How to develop growth mindset

“Growth Mindset for 21st Century Students”
“When our students are struggling to reach a goal, we let
them know that they just aren’t there “yet.” “Carol Dweck”
“Fixed Mindset, Growth Mindset , Praise the Process, Challenges, love
challenges, enjoy effort, be resilient, value their own improvement,
growth mindset thrive on learning, to reach a goal
Teaching is an art. Rajeev Ranjan - www.rajeevelt.com
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“Yet”

Why Foster a Growth Mindset?
 Carol Dweck states that “Individuals with a fixed
mindset believe that their intelligence is simply an
inborn trait—they have a certain amount, and that's
that. In contrast, individuals with a growth
mindset believe that they can develop their intelligence
over time” (Blackwell, Trzesniewski, & Dweck, 2007;
Dweck, 1999, 2007).
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Growth Mindset-Carol Dweck
 Growth mindset- “focus on learning and development
rather than failure and actively pursue the types of
challenges that will likely lead to both learning and
failure” (hbr.org)
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Characteristics of Fixed Mindset-Carol Dweck
 A fixed mindset is when people are fearful of
venturing out of their comfort zone, they don’t take
the risks or develop the abilities they’re capable of.
 A fixed mindset- “worrying about a challenge,
feeling measured by a setback, worrying about the
outcome rather than the process”
 A fixed mindset- “avoid challenging situations that
might lead to failure”
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Fixed Mindset-Carol Dweck
 A fixed mindset- “your qualities are carved in stone.”
Whatever skills, talents, and capabilities you have are
predetermined and finite. Whatever you lack, you will
continue to lack. This fixed mindset applies not just to
your own qualities, but to the qualities of others.
 Mindset: The New Psychology of Success, Stanford Professor Carol Dweck-2006
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Characteristics of Growth Mindset-Carol Dweck
 People who believes in Growth Mindset, CAROL
DWECK States, “they believe that even basic talents
and abilities can be developed over time through
experience, mentorship, and so on. And these are the
people who go for it. They’re not always worried
about how smart they are, how they’ll look, what a
mistake will mean. They challenge themselves and
grow.”
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 Growth mindset- “the people who maybe didn’t have
an image to uphold, didn’t feel the weight of other
people’s expectations, and just followed their
passions and developed their abilities.”
 Growth mindset- “challenges are exciting rather than
threatening”
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 Growth mindset- “think about all of the growth
potential in following this opportunity, even if it’s out
of your comfort zone.”
 Growth mindset- “you’re focused on the process, the
process that you engage in to bring about your
successes, and the processes you engaged in that
may have created your failures, but you can learn
from them and do better the next time”.
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 Growth mindset- “value passion, dedication, growth,
and learning, not genius”
 Growth mindset- “the belief that talent should be
developed in everyone, not viewed as a fixed, innate
gift that some have and others don’t”
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 Growth mindset- “In a growth mindset, “your basic
qualities are things you can cultivate through your
efforts…everyone can change and grow through
application and experience.” Qualities like
intelligence are a starting point, but success comes as
a result of effort, learning, and persistence”
 Mindset: The New Psychology of Success, Stanford Professor Carol Dweck
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 Growth mindset- This mindset is where a person’s
self-belief is centred around the notion that, “…their
most basic abilities can be developed through dedication
and hard work. Brains and talent are just the starting
point.” (Dweck, 2006)
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Reaction of people of fixed mindset and growth
mindset?
 What happens when we stuck somewhere or fails in a task?
 If you react to a setback defensively, wanting to hide
it, wanting to make up excuses for it, you’re in a
fixed mindset. And instead, ask what can I learn from
this experience that can help me go forward next
time? In the fixed mindset, you’re so focused on the
outcome. Will I look good? Will I live up to my
reputation? Will people think I’m brilliant?
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Fixed Mindset- Do you think so ? Think-Pair-Share
 Students with a fixed mindset believe that their
intellectual ability is a limited entity, and they tend to
worry about proving it rather than improving it. They are
often full of concerns about their ability, and this can lead,
in the face of challenges and setbacks, to destructive
thoughts (e.g., “I failed because I’m dumb”), feelings
(such as humiliation), and behavior (giving up).
www.gatesfoundation.org
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Growth Mindset-Do you think so? Think-Pair-
Share
 Students with a growth mindset will often perceive
the identical challenge or setback in an entirely
different light—as an opportunity to learn. As a
result, they respond with constructive thoughts (e.g.,
“Maybe I need to change my strategy or try harder”),
feelings (such as the excitement of a challenge), and
behavior (persistence).
 www.gatesfoundation.org
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How to develop Growth Mindset while promoting
“Meaningful Work”?
 Carol Dweck firmly believes that-
Meaningful work can also teach students to:-
 love challenges,
 enjoy effort,
 be resilient,
 value their own improvement
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 Carol Dweck states that “Students with a growth
mindset view challenging work as an opportunity to
learn and grow”. She further adds students with a
growth mindset meet difficult problems, ones they could
not solve yet, with great relish. Instead of thinking they
were failing (as the students with a fixed mindset did),
they said things like "I love a challenge," "Mistakes are
our friends," and "I was hoping this would be
informative!"
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 Students with a fixed mindset do not like effort. They
believe that if you have ability, everything should
come naturally.
 Students with a growth mindset, in contrast, value
