Fixed Mindset vs Growth Mindset

Ryan (2024) states that our beliefs about intelligence, as well as how we approach challenges and failure, affect how we learn. Stanford psychologist Carol Dweck's research highlights two contrasting mindsets: fixed and growth. Understanding these mindsets and adopting a growth mindset will help unlock potential and cultivate a passion for lifelong learning. The difference between them simply put, is the difference between “I cannot do it” and  “I cannot do it YET.” Let us unpack what these mindsets are.

Fixed Mindset

Staake (2023) describes people with a fixed mindset as believing that their abilities are what they are and cannot be changed. For instance, a student may think that he is bad at reading, so he does not bother to try. Conversely, another student may feel that because he is smart, he does not need to work very hard. In either case, when a person fails at something, they simply give up. These individuals avoid challenges to prevent appearing unintelligent, give up easily when faced with setbacks, resist feedback, feel threatened by others' success, and believe effort is futile since nothing is going to change. 

Growth Mindset

Staake (2023) believes that individuals with a growth mindset can continually learn new things if they make sufficient effort. They embrace their mistakes, learning from them and trying new ideas in the process. They are not afraid to fail and try again. These individuals view challenges as opportunities to grow, persevere through difficulties, and understand that setbacks are temporary obstacles, part of the learning process, and are inspired by others' successes.

Dweck has found that most successful people embrace a growth mindset. They are growth-oriented and are ready to adapt and change when needed. Instead of thinking ‘I cannot do it,” these people say, “I cannot do it YET.”

A growth mindset is essential for lifelong learners. They are open to new ideas and are not afraid to put in hard work. Sometimes it is hard to stay in a growth mindset, but if your focus is on growth, you can achieve anything. 

How do you cultivate a growth mindset?

Ryan notes that a growth mindset is crucial for personal and professional development. It is this belief that abilities and intelligence can be developed through effort and perseverance. 

Embracing challenges as opportunities to grow is the first step toward a growth mindset. A student who receives a low grade on a test views it as an opportunity to learn and improve their study habits. They do not shy away from challenges and push themselves out of their comfort zone to achieve success(Ryan, 2024). In this process, they develop perseverance and resilience. 

A desire to be a lifelong learner is another trait of a growth mindset. A person with a growth mindset is always seeking new things to learn and ways to accomplish tasks more efficiently. They seek feedback and view it as a way to improve. As they learn and improve, they can adapt to new situations more easily.

Growth Mindset in the Classroom

Praise the effort, not the ability: A Growth mindset recognizes that not everyone is good at everything from the start (Staake, 2023). When we compliment a student as being ‘smart,’ we are recognizing their ability. Instead, we should acknowledge their effort. For example, instead of saying “ You did great on your test... You are so smart!” say “ You did great on your test, you must have worked hard.” Here, the focus shifts from ability to effort. 

Learn to accept failure: Some students believe that if they do not get it right the first time, they are not good at it. Here, we need to make them understand that it is okay to fail, but not OK to give up. We keep trying till we succeed. Show they the videos of athletes who work hard to achieve success. When a student fails a task, ask them what went wrong. What can they do differently to get better results next time?

Do not discourage students from trying and failing:  How we react to a student's failure can promote a growth mindset. When a student tries and fails, give them another chance at the task. For example, when a teacher asks a question to a student and they get it wrong, instead of moving on to another student, recognize their effort and ask them to try again. Foster an environment where students feel its ok to make mistakes. 

Recognize their efforts: When grading, teachers can give partial credit when students have made a valiant effort, says Staake (2024). Ask the students if they gave their best effort, and if not, what can be done to improve next time. Alternatively, if the student needs help, set a time to review the lesson with them. 

Heggart (2015) notes that cultivating a growth mindset in the student is not an immediate process. It takes time and effort on the behalf of the teachers. However, consistency and encouragement go a long way in achieving this goal. 

References

Heggart, K. (2015, Feb. 4). Developing a growth mindset in teachers and staff. Edutopia. https://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff

Ryan, E. (2024, March 22). Growth mindset vs fixed mindset: What do they really mean? Mentorloop. https://mentorloop.com/blog/growth-mindset-vs-fixed-mindset-what-do-they-really-mean/

Staake, J. (2023, Mar. 20). Growth mindset vs fixed mindset: A practical guide for a teacher. We Are Teachers. https://www.weareteachers.com/growth-mindset-vs-fixed-mindset/