1. Everyone is born a learner—that is, with a growth mindset. Babies push themselves to do incredibly challenging tasks like learning to walk and talk, and they don’t give up but plow ahead. So what changes when these same children later stop following their natural desire to learn?
2. How do schools sometimes encourage fixed mindsets? List school structures, practices, or labels that foster fixed mindsets then identify ways to shift thinking towards a growth mindset using those same structures or practices.
3. Pages 28-29 discussed a teacher’s reaction to having to judge a student based on one score. Consider the ways in which educators make decisions based on fixed thinking. How could we use the same information in a growth mindset?
*Join the discussion by providing your thoughts in the comments box below and adding feedback to the thoughts of two other participants.
1) Babies are able to have a growth mindset because they have not experienced the ability to self evaluate yet. As Dweck stated “as soon as children become able to evaluate themselves some become afraid of challenges.” They develop fear; fear of not being smart enough, of failing, of looking silly, of trying new things. These fears can lead to cultivating a fixed mindset in some children. Then as we all know a fixed mindset leads to wanting to play it safe. It means you stick with what you know you are good at instead of stepping outside of your comfort zone and taking on new challenges. Just like the children who repeatedly chose to do the same puzzles over and over.
ReplyDelete2) Structures and practices that foster a fixed mindset:
Turning a test into a negative thing:
One way in which schools (especially in the High School setting) can sometimes foster a fixed mindset is through tests. If educators stress in a negative way how important a test or exam is by saying that the score is an exact measurement of your skill in a specific area, it can add a lot of pressure to a student. Ultimately this added pressure and stress can lead to a fixed mindset for that student. The student may feel an intense pressure to perform well and when they don't they could end up thinking I’m not smart enough or I’m not good at this subject. Or the student before the test even begins might think I’m already doomed so why try when I know I’ll fail. As educators we have to walk a fine line between letting students know that yes a test is important. That yes you do need to try your best. Yet we also need to encourage them that even if they end up not doing as well as they had hoped on it that they can improve moving forward. Teach them to redefine a “failure” or “setback” as an opportunity to learn and grow. The teachers here at PHES definitely do a good job of walking that fine line, I see proof of this encouragement every quarter when we do star testing.
Forgetting that not everyone learns the same way:
Another way to foster a fixed mindset is by forgetting that not all students learn the same way. If we assume that every student will learn the same way and when one does not grasp the concept we are teaching then we are doing a disservice to our students. If we stick to one method and don't incorporate new learning tactics that cover multiple ways to learn then students may feel left behind or get discouraged. They might become frustrated and feel like because they don't get it as easily or quickly as their peers that they will never get it. This touches on the subject of comparing yourself to others which is another facet of a fixed mindset. It can be a challenge but as an educator we have to try to incorporate new learning tactics so that all students have an equal opportunity to learn and grasp concepts. What might work for one student might not work for another.
3) Michael D. Riordan accurately said it with his reply about judging a student “based on nothing more then a number on a page.” This goes with the point I just made about tests on question #2. As educators instead of focusing solely on an assessment score to accurately depict a student's aptitude or skill level, we need to be like NASA, the CEO of General Electric and the ballet teacher in our book. Using their scores in conjunction with a student’s ability and determination to bounce back after an academic setback. Looking at if they can take a failure and turn it into motivation to do better or being able to use a set back as a learning opportunity. By doing that we would be encouraging as well as nurturing a growth mindset and giving a fixed mindset student the opportunity to change.
I think it is so easy for us as teachers to teach the way that is easiest for us, instead of remembering that students learn in different ways. It makes me evaluate how I am teaching. I want to make sure that I teach the same concepts using different methods so that I help all my students reach their full potential.
DeleteI agree we need to incorporate new learning tactics so all students can learn. Each child is different and I believe it is our job to get on their level and help them learn. This is of course easier said than done. Something we can strive for as educators.
Delete1) When these kids stop following their natural desire to learn it is out of fear. They are afraid of failure. The kids with the fixed mindset want to succeed. The kids with growth mindset want to be challenged. They want activities to push them and make them smarter.
ReplyDelete2) One activity that comes to my mind is sink or swim. In pre-school one year we started out with just normal toys like a lego block, ball, leaf etc. We showed the kids each item then to make it more of a growth mindset we had a container full of water. Before the kids dropped it in the container they had to decided if it would sink or swim. This made them think a lot more because something they thought would float actually sank.
3) To me fixed mindset is the grade on the paper. If a student does a paper and gets 9 out of 10 that is an A. I believe on the growth mindset they are wanting to dig deeper to the next level. They are checking to make sure the students understands more of the subject not just based off one paper. I guess growth mindset wants more detail and more information.
