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Blogger and educator Larry Ferlazzo partners with Carol Dweck, Ph.D. and Lisa Sorich Blackwell, Ph.D in this article.
This blog post is re-posted from Larry Ferlazzo's blog.
As Professor Carol Dweck -- one of the authors of today's guest response and the developer of the Growth Mindset concept -- has written elsewhere:
Individuals with a fixed mindset believe that their intelligence is simply an inborn trait--they have a certain amount, and that's that. In contrast, individuals with a growth mindset believe that they can develop their intelligence over time.
Thanks to Professor Dweck's work, I have been explicitly applying this concept in the classroom for the past few years, but won't take up space here to share my experiences. Instead, I've developed a list of resources you can access here.
We're lucky today to have Professor Dweck and Dr. Lisa Blackwell, the co-founder of the organization designed to help schools be more effective in helping students develop growth mindsets, as the co-authors of today's guest response. In addition, several readers offer their comments.
Arriving with the implementation of the Common Core State Standards in 40+ U.S. states is tremendous pressure for schools to get results and to be masters of the Core as quickly as possible. Invoking the Growth Mindset as we accept the challenge of the Core standards will help our schools maintain the momentum and stamina we need to develop expertise.
How can schools set themselves up to cultivate Common Core experts? None of us is currently an expert in the CCSS. Expertise will emerge with classroom practice and experience implementing these standards with real students. It will emerge with the willingness to take responsible risks and to participate in collective reflection. It will emerge with strong collaboration and compassionate patience. These qualities are only gained in a risk-tolerant system through strategic, purposeful effort which includes timely, formative feedback.
3.3 million teachers will be asked to change their practices, routines, and lessons this year to align with the Common Core State Standards. That is a staggering number when you think about that many Americans essentially experiencing a major job change at the same time!
It is inevitable that with all this change, some of us will fail. We will mess it up. We will get it wrong and forget some essential component (of a standard, a lesson, a concept). Our central offices will mess up too. Trainings will go awry, resources arrive late, and support will be well-intentioned, but spotty. Are we prepared to tolerate this process and allow ourselves to take the necessary responsible risks to LEARN and grow?
I hope so.
We often speak about mindset as an attribute of a person—we say that a child “has a fixed mindset,” “I’m working to develop a growth mindset,” or even, “She has a fixed mindset about math”—and much of our research has focused on how individuals’ mindset beliefs influence their feelings, choices, and outcomes. But as we know from other research (on the impact of praise and of teaching about a growth mindset), the environment has a big impact on our mindsets too. This is no less true for adults than for kids. Try this thought experiment:
Imagine that, in your workplace, your performance is judged solely by a set of “high stakes” events: the number of sales you make, cases you win in court, or students’ scores on an annual exam. How much you have learned and improved are not considered; your helpfulness with your colleagues is irrelevant; your willingness to work hard and to learn does not matter. Furthermore, no one provides any support to help you improve; it’s “sink or swim” (really, really fast). Your colleagues are competitive and unwilling to share information and strategies, and your supervisor is remote and inflexible.
Last month, I wrote about creating a risk-tolerant classroom environment as a way to empower students to seek challenge and risk mistakes—core principles of a growth mindset. But how can a classroom be risk-tolerant when there are tests and grades at every turn?
Recently, I gave a workshop in an elementary school full of creative and dedicated educators. These teachers thought their kids were wonderful, and they wanted nothing more than to simply nurture their enthusiasm, creativity, and growth. But the students (and their parents) were full of anxiety about grades and state tests.
It's no easier for the teachers. Assessment and grading are among the most complex and controversial areas of teaching, because they're expected to do so many different things: motivate students to do their work; measure progress towards learning goals; identify and promote talent and merit; and hold schools and, increasingly, individual teachers, accountable. Many educators are struggling with these competing priorities, and wonder how they can foster a growth mindset at the same time.