The Growth Mindset Explained - Landmark College

The Growth Mindset Explained - Landmark College (PDF)

2022 • 2 Pages • 1.14 MB • English
Posted July 01, 2022 • Submitted by Superman

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Summary of The Growth Mindset Explained - Landmark College

The Growth Mindset Explained Your neurodivergent student’s brain is more flexible than they may realize. Help them tap into their potential. Fixed Mindset noun the belief that one’s individual abilities and traits (e.g., intelligence, personality, and skills) are fixed parameters that are finite and unchangeable Why does the mindset matter? Decades of research has shown that when students believe they can learn, they work harder and achieve more. This has been proven in large- and small-scale studies all over the world. In one recent study, scientists put an EEG (electroencephalogram) cap on participants’ heads to measure how active their brains were. They then asked the participants a trivia question. Participants gave their answer, and then learned if they were right or wrong. All participants were found to be paying attention when told if they got the answer right or wrong. So, all had active brains. Then it gets interesting. Next, participants were told the correct answer, and again the scientists looked at their brain activity. Some participants tuned out after they learned if they were right or wrong, exhibiting a fixed mindset. Meanwhile, other participants continued showing strong brain activity, exhibiting a growth mindset. These results were further reinforced at the end of the study when scientists gave all participants a pop quiz using the same trivia questions. Not surprisingly, the people with the growth mindset did better, because they were still interested in learning. Growth Mindset noun the belief that individual abilities and traits are malleable and can be changed Mindsets can change. The ways in which the mindset shapes how a student experiences learning is remarkable. It can be the difference between reaching their dream, or not. Identify their current mindset first. How do they talk to themselves? When they fail at something, do they think: “I’m dumb,” or “What am I missing?” “This is too hard,” or “This will take a lot of effort.” Spot the differences so you can help them change their mindset. Show them the science. Brains can change. Your student’s ability to learn can improve. It’s fact, not fiction. Our brains are made up of billions of neurons, each with thousands of connections which change based on our experiences. Your student can strengthen and grow new neurological pathways that will enhance their ability to learn. Model how to learn from failure. Kids learn by imitating adults. Be willing to fail and eager to learn from setbacks. Talk positively about mistakes and calmly assess them so your student won’t be afraid to take risks. Praise the process, not the result. A “You’re so smart” approach to praise can backfire. If a past accomplishment made them smart, then they may conclude their current struggle must make them dumb. Instead, build a resilient learner by praising their hard work— not the outcome. Tips for Cultivating a Growth Mindset in Your Student An Institution That Gets It Many students with LD transition to university with a fixed mindset. Past experiences have often convinced them that they’re simply “not smart.” We get it. And that’s why we foster growth mindsets at Landmark College. Located in the U.S. state of Vermont, we exclusively serve students with learning differences. Neurodivergent students from around the world thrive in our community. Fully integrated within our campus, the Landmark College Institute for Research and Training leverages the expertise of our faculty and staff, conducts discovery and applied research, and promotes the academic success of our student community. Learn more at Neurodivergent students from around the world thrive in our community and graduate at a rate 15% higher than their neurotypical peers at other U.S. colleges and universities. 15% Learn more about the Growth Mindset The Mindset Kit by The Project for Education Research that Scales (PERTS), a research center in the psychology department at Stanford University. FIXED MINDSET GROWTH MINDSET Core belief “I was born with a set intelligence. It is what it is.” “Intelligence is like a muscle. The more I challenge myself, the stronger and smarter I get.” Goals in the classroom “I want to look smart.” “I want to learn.” Effort “I can’t do this.” “I can figure this out.” Response to setbacks “It’s too hard. I give up.” “Where there’s a will, there’s a way.” Academic performance Lower Higher

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