I like the way you put it, that "kids with the fixed mindset want to succeed," while "kids with the growth mindset want to be challenged." I think it is important to teach kids that a challenge is a good thing, not something to run away from. It also makes me think about times in my own life when I have avoided something because I knew it might challenge me and I didn't want to fail.
DeleteBowling Ball!!!! :)
DeleteAnd I agree with both you and Natalie about the comments on challenging kids. I too think it is important to teach children that a challenge is a good thing and can be fun and exciting, as well as rewarding.
Brenda, I think what you said about number 3 is right on. I think standards based grading is one way we are working toward fixing that. It isn't perfect, but at least on the elementary level, it allows students to fail and be ok with it.
Delete1. Part of the reason children develop a fixed mindset is that they start to hear the opinions of others. When they start to comprehend what others think of them (or what they THINK others think of them), they start wanting to look good. So, if they try something and fail, they may feel as though others think they are not good enough. They may stop trying things they might fail at. I see this take place on the playground- The kids who are going to try to climb the rock wall are the kids who either know they can do it or are persistent enough to keep trying; on the other hand, the kids who know/think they will not be able to climb it and don't want to look weak won't attempt to climb the rock wall on their own.
ReplyDelete2. I think schools encourage fixed mindsets when they evaluate a student's performance based on one sample of work. For example, if you only take test grades into account when giving a student a final grade, you are saying that what's done is done and there is no room for improvement. Furthermore, you are not taking into account the other factors that might be influencing that student's performance on that particular day. They might actually know the information on the test but be hungry or distracted by events occurring at home and not perform to their full abilities. I think in order to shift toward a growth mindset, we need to give grades based on multiple student work samples, or give them multiple opportunities to show that they know the information.
3. While screening our preschool students at the beginning of the year is necessary and helpful, it is easy to make judgments about students based on their results. It is helpful to know what they already know coming into the year, but I have to remind myself not to label them "smart" or not just by looking at their screening score. If I view their intelligence through a fixed mindset, I treat them differently than if I view that initial score as a starting point and remember that they are full of potential. When I view them through a growth mindset, I hold them to a higher standard and expect more out of them, and they are more likely to make more progress.
I love your comments on number 2. Talking about how kids might know the information they are just having a rough day and don't get it then. One test is not enough. You need to collect the data and apply it to their grade. I know in pre-school some days a child might be able to count to 15 and the next they might mess up at 11. Each day is a new adventure.
DeleteI completely agree with your comments on #2. I also really like the example of preschool screenings that you talked about on #3. It is very easy to make judgments based on results and completely forget to take in account other factors.
DeleteI am so glad that you see the screening scores as a starting point and possible areas to focus on. Just like the bigger kids a lot of factors that we do not see with just a number come into play. One score on one day --- tired, hungry, scared, excited!
DeleteMy daughter is 4 and in preschool, her teacher told me she wasn't able to count to 10 when we had her conference. I had her my daughter do it over and over again. When I asked to do it for her teachers, she was able to do it easily. I feel like sometimes its a matter of where a student feels comfortable. She hates when other people are watching her!
DeleteNatalie, I totally agree with number 3! Even after having some students in summer school I was worried about how they perform academically in Kindergarten, but I chose to try to look for the positives. With one particular student I know many would label as low functioning upon interacting with him, but after a few weeks in my class I realized that he was intelligent and eager to learn, but because of his social awkwardness and motor issues some people in his life had labeled him as being unable to function or slow, which isn't the case. I love helping get him find other things he loves to learn about and ways of teaching him to be more comfortable with himself in his environment.
DeleteIn addition to the preschool screenings, we also need to see the end-of-year info. sheets that go to students' new teachers as just a starting point. Students' mental development and maturity can have an effect on their performance in a new grade level.
DeleteA fixed mindset causes people to become non-learners. When a person has a fixed mindset they begin to measure their value in terms of their performance; if the performance is poor then the person believes he is a failure. Failure becomes an identity instead of an action. A person with a fixed mindset is afraid to let anyone see their deficits and as a result, they quit trying; they quit learning because to make a mistake would be devastating. A person with a fixed mindset is constantly seeking validation and trying to prove their worth. A fixed mindset can even lead to depression! Sometimes a fixed mindset does the opposite; if a person with a fixed mindset does something well they may begin to feel superior and entitled, like the anecdote about John McEnroe.
