Sign up for our newsletter to become part of the conversation:
** Please enter a valid email to join our community **
Thank you for joing the Mindset Works Community! Check your email for more information.
Ever wonder how having a growth mindset impacts participation in STEM fields such as game design and coding? Zulama game designers met with growth mindset experts in a google hangout to find out.
"If you're going to grow [and] improve your school, embracing the honesty of student voice is crucial in empowering students to become partners in that process." -Nikki Hinostro, Director of High Tech Middle School
High Tech High's name has become synonymous with project-based learning and 21st Century Skills. The 13-school network in San Diego attracts thousands of visitors each year who come to find inspiration for their own classrooms and school models. So where does a successful school system look when its leaders want to target and prioritize areas for growth? To outside consultants? Academic researchers? Or to those who have the largest stake in school success - the students themselves?
A growth mindset – the knowledge that one becomes more intelligent with effort - is being recognized more and more as something that we can cultivate in our students. If you would like some help getting started with cultivating growth mindsets by helping students learn about effective effort, this post is for you.
What Is Effort?
At the most basic level, effort means you are trying. In my experience though, students claim that they are trying, and may believe that they're trying, but they do not know what trying effectively actually looks like. To many students, trying is merely thinking about doing the work, or finding a friend (or the Internet) to get answers from. For example, there are many students who have a hard time seeing the difference between doing math and copying someone else's math, or between helping someone with a task and just giving him the answer. They think they did their homework even though they may have copied most of it from the board or from a friend. One thing I tell students is "That is like tracing a picture – you traced your homework, you didn't "do" it."