Model Growth Mindset
Overview
Showing students that teachers are also learners who persist through challenging work models the importance of continuous growth.
Example: Use This Strategy In in the Classroom
Design It into Your Product
Use It in Your Classroom
Watch how this teacher describes a first-grade student’s perseverance to model the process of improving student work through critique, feedback, and revision. By walking through each draft and asking for feedback, the teacher highlights the overall process and growth rather than just the final product.
Design It Into Your Product
Watch how Brainventures teaches about the brain, learning process, and growth mindset in an interactive and relatable way. By providing scenarios learners may encounter in their daily lives, Brainventures has learners think about how to tackle struggles to overcome these real-world challenges. The increasingly challenging games support learners’ Motivation and Attention while also exercising their abilities for Self-Regulation of Emotion.
Learn More
- Explore the Self-Efficacy subtopic on Digital Promise's Research Map.
- Explore the Student Goals subtopic on Digital Promise's Research Map.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Teacher Modeling and Support Strategies
Teachers can support language development by using and providing syntax that is appropriately leveled (e.g. short, simple structure for young students).
Teachers support language development by using and providing Vocabulary that is appropriately leveled (e.g. using Word Wall words).
Content that is provided in clear, short chunks helps students develop their Working Memory skills.
Maintaining consistent classroom routines and schedules ensures that students are able to predict what will happen next.
Teaching students how to label, identify, and manage emotions helps them learn self-regulation skills.
Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community.
Overtly encouraging all students to ask when they have forgotten something creates a classroom that supports risk-taking and skill development.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Teachers sharing text-to-self, text-to-text, and text-to-world connections models this schema building.
Talking with students about what they know about the topic of upcoming work helps activate their Background Knowledge or reveals gaps.
Reading aloud regularly exposes students to new and familiar vocabulary and texts.
Reading aloud books about skills children are learning provides another model for their development.
