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Literacy 4-6

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Literacy 4-6 > Strategies > Growth Mindset Feedback

Growth Mindset Feedback

Overview

Providing feedback that focuses on the process of developing skills conveys the importance of effort and motivates students to persist when learning. When students believe that their skills can be developed through dedication and hard work instead of innate abilities, they can develop a growth mindset. Research has shown that this type of feedback is particularly supportive of marginalized students.

Use It in the Classroom

Watch how this school incorporates growth mindset feedback as an inherent element of its culture. They implement techniques for teachers and peers to give and receive respectful and specific feedback, encouraging a growth mindset approach. They also use language such as "good mistake" and "aha mistake moment" to describe their mistakes, seeing them as opportunities for growth.

  • When providing growth mindset feedback, it is important to remind students of the progress they have made while also supporting them during times of struggle. Teachers can support a growth mindset by specifically attending to the effective strategies they use, effort they put in, and practice they do when providing feedback.
  • Design It into Your Product

    Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.

    Learn how Lexia Reading Core5 provides continuous feedback on ongoing effort. After learners complete challenging activities, they receive feedback that emphasizes their persistence and effort, which supports a growth mindset.

  • Developers can provide feedback that stresses the learning process when learners accomplish a difficult task. Along the way, they can also give feedback during setbacks to motivate learners to continue trying, which grows their sense of intelligence as something that can be developed.
  • Factors Supported by this Strategy

    Literacy
    Social and Emotional Learning
    Emotion
    Motivation
    Stereotype Threat
    Student Background