This document discusses developing a growth mindset culture. It explains that praising students for effort rather than intelligence fosters a growth mindset where students believe abilities can be developed through hard work. A study found students praised for effort were more likely to take on challenges and persist when facing difficulties compared to those praised for intelligence. The document provides three things educators can do to encourage growth mindsets: having a growth mindset themselves, being careful with praise language to focus on effort over achievement, and challenging fixed mindset language when they hear students use it.

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It’s all in the mindset!
Developing a growth mindset culture
T&L Briefing 2nd
March 2016

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Wider Reading

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 Complete the self evaluation by placing a mark on the arrow
where you think you fall.
Growth or Fixed
https://www.youtube.com/watch?v=ELpfYCZa87g
Dislike/Fear Like/Seek Out

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5. How often do you hear students
say these things in your lessons?
“I’m no good at this sort of question”
“I can’t study, I always forget things”
“I’m no good at maths so there is no point”
“This is too hard , I will never get this”
“I’m not as intelligent as she is”

6. Do you ever find yourself saying
any of these?
“ You are really talented at that –well done”
“ Why are you messing around in class – you are
really intelligent and it is such a waste”
“Some students would love to have your ability –
stop wasting your time”
“You’re bright – this should be easy for you”
“This bit will be no problem for intelligent people
like you”

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Which student is more common in your
classroom?
Student A
I feel smart……
When I don’t make any mistakes.
When I am the first one to finish
work and it is perfect.
When something is easy for me
and others can’t do it.
I believe that if you are good at
something you do not have to work
hard for tests in that subject.
If I don’t do well, there is usually a
reason that isn’t to do with how
smart I am.
Student B
I feel smart……
When I find something really hard
and I try really hard and do
something that I couldn’t do before.
When I work on something for a
long time and finally figure it out.
When I do well in tests it is because I
have worked hard.
If I don’t do well, it is usually
because I haven’t worked hard
enough.

8. + Dweck’s study looked at 400 students.
 They were given an easy IQ test.
 Students were praised in one of two ways: intelligence
or effort.
 Students given two options for the next test: 1. Harder
version which is great opportunity to grow and learn. 2.
Easy version which you will surely do well on.

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On the 3rd
test, students were all given an
impossible test.
Students praised for intelligence showed
signs of becoming frustrated and giving up,
whereas the group praised for effort
showed signs of working harder, working
longer and enjoyed it more.

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Language of praise

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3 things we can do to
encourage growth
mindsets in our
students

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1. Have a growth
mindset ourselves.

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2. Be careful with our
language (redefine EFFORT)
Praise can be used
to reinforce either
a growth or fixed
mindset
Praise the
process not
the person
Always praise
effort over
achievement
Make sure feedback
encourages students to
continue work hard
Use the word YET in your
feedback to indicate that
achieving something is still a
work in progress
Effort = Time, Focus, Strategies,
Resourcefulness, Use of Feedback, Commitment

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3. Challenge
students’ fixed
mindset language
every time you hear it

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What might cause the fixed mindset?
Type of praise from parents/teachers
Overemphasis on intelligence
Overemphasis on speed of task
If success = intelligence....
Then less than success = deficient??
 Less than success = de-motivation