ReplyDeleteSometimes I think we unintentionally encourage fixed mindsets by the way we commend students for their work. I know I have heard myself say things like, “you’re smart,” as if the student was just born that way instead of recognizing the effort that a student puts forth. Being successful is about doing your best and putting forth effort, something that may not be discussed enough. Another thing that sometimes happens is that too much emphasis is put on the grade students receive. Maybe we should refer to tests as “growth indicators” instead of tests that come with accompanying grades. Another thing I could do better is to emphasize the purpose for learning and to help students envision their lives beyond the school year. Even though our students are in elementary school I don’t think it’s too early to have discussions about future plans and the relevance of learning.
I think at some time all of us have mistakenly made decisions or judgments about a student based on a grade. I would rather look at a grade as a starting point and a reference. A grade can be looked at in terms of what a student already knows instead of what a student doesn’t know….yet.
That is a good idea of reinventing tests as "growth indicators." I know that would of helped with my test stress when I was a student and would have taken some of the pressure off just by changing the terminology as well as taking other things into consideration other then just the grade/score. I also really like your statement "a grade can be looked at in terms of what a student already knows instead of what a student doesn’t know….yet." Very well put and makes and excellent point.
Delete1. Babies are born with the desire to learn and grow."They stretch their skills daily." This growth mindset changes when they begin to develop a fear of failure. Children gain this fear through self evaluation and the evaluation by others.
ReplyDelete2. Single test or project scores, rather than multiple scores averaged together can lead to a fixed mindset. Student rubrics offer students the challenge needed to dig deeper and/or set higher goals.
Something we are doing that could potentially give a teacher a fixed mindset is the comments section of our student data sheets that we fill out and pass on to the next teacher. I think if a negative or behavior concern is noted, then we need to add a strategy that helps and at least one positive comment about the student. I try to read those comments with a growth mindset and take in consideration that students change and grow and student/teacher personalities can be quite different from year to year.
I would also like to see communication between previous and the upcoming teacher of students that were considered for retention. Several factors are taken into consideration when promoting and it might be very beneficial to understand the reasons for both the student and the new teacher to continue a growth mindset.
3. One score does not give nearly enough information to base any assumption about the ability of a student. I think at PHES we do a great job of using multiple testing/monitoring of both reading and math skills. For reading, most use the DRA, STAR, running records, and small group. For math, most use STAR testing, daily work, tests, large and small group. By using multiple testing/monitoring methods, we can encourage a growth mindset with ourselves and students with interventions, change of teaching strategies, and goal setting.
I agree with setting goals for students. It shows that we don't always start out at the top but there I always room for improvement. We do a great job of that at PHES, starting with rocket math in the lower grades to second grade creating goals charts for their students!
DeleteI also thought of the rubrics while reading. It has been an undertaking for the teachers at PHES but beneficial for our students!
Delete1. Children grow up to learn that there are changes in life and some of those changes can include failure. These children are the ones with the fixed mindset, thinking you are born intelligent and that you can’t work to get smarter and therefore won’t push themselves.
ReplyDelete2. Schools encourage fixed mind set by providing them with little opportunities to prove they can accomplish a task, lesson, or a test. After seeing how poor they did students will eventually lose interest, thinking they will only fail again and again. This includes giving them a test that they believe determines how knowledgeable they are on a specific subject. Giving students a chance to fix their mistakes will show them that they can improve. When I was in student teaching I learned to never let a child go home with answers that are wrong. This shows the students that while they may not understand something they can always go back and look at it to make changes.
3. We could use this information to show that one test doesn’t define a student’s knowledge. The same information used from one test can be used to create positive feedback to any student, starting by showing them the positives and then showing them what they can work on. We can start by teaching students that just because we have to fix something, it doesn’t make it a negative, it shows students that if we work hard enough we can meet our goals.
I agree with your comment about teaching students that correcting mistakes is not a negative. I reminds me of author Brenda Brinkley and Jon, American Ninja Warrior. Both had the same message about not giving up and failing was just a something to fix and try again.
Delete1. Good question. Watching babies and young children as they grow in development is a great joy. They take in the world around them and try constantly. I love when children believe that they can be and do anything and they are so passionate about it. I think that unintentionally we start putting on expectations, we start comparing and lumping everyone together. There is a short story by Steinbeck called Junius Maltby that is about a lazy father who raises a boy through books and discussions giving him a different education than the other boys. The people from the town have a hard time understanding and step into “help”. In true Steinbeck fashion it truly gets you thinking and stays with you.
ReplyDelete2.By grouping, if the student believes that this is where they belong now and forever. I believe we have shifted away from this toward the attitude of; is the place that you will grow, learn and become better.
