Lav undervisningsaktiviteter som udfordrer drengenes fixed mindset (Dweck, Zimmerman, Qvortrup).
Ifølge Qvortrup (2022) forbinder drenge i høj grad ‘klogskab’ med ‘dygtighed’ (fixed mindset), mens piger forbinder ’klogskab’ med ‘flittighed’ (growth mindset). Zimmermann (2022) understreger i den forbindelse, at “Pojkar resonerar oftast, att man är bra i ett ämne och flickor att man blir bra i ett ämne”. Problemfeltet ved dette mindset hos drengene er, at "flittighed/anstrengelse" på den måde ikke opleves som en legitim strategi i forhold til at klare sig godt i skolen.
A buddy system
In all kinds of assignments it could be beneficial to include a buddy system where students get extra points for asking questions (within reasonable limits of course), seeking help and encouraging each other in a non-judgmental space. This might help students, regardless of gender, to normalize caring for each other and asking for help.
A different kind of rubric
This can work for all kinds of assignments.
- Include a good rubric where students see what is expected from them in every assignment. Have it visible to show how many points they get for each part of the assignment.
- Then let students know beforehand that when grading you will focus on effort, reflection, and participation rather than just accuracy or the final product and include these factors in the rubric. This way it will hopefully encourage a growth mindset instead of just a fixed mindset.
- Also provide individual feedback when grading assignments where you emphasize on growth. For example giving feedback on what was well done and ask students how it could be developed further.