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We have a "no negativity" rule. This mostly applies to being negative about yourself, ie "I'm terrible at basketball" or "I can't make a layup" before even trying.

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Much mindset reminders in the Nest surrounding math problem solving.

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Much mindset reminders in the Nest surrounding math problem solving.

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Instances of the growth mindset area common in the field studies program. They’re often incited when students confront challenging and unfamiliar settings. The trips require students to leave the safety of their home, daily routines and comfort zones. Going on an “adventure” is an opportunity for them to understand, test and demonstrate their character, as well as  learn about their personal responses to challenging situations. Do they help or hinder when it comes to group and individual achievement?

The new-found self-awareness can help students understand and practice new ways of thinking and behaving which can support them to take on new challenges. During the trip this may be a decision to participate in a more challenging hike, or the choice to continue with a rock climb despite previously believing it was too difficult or scary. In the classroom environment it might translate into an attitude that a problem can be solved, with effort directed towards trying different methods or seeking support from others.

We’ve also found that once students have gained a knowledge of what a growth mindset is, it can begin to form a central part of group meetings and debrief sessions at the end of an activity. For instance - if a student expressed doubt or anxiety about a challenge beforehand and then later achieves it – revisiting and reviewing the initial doubt helps them to realize they’re capable of adopting a growth mindset, which can apply to other areas of their life. We can also begin to identify links between effort and reward, as well as determine strategies for growth.

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"Growth Mindset": Learning Outcomes and the Beg/App/Meeting terminology, reinforcing visibly the idea that academic standards (and even grades at the HS) are multifaceted, developmental, and progressive, a set of ambitions for work that everyone may work their way towards, rather than a judgment of aptitude.  In American Literature (11th grade) specifically, three separate learning outcomes, in each of our major disciplines--reading, conversation, writing--explicitly demand that students show evidence of struggle: Questioning the Text (reading), Critique and Self-Correction (discussing), and Revision (writing).  If students do not struggle, regardless of current academic level, they cannot meet standards in a quarter of the class.  I have also begun experimenting with peer review, as a way of making assessment and growth a collective or at least social matter, holding each other accountable for improvement and de-centering (at least informally) the locus of assessment away from the teacher and towards the group and the student.

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Using, oddly enough, very short quizzes as a way of checking reading comprehension, not for assessment or grading as much as for establishing a standard of understanding, using recall to solidify understanding, and subtly reinforcing thematic and plot connections.
We also use a lot of peer quizzing--"Word Up"--and periodic testing of the same body of vocabulary and literary terms/general cultural literacy to reinforce the idea that the testing is not evaluative, but instrumental, a way to learn. "Word Up" is timed explicitly to test each word (gathered by students) four times, at increasing intervals, to increase recall.

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We often reinforce the idea students should challenge themselves to confront unfamiliar ideas or situations by relying on what they already know. In our Physics class, we often start class with a "Journal In" discussion, where students are faced with a completely novel situation that either builds on what they've learned in previous classes, or directly relies on new, unfamiliar concepts. It helps reinforce older material while giving them a concrete motivation to learn new material (we always answer the Journal In question by the end of class. In the meantime, they have to work together, build off of each other's ideas, make mistakes, correct each other (sometimes), and feel comfortable enough to offer a totally out-of-left-field idea!

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In Spanish, students wrote down their values from the beginning.  They are also reminded that making mistakes is what leads to language learning and they are given many, many opportunities to practice and improve. I make it a point to affirm different learners (such as heritage speakers) by stating that their reactions, strengths, and mistakes make perfect sense while showing them how to improve through feedback. Constantly recycling material through games and activities to provides a  low stakes environment for students to recall what they've learned while receiving feedback from me or a classmate. Allowing student "experts" to teach or help their peers. Calling on every, single student every day sends the message everyone's learning is valued.  

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In Spanish, students wrote down their values from the beginning.  They are also reminded that making mistakes is what leads to language learning and they are given many, many opportunities to practice and improve. I make it a point to affirm different learners (such as heritage speakers) by stating that their reactions, strengths, and mistakes make perfect sense while showing them how to improve through feedback. Constantly recycling material through games and activities to provides a  low stakes environment for students to recall what they've learned while receiving feedback from me or a classmate. Allowing student "experts" to teach or help their peers. Calling on every, single student every day sends the message everyone's learning is valued.  

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The biggest things that have stuck with me for PE are the importance of failure for growth, the bean bag test (varied practice) and testing as important for learning, not just assessment.

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We use growth mindset in PE.  It is so important to know that we can try new things and experiment with strategy and technique in a safe environment.

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We have worked to create a no worries, give it a try environment through direct and more subtle messages. A sign made out of student painted paper reads « be fearless and enjoy »

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Clearly explaining that challenging oneself and experiencing a failure or problem is expected, to grow, learn more and problem solve, which makes it challenging and memorable

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we started the year talking about growth mindset and how the brain grows with challenges.

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We are discussing growth mindset and using growth mindset statements during challenging times

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I have been working with the students on the scientific basis of the growth mindset. We have been studying the brain and brain plasticity

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"This is challenging, but we have high expectations for you, and we know you can do it!"

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Jo Boaler introduction... "there is no such thing as a math person, mistakes are when your brain is growing, anybody can succeed at math at the highest levels. VISUALIZING, PATTERNS, THINKING DEEPLY

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https://mindsetonline.com/index.html