great lessons, effective classroom management skills and routines? I discovered what was happening but it was a process of powerful discovery for me and I needed a growth mindset.

So what exactly WAS happening?

One thing that was happening was technology. Lots of technology. Not in the classroom necessarily but in our students' worlds. School was trying to catch up. I was trying to catch up. I love technology and so I was cycling through my new phones and playing on the newest computers when I could. I had to make sure I was up on the latest so that I could then teach my students all about technology. That's a good thing, right? But there were so many new things happening all at once. There was a new app out every day. Which ones should I learn and teach to my students? How on earth was I going to do this when the internet in my classroom was not strong or the teacher next door had the computers signed out when I needed them? I felt a bit overwhelmed so I slowed it down and took a step back from technology...until later.

A teacher's growth mindset has to involve understanding that change is okay. I noticed that kids were getting so darn wiggly. How was I supposed to teach them about technology or anything else when they can't sit still? My classroom management was being put to the test. Luckily I was good at it. I had great training, I was now a Mom and that sometimes helps (especially to understand the struggles of parenting and the triggers for misbehaviour). But all those tricks of the trade did not seem to have the same effectiveness as they used to. Hmmmm. My instant urge was to tighten up my management and get more strict. Instead, I moved schools for a change of scenery. Surely my magic teaching skills will reappear at the next school.

I moved schools a couple of times over the next few years due to enrolment etc. That really helped. It gave me new colleagues to collaborate with and fresh new surroundings. It was nice to be able to try a few new things. I really grew as a teacher and highly recommend that teachers step out of their comfort zone and move to a new school every once in a while. Things though, have their way of staying the same. These new kids were very similar to all of the students in my previous school. Why? It was because times were changing. So, my students were still learning well but I was working harder than I had ever worked. I was tired.

Then I began to notice. Noticing doesn't take any particular skill, it just requires you to step back from what you are doing and watch, pay attention and reflect. It's very difficult to do that when you are busy at the front of the room teaching.

So, after about 10 years into teaching, I began to evolve in my thinking and my teaching. I always sat my students in groups, I always did student led conferences with them. I had a very "student centered" classroom. But that student centeredness was constructed, designed and managed by me. Of course it was, you say. YOU are the teacher!I may be the teacher but that doesn't mean I know every little idiosyncrasy of my students and how each one learns best. Only they can really know but it may not be something that they can express. Learning, socializing and growing in self, requires deep reflection. It requires an environment which encourages safe and developmental learning. Using the curriculum content as a vehicle, I started planning units of learning WITH my students.

I also started to think about all those things we as teachers do because "that's the way it always has been done" or this is what is coming so you better jump on the wagon.

For example:

Learning is always done with a pencil and paper.

Evidence of learning must be captured with a test.

We go to the gym to get exercise. In a big school, we get gym once a week for 30 minutes.

Learning should be done at a desk.

Recess is when you have a snack.

If the class is quiet, learning is happening.

Technology is here to stay and we should be replacing our activities with technological versions.

I started changing my own learning and learning more about how students learn; especially in these new times.

The gradual release of responsibility model worked nicely to help scaffold my students' learning in a facilitation model without directing them too much if they didn't need it. Now I taught less teacher directed lessons, and provided students with more mini lessons in a coaching model and then set them off to construct their own learning and understanding of the concepts. This freed me up to check in on them more often and do a bit of formative assessment so I knew where I was going next. I didn't need a test to tell me that.

I changed my seating around to accommodate all kinds of learners. My students always wanted to go out into the hallway to sit and work. When I would go and see their learning (half expecting them to be fooling around) I would see collaboration and lots of comfort in learning. Being able to sit in the hallways was a "treat" for responsible learners. So I started bringing that seating into the classroom. I always had a small love seat and some bean bag chairs but I started using tables rather than desks and allowed more freedom in where they chose to sit as long as they were engaged. I realized that dynamic teaching is great but it is not necessary to be "on stage" for a great length of time in order for students to be learning. Much of their learning is done with shorter lessons, interesting topics and lots of choice.

My students talked a lot. "What a chatty bunch." "My class talks so much." are things I often hear and certainly would describe many of my classes. Yes, I surely had THOSE classes and it's tough. I started to utilize their need to talk by teaching communication skills and collaborative and cooperative learning. This really helped my students to have a focus for their discussions.

As I began to change things, I noticed that my wiggly students were getting a little less wiggly. I knew that having gym only once or twice a week was not enough so I began taking breaks in class and going outside for some exercise more regularly. What a difference! Luckily in my school district, daily physical education was implemented so it became a requirement. Luckily, also, #gonoodle was also created giving teachers and students a nice outlet within the classroom for those "in" days. (It was one way to use technology too.) I noticed that with the new, more open ended seating that I had created, I didn't need to offer up those "wiggle" cushions that I used to provide. I liked that students were learning to make good decisions in their seating choices based on what they knew about themselves. They didn't need me to tell them and they didn't need some THING to help them. They needed to be able to move where they felt comfortable.

