A growth mindset describes each one of us. It is all about how we view the things surrounding us, and it affects our day-to-day activities in many ways. However, there are two diverse types of mindsets: growth and fixed mindset. Fixed mindset refers to the idea that every individual has a certain degree of intelligence. On the other hand, a growth mindset is a notion that intelligence has the potential of being expanded. In her studies on human motivation, Carol Dweck spends most of her time researching why people are successful (or not) and what is within our control to nurture success. Dr. Luke Wood, a prominent education scholar who concentrates on the issues being faced by Black men and boys in matter education, asserts that the studies about the growth mindset are not wrong but are incomplete as far as the education of men and boys of color is concerned. On the other hand, David Truscello claims that we should appreciate the power of effort to ignite the abilities of those with a growth mindset and make them grow. In the essay at hand, I will examine the truth, knowledge, and independence regarding the growth mindset.
Dweck, Wood, & Truscello share similarities and differences among their arguments. The concept of a growth mindset encourages educators to praise the students’ efforts as opposed to their ability. The idea contends that recognizing improvement and perseverance nurtures resilient and hardy learners. The 1st point of discussion is that growth mindsets are in every place. Research by Westby (2020) has revealed that there is no impact on student learning, and some have positively affected the teaching of the student. On top of that, there are ideas in education that do not just spread too rapidly but also become popular before the cementing of science. A growth mindset is just a simple idea at its core – and when the pictures are simple, nuance matters a lot (Boylan et al., 2018). Another matter that has been brought into the limelight is that the growth mindset presumes “ability awareness,” which assumes that students can be aware that they can do things because of the attitude that develops in them when they are being brought up.
On the other hand, Dr. Luke Wood asserts that we cannot assume that students have faith that they can accomplish what is set for them. A growth mindset concentrates on praising the process rather than praising ability or intelligence. But when we end up not praising ability, learners end up not developing the necessary awareness, which increases the chances of making the growth mindset interventions far less efficient (Osman et al., 2020). According to Wood, we have to be aware of the nuances of the growth mindset. In other words, a growth mindset is designed in a manner that will change thinking and praise from “smart” to “persistent.” However, it would not work as efficiently when the foundation of ability awareness is not strong.
Truscello asserts that a growth mindset should be reliable to the setting in which it is being taught. At its core, the growth mindset has been a reaction to the movement of self-esteem. In some sense, it is all about feeling safe when making mistakes. When a growth mindset is taught in schools, it is on many activities in education care (Macnamara & Rupani, 2017). Every learner will have various explanations of success since they will all start at a diverse ability level (Westby, 2020). According to Dweck, the objective of the growth mindset is to praise the procedure that the children engage in: their improvement, their perseverance, their focus, their strategies, and their effort.
Dweck, Wood, & Truscello agree that a growth mindset believes that ability is not limited, but it can be improved. On top of that, they agree that the mindset sees intelligence not just as developing but also malleable. Another similarity is that they all contend that the perspective embraces failure as a chance of advancing learning. As a result, children should be allowed to be happy when they are making mistakes. This is meant to give them an opportunity of improving their thinking capacity and ensuring the growth of their mindset at the end of the day.
In summing up, a growth mindset helps in explaining everybody. Essentially, it concerns how we perceive the things we interact with within our day-to-day lives. There are two types of mindset: fixed and growth mindset. Fixed mindset refers to the idea that every individual has a certain degree of intelligence. On the other hand, a growth mindset is a notion that intelligence has the potential of being expanded. Dweck, Wood, & Truscello share similarities and differences among their arguments. Dweck, Wood, & Truscello agree that a growth mindset believes that ability is not limited, but it can be improved. Additionally, they agree that the mindset sees intelligence not just as developing but also malleable. Another similarity is that they all contend that the mindset embraces failure as a chance of advancing learning. However, Dr. Luke Wood asserts that we cannot assume that students have faith that they can accomplish what is set for them.
References
Boylan, F., Barblett, L., & Knaus, M. (2018). Early childhood teachers’ perspectives of growth mindset: Developing agency in children. Australasian Journal of Early Childhood, 43(3), 16-24.
Macnamara, B. N., & Rupani, N. S. (2017). The relationship between intelligence and mindset. Intelligence, 64, 52-59.
Osman, N. Y., Sloane, D. E., & Hirsh, D. A. (2020). When I say… growth mindset. Medical education, 54(8), 694-695.
Westby, C. (2020). Growth Mindsets: Ideas from Carol Dweck. Word of Mouth, 31(5), 1-3.
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