Learning myths: Is intelligence fixed?
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Many believe that intelligence is inherently fixed and that studying is unlikely to make a dramatic difference
However, there is research to suggest that academic ability is greatly enhanced when students adopt a #growthmindset (1/9)
However, there is research to suggest that academic ability is greatly enhanced when students adopt a #growthmindset (1/9)
Coined by Carol Dweck, the term refers to the belief that intelligence is malleable, and that ability is dramatically increased through hard work and practice
Those who adopt such a mindset see mistakes as opportunities to improve, rather than failures (2/9)
Those who adopt such a mindset see mistakes as opportunities to improve, rather than failures (2/9)
J. Magels found that students who believed that intelligence is fixed (entity theorists) were more vulnerable to decreased performance when challenged
Those who believed that intelligence is acquirable (incremental theorists) were better able to remain effective learners
(3/9)
Those who believed that intelligence is acquirable (incremental theorists) were better able to remain effective learners
(3/9)
In their study, students were given a general knowledge test, and were then retested on the questions they got wrong
Despite similar initial performances, incremental theorists demonstrated significantly greater improvement the second time around than entity theorists (4/9)
Despite similar initial performances, incremental theorists demonstrated significantly greater improvement the second time around than entity theorists (4/9)
Not only can teaching a growth mindset nurture more resilient and engaged learners, but Dweck believes that it can go a long way in eradicating inequality... (5/9)
She cites a fourth grade class in the South Bronx, New York.
In 1 year, it went from performing poorly to the number one fourth grade class in the entire state (in a state-wide math test)
‘This happened because the meaning of effort and difficulty were transformed’ (6/9)
In 1 year, it went from performing poorly to the number one fourth grade class in the entire state (in a state-wide math test)
‘This happened because the meaning of effort and difficulty were transformed’ (6/9)
So, how can we teach a growth mindset?
Dweck suggests that praising children for their effort, rather than their attainment can help (7/9)
Dweck suggests that praising children for their effort, rather than their attainment can help (7/9)
Our recent study with @DrSamSims, @LAOuthwaite and @IOE_London found similar results:
mastery-based messaging (encouraging growth) results in up to 26% more effort from students (8/9) bit.ly/3iAmSUx
mastery-based messaging (encouraging growth) results in up to 26% more effort from students (8/9) bit.ly/3iAmSUx
We also regularly test our students, with the aim of helping them become more comfortable with making mistakes.
According to Dweck’s findings, this can foster improvement and is greatly beneficial to learning outcomes (9/9)
According to Dweck’s findings, this can foster improvement and is greatly beneficial to learning outcomes (9/9)
Sources:
Magels, J et al (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model
Ted (2014) Carol Dweck: The power of believing that you can improve bit.ly/3sNzX1s
Magels, J et al (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model
Ted (2014) Carol Dweck: The power of believing that you can improve bit.ly/3sNzX1s
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