After a while I noticed that kids were being silly or losing interest in their work very early in the morning. Part of developing a growth mindset is to start noticing more without judgement. I started paying attention to students and whether they might be hungry. Some students, sadly, were arriving to school without eating breakfast. While you might think that left them with no energy, often it did the opposite AND they were grumpy! You know that saying about being "hangry"? So what started out as me and sometimes the school providing snacks for a few students turned into me asking myself - maybe more children would like to have a snack while they work? Why is it that students are "not allowed" to eat until recess? I'm sure many of you have students wanting to eat their sandwiches at recess time. Why was I as their teacher, restricting them from eating a snack if they were hungry?

I think part of it was that was how it has always been done, and part of it was that I wasn't sure if they could eat and work at the same time. I decided to try it out and in conjunction with a unit on nutrition, I introduced the healthy snack morning. After being in school for an hour or so, I tell students they can have a "healthy" snack of fruits or vegetables. It's something that they can eat while working. Viola! What a difference. Students started chomping on apple slices and carrots and working like busy bees. If we increase their exercise, they are going to be hungrier. Many students took another snack out 45 minutes later for recess. Students wanting to eat all of their lunch at recess stopped. As I was developing my growth mindset and making significant changes, my students seemed happier.

So you see, as educators, we need to take a step back and notice. Times are changing. Kids are changing. We need to change too to accommodate all learners and new ways of learning. You can't promote a growth mindset in your classroom when you direct all the learning instead of having kids construct and personalize their own learning. You can't expect kids to be fully engaged when they are sitting in desks and listening to long lessons just like you can't change your classroom to flexible seating effectively without changing the method by which children will be learning. It all works together. It all works if YOU have a teaching growth mindset.

My technology use began to change to realizing I needed to use it for a purpose. I realized that I really didn't need to try to "keep up" with all the latest and greatest apps. It was so overwhelming. I realized that technology is there to serve a purpose. It needs to be embedded into our teaching and not become just a "thing". I got myself a document camera several years ago and started using that to not only demonstrate teaching but to have students come up and show others their learning and explain their thinking.

One school I was at had a microphone system for teachers so that they didn't lose their voice. Since there were two microphones, I started using that to allow my students to share their writing aloud. It was great for students to learn more about effective communication and speaking skills. I ended up buying an inexpensive one for myself when I moved to a new school. I found websites that allowed me to bookmark great learning sites for quick future reference. I developed my own set of skills and familiarity and then I began using iPads with the students. We used the iPads to research for our project based learning and Genius Hour projects and to support learners with reading and ELL learning. Technology supplements our learning, it isn't separate.

So back to the beginning of my teaching journey when I knew that kids should be making friends in school but that my job was to teach content. This is the way school was designed when I started. After many years teaching and lots of the changes that I began to make, there was a new shift in my thinking. I realized that teaching the whole child was much more important than content. I began to introduce mindfulness and character development into my classroom along with the other changes. This was a magical way of putting it all together for the whole child. There seemed to be a whole new mutual respect between the students and I and the students and each other.

While others look at and research The Evolution of Education, I notice and reflect upon The Evolution of MY Education. I grow each day in my learning with students and I help other teachers do the same. That is teacher growth mindset! I feel proud to say I am a public school teacher and I include and teach all students. The only thing these days is that sometimes, the students teach me more than I teach them. That's a good thing, right?

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Growth Mindset for Teachers: Change is Good

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Developing a growth mindset as a teacher is a powerful way to keep your classroom running smoothly. Students learn more and you are happier.

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"Change is gonna happen, you can't stop it. Growth is your choice."

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"Change is gonna happen, you can't stop it. Growth is your choice."

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Change Is Inevitable, Growth Is Optional

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The best way to distinguish between growth and change is to consider whether the situation you’re in could get better if you applied some thought and effort. If you feel that there’s no realistic hope for it ever improving, it might be time for a radical change. 

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The best way to distinguish between growth and change is to consider whether the situation you’re in could get better if you applied some thought and effort. If you feel that there’s no realistic hope for it ever improving, it might be time for a radical change. 

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Change vs Growth: Knowing Which You Need

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Explore the key differences between change vs growth and discover which one you need in your personal and professional life.

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Recent advances in neuroscience have shown us that the brain is far more malleable than we ever knew. Research on brain plasticity has shown how connectivity between neurons can change with experience. With practice, neural networks grow new connections, strengthen existing ones, and build insulation that speeds transmission of impulses. 

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Recent advances in neuroscience have shown us that the brain is far more malleable than we ever knew. Research on brain plasticity has shown how connectivity between neurons can change with experience. With practice, neural networks grow new connections, strengthen existing ones, and build insulation that speeds transmission of impulses. 

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Research supports a link between mindsets and stereotype threat. Stereotype threat is a situation in which people are at risk of confirming a negative stereotype about themselves. For example, females, who are stereotyped as having less aptitude in math, when taking a test that measures “math ability,” may worry that a poor performance will validate this stereotype in the eyes of others. 

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Research supports a link between mindsets and stereotype threat. Stereotype threat is a situation in which people are at risk of confirming a negative stereotype about themselves. For example, females, who are stereotyped as having less aptitude in math, when taking a test that measures “math ability,” may worry that a poor performance will validate this stereotype in the eyes of others. 

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Brainology is an online interactive program in which middle school students learn about how the brain works, how to strengthen their own brains, and how to better approach their own learning. In the process they develop a growth mindset whereby they think of their intelligence as something they can…