In researching and learning more about growth mindset, I’ve learned I lean more toward a growth mindset. . . most days. Nevertheless, I’ve had to come to terms with my own insecurities while reflecting on what mindset I tend to utilize most. In this reflection, I just couldn’t shake Dweck’s comments on confidence in Mindset. As I read her ideas on how someone with a fixed mindset can actually lose confidence while learning, it embarrassingly resonated with me. I admit that if there is something I “should” be good at, I have a fixed mindset because I’ve put the expectations on myself that I should already know how to succeed in whatever the task, project, or idea may be. When I do not know something or I do not perform to my standards, I, as Dweck explains, lose confidence and I focus on my abilities instead of the opportunities for growth. It doesn’t matter how well I perform; if it does not live up to my standards, then it becomes debilitating and I struggle to move forward.
Furthermore, something that has resonated with me in this week’s discussion is the “why” of learning. The “why,” in my opinion, is the foundation for everything we do and everything we learn. In reference to the Universal Design for Learning (UDL), the “what” and “how” of learning, I believe, are derived from our “why.” If we understand our “why,” then we give our “what” and “how” of the learning process room to grow and develop. It brings more freedom and meaning to what and how we learn and naturally leads to a growth mindset instead of the debilitating grip of NOW.
So, what does this all mean concerning our students? As the UDL infographic states, “Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints.” I believe that when we tap into the “why” of each unique student, we begin to make the impossible, possible for them. Dweck states that “when teachers care about deeper understanding and work with students to achieve it, then students are more likely to believe that their abilities can be developed” (2006). Therefore, when we tap into a student’s “why” (and our own) we set the foundation for growth.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
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