3. My first thought was that there are too many variables to ever judge a student on just one score, but it can be a starting point. With a growth mindset we can use the same information as a growth tool. This is where you were, but look how much you have grown.
I agree that we have mostly changed the outlook on grouping the kids in one area forever. They can definitely show us that they have grown and improved and need to move on to another group, area, etc.
DeleteThinking about the limits we put on ourselves and our kids really seems harsh now that I stop to think about it. As a parent, you want to push your kids and have them grow and be smarter than you and have a better life than you did, but that all depends on all the people and factors that influence their lives. All you can do is to promote a growth mindset within them and hope that they turn every opportunity into a learning experience.
Delete1. Babies aren't afraid to go down the stairs until they fall down them. Sometimes those outside influences, parents, siblings, friends, and stairs are negative and push kids into fixed mindsets. I thrive on hearing those success stories where kids who come from a negative background push themselves into developing a successful life.
ReplyDelete2. Schools are full of positive influences and are meant to be places where children are encouraged to succeed. However, not everyone within the system is always a positive light that shines on students. There are many factors that go into promoting a growth mindset with children. Teachers who are afraid to try new approaches hinder growth mindsets. Limits on technology comprehension stifle growth mindset. Governing bodies who expect all schools in all states to teach at the same pace, test constantly and mandate inconceivable expectations restrict growth mindsets.
Increased professional development aimed at growing the mindsets of teachers is a must. Technology presentations that include active involvement are another step in the growth mindset direction. Supporting educational lobbyists and organizations who have growth mindsets will also benefit the system as a whole.
3. Testing, whether on paper or on computer, seems like the most obvious form of fixed mindset. It seems that to promote the growth mindset, as teachers, we should expect our students to use what they learn in a more productive manner showing that they, not only know the answer to a problem, but can use it in a real-life situation. The only difficulty with this is that there are only so many hours in a day and there is always a test that has to measure what students learn, and those tests are performed on paper and computers.
Holly, you answer to number one is really interesting to me. We all learn a lesson when we fail. I think what the parent says to the kid when he falls down determines whether they try again or just give up.
DeleteI believe the one who fails has to work harder by accepting the challenge and pushing on. And the one who has to work that much harder is more likely to learn more and be just as successful as the one who did well the first time.
Delete1. Babies and young children are willing to try anything and usually don't get discouraged if they don't succeed the first time, they just keep trying. I think it becomes to where kids go by what they are hearing from the people around them that changes them to have a fixed mindset about things.
ReplyDelete2. I see determining a grade based on one test or one project a way that schools encourage a fixed mindset in a way. The kids are having to perform nearly perfect at a given time and place and we don't know what could be affecting them that day. They might be having a bad day because of something from home that morning, maybe they haven't eaten in days, maybe they aren't feeling well, etc. There are many factors that could cause a child to do bad on that one test or project, but typically do very well with the subject. Children are all different and need multiple chances to show what they know.
3. Testing the students and only giving them one opportunity is giving the students a unfair judgement. They need the chance to prove that they are growing and improvement. We can't just stick them somewhere due to one test score and never allow them to move.
I totally agree! Everyone learns at a different rate and lumping students into classes based on their age seems archaic. Then testing them numerous times based on what a group of people expects them to know at a certain time in their life is like putting an impossible puzzle together. Hopefully we will see the day when education is not so uniform.
DeleteI agree completely. I switch around my reading groups frequently for this reason because I see that they are growing in different skills and sometimes I want some students who are having difficulty with a reading strategy to see how other students are being successful with it. This way the students rise to the occasion and learn the strategy quicker than had I left them without peer models in a stagnant group.
Delete1. As the book says it is someone saying that it's too hard or that they can't. Also around the age of 3 or 4 kids also begin to notice adults putting those same limitations on themselves saying that they can't try something new or they are scared so I think sometimes through non intentional reactions we teach kids to be fearful of change or failure.
ReplyDelete2. I think just our grading practices scare kids into feeling like anything less than perfect is a failure. They know if they perform behaviorally or academically in the way adults deem as correct then they are rewarded through praise, rewards, or even just the idea that they are more ideal than their peers. I think the idea of earning additional credit for academics or rewards such as pirate patches for behavior when they fix their mistakes and know that the effort of knowing that it doesn't matter if they got it perfect the first time, but they tried again until they did get it. Which is really want them to be learning anyway. If at first you don't succeed try, try again
3. I know most educators see what information they can gather about a student before they even begin to make inferences about any students abilities. I know some educators want students to be successful on the first attempt because they feel that indicates that the student has been a paying attention and is committed to their studies. This helps to keep educators on a schedule so they can continue to address all the learning standards or chapters of the text however students absorb information at different rates and may need additional practice before they are able to be successful. It would be most beneficial if the students were able to receive additional instruction before moving on with their curriculum. This is when having additional staff or student mentors for tutoring or flexible curriculum that is more self paced. If students know that everyone is successful and that we all have things we might need a little more time to practice then it encourages teamwork and the idea of continued practice.
