Growth mindset = effort + new strategies and feedback

What if we press forward in the face of resistance?

For me, the most frustrating moments happen when a learner says to me I already know how do this, and I can’t learn another way.
Me:  Can’t or don’t want to? Can’t yet?

A growth mindset isn’t just about effort. Perhaps the most common misconception is simply equating the growth mindset with effort. Certainly, effort is key for students’ achievement, but it’s not the only thing. Students need to try new strategies and seek input from others when they’re stuck. They need this repertoire of approaches—not just sheer effort—to learn and improve. (Dweck, n. pag.)

What if we offer a pathway for learners to help others learn, and at the same time, learn new strategies?

What if we deem the following as essential to learn?

I can demonstrate flexibility by showing what I know more than one way.

I can construct a viable argument, and I can critique the reasoning of other.

The trick is to choose a goal just beyond your present abilities; to target the struggle. Thrashing blindly doesn’t help. Reaching does. (Coyle, 19 pag.)

How might we provide pathways to target the struggles to learn new strategies, to construct a viable argument, and to critique the reasoning of others?

MathFlexibility #LL2LU

ConstructViableArgument

What if we press forward in the face of resistance and offer our learners who already know how to do this pathways to grow and learn?

How might we lead learners to level up?


Coyle, Daniel (2009-04-16). The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc. Kindle Edition.

Dweck, Carol. “Carol Dweck Revisits the ‘Growth Mindset’” Education Week. Education Week, 22 Sept. 2015. Web. 02 Oct. 2015.

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