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Good starting place with suggestions for noticing our inner Fixed Mindset voice and taking steps to make change.

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Mindset | How can you change from a fixed mindset to a growth mindset?

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How you interpret challenges, setbacks, and criticism is your choice. You can interpret them in a fixed mindset as signs that your fixed talents or abilities are lacking. Or you can interpret them in a growth mindset as signs that you need to ramp up your strategies and effort, stretch yourself, and expand your abilities.

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Archived webinar from School District 51 in Colorado

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Archived webinar from School District 51 in Colorado

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Lots of great ideas for step-by-step progress toward building GM for students and teachers

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View Slide Deck View Webinar

Colorado's District 51 is in its first year of implementing a performance-based (or competency-based) system. They are intentionally building a thriving culture rooted in growth mindset. According to Carol Dweck, "In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work - brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment." How can teachers bring growth mindset into the learning process to promote student achievement?

District 51 has identified five strategies to help students and adults to learn to have a growth mindset: Brain, Mindsets, Self Talk, Feedback, and Goal.

View this archived webinar to learn what it means to have a growth mindset, and hear from District 51 teachers how they are developing their own growth mindsets and instilling a growth mindset in their students. Attendees will learn tips and examples of teaching with a growth mindset that they can bring into their own schools and classrooms.

Presenters:

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View Slide Deck View Webinar Colorado's District 51 is in its first year of implementing a performance-based (or competency-based) system. They are intentionally building a thriving culture rooted in growth mindset. According to Carol Dweck, "In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work - brains and talent are just the starting point.

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Growth Mindset vs. Fixed Mindset Sketch video with kid examples

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Growth Mindset vs. Fixed Mindset Sketch video with kid examples

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Growth Mindset Pinterest page with links to MS and HS posters and resources

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Growth Mindset Pinterest page with links to MS and HS posters and resources

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Lots to check out!

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Growth Mindset Posters for Middle and High School

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Teaching your students to have a growth mindset is an important part of any classroom instructional approach. These are 12 beautifully designed 'growth mindset posters' in A4 size pdfs that would be prefect for any middle school or high school classroom. Each poster users a title of a key character trait; grit, attitude, perseverance etc. as the heading for the poster. More mature fonts make the message more appropriate for older students than almost all of the other resources on TpT.

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Imagine Math | Supplemental Math for K-12

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Take math instruction to a new level with Imagine Math, an innovative digital program that builds real-life math skills and encourages innovative problem solving.

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The power of believing that you can improve | Carol Dweck | TED

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Video: Ideas for teaching students about how our brains learn and how we can change our mindsets

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Video: Ideas for teaching students about how our brains learn and how we can change our mindsets

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How to teach growth mindset to students in 5 steps

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Video: Our Brains grow when we are challenged

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Video: Our Brains grow when we are challenged

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As enthusiasm about "growth mindset" spreads across schools, researchers who popularized the idea are concerned that teachers might not have the resources or understanding to use it effectively in their classrooms.

And teachers themselves seem to be well aware of the gap between knowing about growth mindset and having the skills to incorporate it into their classroom strategies.

In a nationwide poll of K-12 teachers conducted by the Education Week Research Center, 77 percent said they were familiar or very familiar with growth mindset, but 85 percent said they wanted more professional development in the area.

Growth-mindset research suggests that students will be more engaged in learning when they understand that their talents and intellectual capabilities can strengthen through effort and strategy. That's counter to a fixed mindset, which is the belief that such skills are inherent and unchangeable.

Students with a fixed mindset are less likely to respond to mistakes by developing strategies to improve in the future, research suggests.

Mindset researchers are now faced with a balancing act: encouraging educators to seek a deeper understanding of the concept without squelching the enthusiasm that got them interested in the first place.

"We're really at the critical juncture of whether the idea will be effectively adopted or whether it's going to get discarded," said Jacquie Beaubien, a senior program manager for the Project for Education Research That Scales, or PERTS, a Stanford University research lab that investigates practical ways to put mindset research to work in K-12 schools.

Without effective, research-based practices, teachers may abandon growth mindset as just another buzzword or fad, Beaubien said. That's why the Stanford lab is offering online training modules for teachers, creating a diagnostic tool to determine if their classroom practices are supported by mindset research, and assessing their professional-development needs around the subject.

In its survey of teachers, the Education Week Research Center found that 53 percent of respondents said that their use of growth mindset was a very important factor contributing to academic achievement, ranking it below others such as motivation, teaching quality, and school climate. An online poll of a national sample of more than 600 teachers who are registered users of edweek.org was conducted in May.

