Mindset Works’ Blog

If students are struggling, we want them to remain motivated, try harder, and stick with it. But what about the saying, "Insanity is doing the same thing over and over again and expecting a different result"? If a student has tried to learn something, didn't succeed, tried the same thing again and again, and never felt progress, is he likely to think that trying yet again will yield results? And is that motivating or demotivating?

"Not everything that counts can be counted, and not everything that can be counted counts." - William Bruce Cameron (and on a sign hanging in Albert Einstein's office)

"What is water?" said one fish to the other, illustrating that "the most obvious, important realities are often the ones that are hardest to see and talk about" (David Foster Wallace). One of these realities is that we teach competencies that can be easily tested and quantified rather than what is most important. This reality may seem obvious, but why do we keep doing it? If we strive to develop student agency, can we do a better job at taking agency ourselves for what we deem important?

What do students need in order to take the reins?

This article is adapted from the article "Mindsets and Student Agency" originally published in Unboxed, High Tech High Graduate School of Education's magazine, in their Spring 2013 issue.

Learning happens in the learner's mind. It always does. In fact, the only thing that determines how much learning takes place is what happens in the learner's mind. What happens outside of it is only meaningful to the extent it gives the brain material for it to think.

Wonderful opportunities for learning, such as great instruction, may exist in the classroom or elsewhere, but if the learner's mind is not attentive, not reflective, not engaged, then little learning happens. Yet an engaged mind will make the most out of learning opportunities and further enrich activities and discussions to generate even deeper learning.

But we can't force students to develop agency and drive their own learning. It must come from within. So how do we catalyze that?

Hierarchy of Learner Needs

A large body of research in psychology and education is uncovering the critical elements needed for students to drive their own learning. It points to two essential focus areas that hold the most promise: Learning Mindsets and Learning Strategies & Habits, highlighted in Figure 1 and discussed in the sections that follow.

Our very own Eduardo Briceño, CEO of Mindset Works delivered a TEDx talk in Manhattan Beach!

Click below to view the talk.  Please view it, share it, and like it!

TEDx Talk Summary:  The way we understand our intelligence and abilities deeply impacts our success. Based on social science research and real life examples, Eduardo Briceño articulates how mindset, or the understanding of intelligence and abilities, is key.

As we navigate through life, we can either travel purposely in our desired direction or we can surrender to the winds like a drunken sailor.

If we simply go with the flow and let the currents take us where they may, we may not like the place where we end up. We may arrive decades from now at a place full of regrets. And if there are important challenges in the way that we, as a society, lead our lives, prepare future generations, and take care of ourselves and loved ones, then going with the flow may not lead us to a place that we like.

Are you letting the wind and currents take you where they may, or do you have a Northern Star?