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Developing a Healthy Mindset
Developing a Healthy Mindset
Why is this important?
The difference here lies within the student - do they view intelligence as a fixed mindset or as a growth mindset. Those who view intelligence as fixed might be more inclined to view challenging curriculum as a test of their intelligence. Often times this leads to work that is just "good enough" or complete underachievement. These students focus too much on the product and not the process of learning. They tend to be more vulnerable to perfectionism, they either want to complete the task perfectly or not at all. On the other hand, students with a growth mindset will view challenging tasks as an opportunity to learn along the process and look for ways to improve for next time.
Tips/Suggestions:
- Teach children about brain development and mindsets
- Develop Growth Mindset Inner Voice
- Role playing: Act out a scenario in which you're using fixed mindset self talk and have students help you to change your inner voice into growth mindset self talk.
- Students can also create visual reminders for mindset language that can be posted around the classroom or school. These visuals can be placed in strategic places to serve as reminders of productive self talk in moments of need.
The Power of Productive Struggle
- Focus on Growth-Oriented Goals
- PRINCIPLES OF PRODUCTIVE STRUGGLE LESSON DESIGN
- Tasks must be challenging enough to engage learners, but not so challenging they give up.
- Tasks must have multiple ideas, solutions or ways to solve so that students generate a multitude of ideas. It cannot be a closed task with only one path to finding a correct answer.
- The task must activate prior knowledge, and not just formal learning from a previous lesson.
- While the task should activate knowledge, it should be designed so that the knowledge students have is not sufficient to solve the problem. They should hit a roadblock that they can’t get around.
- It helps if that task as an “affective draw,” in that it’s related to something students care about or is concerns something with which they identify.
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