Demand for Practical Training

It's not uncommon for teachers to want more practical training in how to use mindset research, even if they are very interested in the concept, educators noted. Many teachers didn't learn about this approach to student motivation in their preservice training, instead picking up on it from books, articles, and discussions with peers.

As a result, Stanford researchers working with focus groups found that those teachers often have misconceptions about the research. Among them: equating a growth mindset with a general sense of optimism, emphasizing sheer effort instead of teaching students to develop new learning strategies, and focusing on how they communicate with students rather than adapting broader classroom practices.

"They become very focused on labeling students' behavior and not really probing what's driving that behavior," Beaubien said, adding that some teachers mistakenly identify a student with a lack of interest in a subject as someone who has a fixed mindset and a fear of making mistakes in front of his or her peers.

Just 35 percent of teachers surveyed by Education Week's Research Center said their training and professional development had included strategies for collaborating with other teachers on incorporating growth-mindset concepts into their classroom practices, which researchers have identified as an important way to develop strong and meaningful approaches to using their work.

Respondents did demonstrate an understanding of mindset research. A majority identified the kinds of student praise that would be more likely to nurture a growth mindset. (The Education Week Research Center consulted a panel of experts on the subject to formulate that question). And a majority of respondents reported using on a daily or weekly basis practices that experts have linked to promoting growth mindsets-such as praising students for effort. Fewer respondents said they used practices known to lock in a fixed mindset, such as praising students for their intelligence, on a daily or weekly basis.

When asked how they integrated growth mindset into their teaching practices, 33 percent of respondents said they did so by praising students for taking risks and persevering, the most popular answer.

Less popular among respondents were other strategies that researchers say promote growth mindsets: using formative assessments, self-evaluation, and assignment revisions, 18 percent; encouraging multiple strategies for learning, 17 percent; and supporting peer-to-peer learning, 13 percent. Leaders of ongoing schoolwide and districtwide professional development in mindsets say those deeper changes to classroom practices are necessary to help students learn how to respond to mistakes.

Staying Informed Is a Challenge

Another problem identified by the Stanford lab-high teacher-turnover rates in high-poverty schools-makes it difficult to keep a teaching staff informed about the concept. That's especially problematic because researchers have found that while students from low-income families are less likely to have a growth mindset, their learning is affected more dramatically than their wealthier peers' when they adopt the approach to learning.

Some districts, both high- and low-income, have worked to address that churn effect by making mindsets part of ongoing discussions and working groups.

In Baltimore, what the Stanford researchers call a "mindset revolution" started when two teachers became interested in the concept and formed a group of peers in their school to read books and share effective strategies for putting it to work in classrooms. That effort has remained teacher-led as it expanded to other schools, said Tina Jablonowski, the district's coordinator of new-teacher support and development.

Two years ago, she incorporated growth-mindset discussions into the district's new-teacher-induction program, which includes summer training and follow-up with a mentor for the first few years in the classroom.

"Teaching students how to learn and take risks and really think through their learning process was something that we didn't do in the classroom," Jablonowski said. "We see students who struggle, and it's almost like they're paralyzed because they don't want to fail."

An understanding of mindsets gives new teachers a way of thinking about all kinds of classroom practices, including how to grade, organize student groups, and conduct classroom discussions, she said.

That's been true in the school system in Marshing, Idaho, said Ken Price, the director of the district's 21st-century learning-center site.

After a district wide training about mindsets, teachers began applying what they learned to every area of their work, even classroom management. A 5th grade teacher put signs in her room describing traits like honesty and kindness. She encouraged students to pick a trait they wanted to improve in themselves and to identify ways to do so. She shared her own answer, talking about past mistakes and regrets.

"When an adult shares their vulnerabilities and their hopes, then kids go, 'Hey, that's OK for me to do, too,' " Price said.

While the growth mindset concept is intuitive to many teachers, it takes time and collaboration to incorporate it into classroom practices, he said.

"We don't have to do this perfectly all at once and we don't have to be comprehensive all at once."

Published in Print: September 21, 2016, as Teachers Seize On 'Growth Mindset,' But Classroom Practice Lags
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Teachers Seize On 'Growth Mindset,' But Crave More Training

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As enthusiasm about "growth mindset" spreads across schools, researchers who popularized the idea are concerned that teachers might not have the resources or understanding to use it effectively in their classrooms. And teachers themselves seem to be well aware of the gap between knowing about growth mindset and having the skills to incorporate it into their classroom strategies.

