Foster Growth Mindset
Overview
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process. When students are taught about brain malleability and that intellectual ability can be developed over time with effort, they are more resilient when they struggle. Showing students that teachers, too, are learners who struggle and persist through challenging work also models the importance of continuous growth.
Example: Use This Strategy in the 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
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.
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 them think about how 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.
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 & Support Strategies
Teachers can support language development by using and providing syntax that is appropriately leveled (e.g.
Content that is provided in clear, short chunks can support students' Working Memory.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Teaching students how to label, identify, and manage emotions helps them learn self-regulation skills.
Actively and authentically encouraging all students to seek support, ask questions, and advocate for what they believe in creates a safe space for risk-taking and skill development and supports a Sense of Belonging.
Providing feedback that focuses on the process of developing skills conveys the importance of effort and motivates students to persist when learning.
Providing students a voice in their learning is critical for making learning meaningful.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
