The Organisation for Economic Co-operation and Development (OECD) this morning released a huge report titled Sky’s the limit: Growth mindset, students, and schools in PISA
The report has a ton of great information about Carol Dweck’s “growth mindset” concept.
I have to say, though, I’m not entirely convinced that a ton of conclusions about who has and does not have a growth mindset can be accurately measured by what they did – which is basically ask just one question:
In PISA 2018, about 600 000 students from 78 countries and economies were surveyed to depict the landscape of growth mindset for 15 year-olds. PISA 2018 asked students whether they agreed (“strongly disagree”, “disagree”, “agree”, or “strongly agree”) with the following statement: “Your intelligence is something about you that you can’t change very much”. Disagreeing with the statement is considered a precursor of a growth mindset, as it is more likely that someone who thinks intelligence can change will challenge him/herself to improve it.
Nevertheless, a ton of other studies have reached similar conclusions (see The Best Resources On Helping Our Students Develop A “Growth Mindset” to find them), so my reservations aren’t that strong.
I do like that it highlights several strategies teachers and schools can implement to support the development of a growth mindset among students, which are highlighted in a chart at the end of this post. I’m not sure that they are very helpful, since I would think most teachers make them part of their practice now, but I might be wrong.
I also noted that the report also suggests another strategy to support a growth mindset:
Seeking written feedback from students (e.g. regarding lessons, teachers or resources) for quality assurance
I’ve certainly posted a lot about that practice: Best Posts On Students Evaluating Classes (And Teachers)
I was surprised that it didn’t seem to offer specific suggestions to teachers about CONTINUE READING: Big New Report On Growth Mindset Benefits | Larry Ferlazzo's Websites of the Day...