effort; they realize that even geniuses have to work
hard to develop their abilities and make their
contributions.
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 Students with a fixed mindset tend not to handle
setbacks well. They become discouraged or defensive
when they don't succeed right away. They may quickly
withdraw their effort, blame others, lie about their
scores, or consider cheating.
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 Students with a growth mindset are more likely to
respond to initial obstacles by remaining involved, trying
new strategies, and using all the resources at their
disposal for learning.
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Wise teacher Creates Growth Mindset Culture in
the Classroom?
 Teachers who strive to design challenging,
meaningful learning tasks pose challenging tasks for
students.
 Students with a growth mindset may tackle such work
with excitement, whereas students with a fixed mindset
may feel threatened by learning tasks that require them
to stretch or take risks.
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Wise teacher Creates Growth Mindset
Culture in the Classroom?
 1st -Wise teacher clearly convey message to his
students. A teacher of growth mindset always shares
that s/he values passion, dedication, growth, and
learning, not genius.
 2nd –We don’t expect that you’ve arrive here fully
formed. We expect that you’ve arrive here ready to
learn.
(Adopted from Sarah Green (from HBR) interview with Carol Dweck)
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the Classroom?
 3rd- We expect you to stretch beyond your comfort zone
and take reasonable risks, not to do the same thing
you’re good at over and over and stay in your comfort
zone.
 4th -We value process here, and we reward process. We
reward taking on big but reasonable challenges. We
reward pursuing them doggedly. We reward teamwork.
And even if a project has not reached fruition or
become successful, we reward that you’ve engaged in
a wholehearted and smart way. (Adopted from Sarah Green (from
HBR) interview with Carol Dweck)
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the Classroom?
 What should we praise?
Carol Dweck firmly states that we
don’t praise talent. We don’t praise
ability. We praise process.
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Wise teacher praises process for developing
Growth Mindset of students?
 Carol Dweck states, “My research has shown that
praising students for the process they have engaged
in—the effort they applied, the strategies they used, the
choices they made, the persistence they displayed, and so
on—yields more long-term benefits than telling them they
are "smart" when they succeed.”
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 Wise teacher encourages students not to be ashamed to
struggle with something before they are good at it.
 Teachers can also ask their students to choose an area in
which they would like to improve and then to establish a
personal goal that would be a big reach for them i.e. ; a
student who lacks physical confidence might join a sports
team; or a shy student might approach other students she
would like to befriend
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 Carol Dweck stated with Sarah Green (from HBR) in an
interview on process of praising:-
 “The effort, the strategies, the doggedness and
persistence, the grit people show, the resilience that
they show in the face of obstacles, that bouncing back
when things go wrong and knowing what to try next.
So I think a huge part of promoting a growth mindset in
the workplace is to convey those values of process, to
give feedback, to reward people engaging in the
process, and not just a successful outcome.”
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 Wise teacher’s role is not to judge who is smart
and who is not, but to collaborate with students
to make everyone smarter.
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 The more our classrooms are organized around
stretching, and growing, and being comfortable
with confusion and setbacks, the more we are
going to create growth mindset students and
growth mindset leaders. (Carol Dweck)
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Challenge yourself and your student for
developing Growth Mindset?
Challenge !
 We need to be comfortable with struggle, not just effort,
but struggle, confusion. (Carol Dweck)
 Teachers praise the learning process rather than the
students' ability, convey the joy of tackling challenging
learning tasks, and highlight progress and effort.
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Mindset-Ways to Develop a Growth Mindset- By Saga Briggs
The power of believing that you can improve | Carol
Dweck
We should listen Carol Dweck Ted Talks-
https://www.youtube.com/watch?v=_X0mgOOSpLU
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Carol S. Dweck
 Carol S. Dweck (born October 17, 1946) is
the Lewis and Virginia Eaton Professor
of Psychology at Stanford
University.[1] Dweck is known for her work
on the mindset psychological trait. She
taught at Columbia University, Harvard
University, and the University of
Illinois before joining the Stanford
University faculty in 2004. She is a Fellow
of the Association for Psychological
Science.
 https://en.wikipedia.org/wiki/Carol_Dweck
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Good Resources- Adopted from-
 http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Even-
Geniuses-Work-Hard.aspx
 (Adopted from Sarah Green (from HBR) interview with Carol Dweck, professor at
Stanford University and author of Mindset: The New Psychology of Success )
 https://hbr.org/2012/01/the-right-mindset-for-success
 https://hbr.org/2010/11/do-you-have-a-growth-mindset?
 https://schools.au.reachout.com/articles/mindsets
 https://www.opencolleges.edu.au/informed/features/develop-a-growth-
mindset/http://www.fldoe.org/teaching/just-for-teachers-community/growth-
mindset/success.stml
 Blackwell, L., Trzesniewski, K., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A
longitudinal study and an intervention. Child Development, 78(1), 246–263.
 Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
 Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34–39.
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Suggestions
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Rajeev Ranjan
Principal /Teacher Trainer
School Education-
BHU, Varaansi & English and Foreign Languages University,
Hyderabad
Website:-
www.rajeevelt.com
www.rajeevranjan.net
Email .Id : principalrajeev@gmail.com

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