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.’
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.’
‘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.
Believe that talents can be
developed and great
abilities can be built over
time.
Are fearful of making
mistakes
Think about how they
learn
Believe that talent alone
creates success
Well behaved pupils
Reluctant to take on
challenges
Resilient
Prefer to stay in their
comfort zone
View mistakes as an
opportunity to develop
Believe that effort creates
success
Higher Ability Pupils
Think it is important to
‘look’ smart in front of
others
Believe that talents and
abilities are set in stone,
you either have them or
you don’t.
Lower Ability Pupils
Hard Working Pupils
Growth Mind-set
Fixed Mind-set
Believe that talents
can be developed
and great abilities
can be built over
time.
View mistakes as
an opportunity to
Growth
develop
Mind-Set
Resilient
Believe that talent
alone creates success
Well behaved
pupils
Higher Ability
Pupils
Hard Working
Pupils
Lower Ability
Pupils
Believe that effort
creates success
Think about how
they learn
Reluctant to take on
challenges
Prefer to stay in
their comfort zone
Are fearful of
making mistakes
Fixed Mind-Set
Think it is important to
‘look’ smart in front of
others
Believe that talents
and abilities are set in
stone, you either have
them or you don’t.
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.
What growth mindset phrases could
you suggest to students to rephrase
their fixed mindset phrases?
Do Say
Don't Say
I'm so stupid.
I'm awesome at this.
I just can’t do Maths.
This is too hard.
She / He’s so smart, I wish I was as smart.
My answer is fine the way it is.
Looking at examples and the mark scheme won’t
make my work any better. I just want to know
what level / grade I got.
Do Say
Don't Say
What am I missing?
I'm so stupid.
I seem to be on the right track.
I'm awesome at this.
I’m going to train my brain in Maths.
I just can’t do Maths.
This is going to take some time.
This is too hard.
I’m going to work out how he / she’s doing it.
She / He’s so smart, I wish I was as smart.
What can I do to improve?
My answer is fine the way it is.
That’s an interesting idea for improvement. How
can I use that in my work?
Looking at examples and the mark scheme won’t
make my work any better. I just want to know
what level / grade I got.
Promotes a Fixed Mind Set
Promotes a Growth Mind-Set
Praising pupils for being smart
Praising effort and strategies
Formative comments that emphasis
achievement
Formative comments that emphasis
effort and application
Praising students for achievements that
come easily
Building robust self confidence
Spending time documenting intelligence
and ability
Spending time developing intelligence
and ability
Directing pupils to which tasks to
complete
Giving pupils a strong voice in the
learning process and a sense of purpose
Boosting self esteem
Providing constructive criticism
Place importance on grades / levels
rather than learning
Place importance on learning rather than
grades / levels
What strategies could you use in your
teaching practice to promote a growth
mindset?
Promotes a Growth Mind-Set
Promotes a Fixed Mind-Set
Praising pupils for being smart
Formative comments that emphasis achievement
Praising students for achievements that come
easily
Spending time documenting intelligence and
ability
Directing pupils to which tasks to complete
Placing importance on grades / levels rather than
learning
Promotes a Growth Mind-Set
Promotes a Fixed Mind-Set
Praising effort and strategies
Praising pupils for being smart
Formative comments that emphasis effort and
application
Formative comments that emphasis achievement
Building robust self confidence
Praising students for achievements that come
easily
Spending time developing intelligence and ability
Spending time documenting intelligence and
ability
Giving pupils a strong voice in the learning process
and a sense of purpose
Directing pupils to which tasks to complete
Providing constructive criticism
Placing importance on grades / levels rather than
learning
Place importance on learning rather than grades /
levels
'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
How do you make progress visible to your
students?