I agree that children are always listening to what we say! I try to monitor what I am saying in the classroom but don't always do it perfectly. I really like the idea of giving pirate patches to students when they are correcting mistakes and practicing. I think it is so easy to reward great grades and I often forget to reward great effort- god idea!
Delete1. I think my answer to that kind of gives away that I have a fixed mindset about a lot of things. I basically think that some kids are born more curious than others. With that said, there is a lot that can be said for discouraging vs. encouraging words that have been said to them. As adults, our words hold a tremendous amount of power.
ReplyDelete2. I feel like the perfect answer is that we used to give grades that were permanent and stayed with students the whole year or their whole school career. The standards based grading model may be one way we are attempting to inject the growth mindset into schools. Students are allowed to try to achieve mastery multiple times over the course of a school year. Do I get an A?
In a perfect world, students would never compare themselves to other students, but I do think competition does motivate at times too. Does a STAR test that spits out a numerical representation of their reading and math knowledge promote a fixed mindset?
3. The biggest way we avoid making decisions based on fixed thinking is by making sure there are many data points. We should also be using a variety of assessments and records. As far as things we do based on singular scores, I guess we do that in little ways all the time. I have a new student who is a DRA 12, but when you dig into his cumulative file, you discover that he has missed several weeks of school prior to moving and he was tested for gifted back in Kindergarten(kudos to Amodeo for discovering that). So we have a lot of information to sort through, but we can assume that his potential for growth is pretty high.
I have a fixed mindset when it comes to standard base grading. I feel it works for elementary but much higher I personally struggle with how to determine if my own children are doing well or not.
DeleteAnd your student with the low DRA is perfect example of why we cannot base grades on one test. I know its an extra step but an effective one if we really look at the student and whats going on at that time we can help students with outside struggles have more success in school. Gice them a growth mindset to build on.
I think children go from a natural growth mindset to a fixed mindset once they enter school. When they are small and learning things like walking and talking, it can be very cute funny and entertaining to those of us watching. Once those same children reach school, "falling down" in learning isnt so much fun. Learning becomes so much more serious. They are constantly assessed on what they can do by teachers parents and other peers. If one person is mean or even too critical then fears set in and causing a fixed mindset.
ReplyDeleteAs I was feeling overwhelmed with this chapter, I had a conversation with one of my own children. Fear is a tactic he brought up. He feels that fears were placed on test and subject matter. He recalls being told success on certain test could affect you later in life. A test or project does not make ones life. But I can see how that kind of placed fear can cause a student to become a fixed mindset.
I do not agree with basing sucess or grades on one test score. A student can very well have the knowledge of subject matter or skill but because one may not test well because of test anxiety or just not a good test taker the student may not show what they really know or capable of.
We should be using encouragement not critcal critiqeing. Find better ways for success because using fear is not a possitive tactic in helping our students be successful.
This is posted by Gale Davis
ReplyDeleteI think you're right about children acquiring a fixed mindset when they start school. I know some children may enter school with a fixed mindset, but I think school and the constant assessments that we give students play a big factor in how students view learning.
Delete1. I think that children begin to be afraid to make mistakes when they begin to get negative reactions from adults and peers, when they feel that their performance is being judged by others. This leads to a fixed mindset where students feel vulnerable and don't want to look bad in front of their peers.
ReplyDelete2. Tests and grades can foster a fixed mindset. When tests and grades are valued above the actual learning, students may measure their success by a test score and feel like that is the best they can do. I hope that our emphasis on reteaching, fixing mistakes, and measuring and tracking growth is leading students to see the value of their efforts and how their persistence pays off. My students are always excited to take the STAR tests. While students see where they are in relation to grade level, I try to emphasize their growth over how far below grade level they are. They still may be testing below grade level, but I think they feel empowered by seeing improvement in their STAR scores.
3. Sometimes teachers have preconceived notions about a student's behavior or ability based on something they've heard or from a past experience. They may have a fixed mindset regarding the way they think a student will behave or what he/she is capable of academically. The teacher may be unwilling or unable to see positive changes or growth the student makes. As educators, we owe it to our students to be in the growth mindset regarding students' potential to change and grow.