Curriculum & Assessment Blog

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February 2, 2018


There has been a lot of discussion within our curriculum team about mindsets and their impact on student learning. There is much written about Mindsets out there, but I have enjoyed a few recent reads including Mindset: The New Psychology of Success by Carol S. Dweck PhD. as well as The Growth Mindset Coach by Annie Brock and Heather Hundley.

How many times have you heard a student say something like “Subject X is not my thing!” or a student who equates a poor test score with their level of intelligence or self-worth?

Promoting growth mindsets in classrooms has many advantages for students as it helps support and develop student’s appreciation of the learning process. It also permeates all facets of student life including interactions with others, ability to self-reflect, develops a positive self-image and understanding of self.

The two types of mindsets are defined as follows from The Growth Mindset Coach by Brock & Hundley:

“A fixed mindset assumes that intelligence and other qualities, abilities and talents are fixed traits that cannot be significantly developed”

“A growth mindset assumes that intelligence and other qualities, abilities, and talents can be developed with effort, learning and dedication”

Reading these books has permitted some self-reflection: What mindsets do I have as an educator? How do these mindsets impact student learning? It has provided me with the opportunity to take a look at how I view things. What role do growth mindsets have in your work with students and educators?