Intelligence is defined by the Oxford Dictionary as “the ability to acquire and apply knowledge and skills”. Many believe that intelligence is fixed, and some parents even refer to their child as a 'dunce' if he or she is not excelling academically. The belief that intelligence is set in stone is described as a fixed mindset, which imposes the belief on students that their intelligence is a static trait.
What if we thought of intelligence as NOT being fixed? What if we as parents and educators started to think that intelligence can be changed?
Enter the so-called growth mindset. It's a relatively new concept in many education settings. It is the idea that with effort and perseverance, it is possible to increase intelligence, skills and abilities. It conceptualises that through the right training, our brains can be developed, just like muscles do from gym work. The term was coined by Carol Dweck, a Stanford University psychology professor.
Understanding the principles and implementing the strategies of a growth mindset should become a teaching priority. However, it involves changing a culture, and it requires work and action.
In my own role as an educator, I utilise the principles behind the growth mindset and have seen first-hand the difference it makes in a student's life. Thomas Edison said, “I am not discouraged, because every wrong attempt discarded is another step forward.” As educators and parents, we must believe that success and mistakes are linked; in fact, they are complementary. Success and mistakes can be likened to how the left foot and right foot work in creating a forward motion. Mistakes are useful and certainly not in conflict with academic success. When a student does poorly on a test or an exam, this should be used to move the child forward by making sure that the student understands how and why the errors were made. It should not be used to humiliate the student.
The growth mindset seeks to improve intelligence by encouraging persistence and treating criticism as opportunities for progress, and should be taught to students. The mind is a powerful thing, and the stories you tell yourself about the things you believe about yourself can profoundly affect one's abilities and behaviour.
Imagine the positive effects this would have on the self-esteem of our youngsters as they navigate through the education system!
STEPS TOWARDS DEVELOPING A GROWTH MINDSET IN STUDENTS
• Focus on improvement
The fixed mindset is focused on judging whether the student is smart or not. The growth mindset, on the other hand, focuses on positive traits always. If the student is doing well, then you tell that student that he or she is on the right track. If a student is not doing well, then it is a matter of “yet”. It means that changes need to occur so that positive growth can take place.
• Teach the concept to students
Help your students to understand the concept of the growth mindset; that their intelligence is most definitely not fixed. Assist students to see their potential and make them responsible for their own learning. Help them to stop self-defeating thoughts as they enter their minds and lift them up with encouragement and love.
• Set micro goals rather than large goals
When students are able to achieve small goals repeatedly, this leads to increased confidence and ultimately to a growth mindset. They see that their efforts can reap rewards. Teach them that daily constructive actions lead to major positive changes.
• Alter assessment strategies
Many parents like to see test results and feel that they are the ultimate gauge of their child's ability or inability in a subject. I disagree with this approach and often give formative assessments that are ungraded. This assesses how the student is learning without putting a score. This is not to say that summative assessment is unnecessary. We are educating students to sit a formal exam at some point. However, it is unnecessary to put obstacles too early along the road to this big exam. In the early stages of external examination preparation, it is best to assess without a score, re-teach concepts which have not yet been mastered, reinforce lessons and ensure plenty of practice.
• Praise
The feedback given to students can influence their mindsets. Research suggests that rather than praise students for their innate intelligence, it is better to praise them for their effort. Students praised for effort believed that their performance was subject to improvement and that this is a continuous process.