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building a growth mindset | Piktochart Infographic Editor

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Lesson Plans for Your Fantastic Elastic Brain by JoAnn Deak

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Science Tuition Singapore | Primary, Secondary Science Tutors at home!

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While the PSLE grading system has changed, the difficulty of the exams haven't. That is why science tuition is important. It is also at this early stage that a child's love of science is nurtured. Lower secondary science is the gateway to different specializations in upper secondary science such as biology, physics and chemistry.

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Carol Dweck cautions about Growth Mindset misapplication

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Carol Dweck has become the closest thing to an education celebrity because of her work on growth mindset. Her research shows that children who have a growth mindset welcome challenges as opportunities to improve, believing that their abilities can change with focused effort. Kids with fixed mindsets, on the other hand, believe they have a finite amount of talent that can't be altered and shy away from challenges that might reveal their inabilities.

Dweck believes educators flocked to her work because many were tired of drilling kids for high-stakes tests and recognized that student motivation and love for learning was being lost in the process. But Dweck is worried that as her research became more popular, many people oversimplified its message.

In an interview with The Atlantic , Dweck explained to reporter Christine Gross-Loh all the ways she sees growth mindset being misappropriated. She says often teachers and parents aren't willing to take the longer, more difficult path of helping students identify strategies and connect success to those strategies. Instead, her complicated psychological research has gotten boiled down to, "praise the effort, not the outcome." Dweck also explained what she means by a "false" growth mindset:

False growth mindset is saying you have growth mindset when you don't really have it or you don't really understand [what it is]. It's also false in the sense that nobody has a growth mindset in everything all the time. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait. Something really challenging and outside your comfort zone can trigger it, or, if you encounter someone who is much better than you at something you pride yourself on, you can think "Oh, that person has ability, not me." So I think we all, students and adults, have to look for our fixed-mindset triggers and understand when we are falling into that mindset.

I think a lot of what happened [with false growth mindset among educators] is that instead of taking this long and difficult journey, where you work on understanding your triggers, working with them, and over time being able to stay in a growth mindset more and more, many educators just said, "Oh yeah, I have a growth mindset" because either they know it's the right mindset to have or they understood it in a way that made it seem easy.

The interview is full of tips for parents and educators, including the differences between young children and older ones.

https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/

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Carol Dweck Explains The 'False' Growth Mindset That Worries Her | KQED

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Carol Dweck has become the closest thing to an education celebrity because of her work on growth mindset. Her research shows that children who have a growth mindset welcome challenges as opportunities to improve, believing that their abilities can change with focused effort.

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Beginning of the Year Message for Teachers - from Mindset Works

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Beginning of the Year Message for Teachers - from Mindset Works

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Teacher Feedback Suggestions by Situation - from Mindset Works

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Teacher Feedback Suggestions by Situation - from Mindset Works

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Teacher Talk Growth Mindset Framing Tool - Resource from Mindset Works

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Teacher Talk Growth Mindset Framing Tool - Resource from Mindset Works

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You Can Grow Your Intelligence - Article from Mindset Works

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You Can Grow Your Intelligence - Article from Mindset Works

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Edutopia Blogpost of Growth Mindset Resources for Teachers

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Edutopia Blogpost of Growth Mindset Resources for Teachers

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Find information about growth mindset, discover how learning mindsets can affect student performance, and explore strategies that support student confidence.

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Growth Mindset for Educator Teams - 7 Session Series developed by PERTS (Project for Education Research That Scales) at Stanford's psychology department

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Growth Mindset for Educator Teams - 7 Session Series developed by PERTS (Project for Education Research That Scales) at Stanford's psychology department

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Mindset Kit - Growth Mindset for Educator Teams Course

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Teachers who have opportunities for sustained, ongoing professional development that is linked to classroom practices are more likely to see meaningful changes in their practices.

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Video: 3 Ways to Celebrate Mistakes in Your Classroom by Jo Boaler 

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Video: 3 Ways to Celebrate Mistakes in Your Classroom by Jo Boaler 

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Mindset Kit - Three ways to celebrate mistakes in class, Celebrate Mistakes

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Professor Jo Boaler describes three ways to get students comfortable challenging themselves and making mistakes.

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Article: Assessment and Growth Mindset by Jo Boaler and Amanda Confer

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Article: Assessment and Growth Mindset by Jo Boaler and Amanda Confer