CSD ~ Module 1Growth Mindset

NOT failure... "NOT YET"

Praise the process (not intelligence or talent) effort, strategies, focus, perseverance, improvement.

"Not yet" gives students a pathway into the future
Create greater persistence
Change students mindsets
KIDS CAN GET SMARTER.

"... the Meaning of effort and difficulty were transformed.  Before, effort and difficulty made them feel dumb, made them feel like giving up. But now, effort and difficulty, that's when their neurons are making new connections, stronger connections, that's when they're getting smarter."

"... once we know that abilities are capable of such growth, it becomes a basic human right for children, all children, to live in places that create that growth ..."

Developing a Growth Mindset in Teachers and Staff

A fixed mindset ties ability to some innate source, where a person is either good at something or not.
A growth mindset carries an understanding that abilities can be developed with effort, strategies and perseverance.

"Fixed mindset people dread failure, feeling that it reflects badly upon themselves as individuals, while growth mindset people instead embrace failure as an opportunity to learn and improve their abilities."

"We have to really send the right messages, that taking on a challenging task is what I admire. Sticking to something and trying many strategies, that’s what I admire. That struggling means you’re committed to something and are willing to work hard. Parents around the dinner table and teachers in the classroom should ask, ‘Who had a fabulous struggle today? (Morehead 2012)"

"students with a growth mindset are far more likely to take on more challenging work and succeed at it than students with a fixed mindset - even if all other factors remain the same."

"With a fixed mindset, there are feelings of powerlessness and learned helplessness. This can lead to the development of a self-defeating identity, accompanied by toxic personal statements like ‘I can’t do this’ or ‘I’m not clever enough.’"

"Mindsets predict motivation and achievement"

APPLICABLE TO ALL PEOPLE!

Modelling Growth Mindset attitudes and behaviours;
Create/allow/provide space for new ideas and trying new things;
Allow/create time and space for reflective processes following up on products and processes;
Engaging with constructive "formative" feedback as a part of the reflective process. 

"making mistakes in front of the students is not only likely, but a fantastic teachable moment" John S.Thomas