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Carol S. Dweck: Mindset ‘IQ tests can measure current skills, but nothing can measure someone's potential. It is impossible to tell what people are capable of in the future if they catch fire and apply themselves.’.

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Carol S. Dweck:Mindset

‘IQ tests can measure current skills, but nothing can measure someone's potential. It is impossible to tell what people are capable of in the future if they catch fire and apply themselves.’

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Motivation is often more important than your initial ability in determining whether you succeed in the long run.

Many creative geniuses were not born that way. They were often fairly ordinary people who became extraordinarily motivated.’

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‘Motivation, is not only the desire to achieve but also the love of learning, the love of challenge, and the ability to thrive on obstacles.

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Believe that talent alone creates success

Believe that talents can be developed and great abilities can be built over time.

Reluctant to take on challenges

Well behaved pupils

Prefer to stay in their comfort zone

Higher Ability Pupils

View mistakes as an opportunity to develop

Are fearful of making mistakes

Hard Working Pupils

Think it is important to ‘look’ smart in front of others

Resilient

Lower Ability Pupils

Believe that effort creates success

Believe that talents and abilities are set in stone, you either have them or you don’t.

Think about how they learn

modelling a growth mindset

Modelling a Growth - Mindset

Show students how to recognize fixed mind-set thoughts, how to stop them, and how to replace them with growth mind-set thoughts.

When a fixed mind-set thought is spoken aloud in your class ask the student to rephrase the idea as a growth mind-set thought, by doing so you will help students recognize fixed mind-set thoughts.

You will also help students monitor each other and shift their thoughts toward growth.

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'Meaningful learning tasks give students a clear sense of progress leading to mastery.

This means that students can see themselves doing tasks they couldn't do before and understanding concepts they couldn't understand before.

Work that gives students a sense of improvement as a result of effort gives teachers an opportunity to praise students for their process.

That is, teachers can point out that the students' efforts were what led to the progress and improvement over time.'(Dweck 2010)

sharing strategies
Sharing Strategies

How do you make progress visible to your students?