Revising the Growth Mindset
Modifying the Use of the Growth Mindset
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The concept of a growth mindset, introduced by Carol Dweck (2006), has been embraced in education as a way to foster perseverance, resilience, and a love for learning. Research tells us that a growth mindset does not alone produce measurable results, pointing out the need for a more complete approach to learning and development (Macnamara & Burgoyne, 2023). In order to support learners, we must integrate growth mindset principles with skill-building, constructive feedback, and a culture that pushes continuous improvement. The growth mindset should foster a learner's mindset, which goes above persistence and includes curiosity, critical thinking, and self-directed learning. This approach not only benefits students and staff but is also important for professional development, particularly when adapting new technologies and processes. Updating my original Growth Mindset Plan, I will explore how to improve the implementation of a growth mindset, and align it with my innovation plan to create a learning environment for financial aid staff adapting to automation in Banner.
Helping Learners Develop a Growth Mindset
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Explicit Instruction: Teach learners about neuroplasticity and the science behind learning to help them understand that intelligence and abilities can develop over time.
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Goal Setting: Encourage learners to set process-based goals rather than outcome-based goals.
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Reflective Practices: Create journaling and self-assessments to help learners keep track of their progress and recognize improvement.
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Resilience Training: Introduce different strategies to tackle setbacks and view failures as learning opportunities.
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Integration with Innovation Plan: Support financial aid staff in embracing automation changes by implementing growth mindset principles, helping staff navigate new processes with confidence and adaptability.
Additional Factors for Impact
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Learner Autonomy: Encourage staff agency by allowing learners to take ownership of their learning.
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Supportive Feedback: Create an environment where feedback is constructive rather than disciplinary.
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Peer Learning: Promote peer review and collaboration to minimize mistakes and learn from other individuals.
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Teacher Mindset and Modeling: Make sure that facilitators also adopt and model a growth mindset in their own practices.
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Organizational Implementation: In my innovation plan, I will make sure that automation training incorporates growth mindset strategies, enabling financial aid staff to embrace change as an opportunity for efficiency and professional growth.
Modeling the Growth Mindset and the Message of "Yet"
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In modeling a growth mindset, I will share my learning journey with others by sharing my struggles and progress. Using the power of "Yet", I push the idea that abilities will develop over time (Yeager & Dweck, 2012). Providing examples of challenges I have encountered and how I overcame them will help build credibility and resilience in learners. In the circumstances of my innovation plan, this will be shown by acknowledging staff concerns about automation and reinforcing the idea that mastery of new systems is obtainable with practice and support.
Changing the Acceptance of Feedback and Attitude Toward Cheating
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Reframing Feedback: Change staff's perception of feedback from evaluation to a tool for improvement.
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Growth-Oriented Language: Use language that focuses on effort and progress rather than fixed ability.
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Promoting Integrity: Focus on learning for mastery rather than performance to reduce the incentive for cheating.
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Process over Product: Create assignments that prioritize learning processes over outcomes.
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Application to Innovation Plan: Create and open feedback culture within the automation implementation, allow financial aid staff to express concerns, run through processes, and refine their understanding without fear of judgement.
Limiting the Preoccupation with End Results & Role of Grit
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Emphasize Competency-Based Learning: Change focus from end goals to skills mastery.
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Use Alternative Assessments: Implement project-based learning, portfolios, and self-reflection.
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Encourage Grit and Persistence: Teach staff to develop perseverance through practice and goal setting.
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Application to Innovation plan: Reinforce that transitioning to automation is not about perfection but about gradual mastery of new processes.
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Preventing the Growth Mindset from Becoming a Fad
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Authentic Implementation: Avoid messages such as "just try harder" and instead focus on strategic effort and skill building.
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Balanced Approach to Grit: Ensure grit is used to foster perseverance in learning rather than as an excuse for excessive rigor without support.
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Continued Professional Development: Train facilitators in effective strategies to support a growth mindset.
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Strategic Growth in Innovation Plan: Make sure that financial aid staff receive continuous support and professional development in automation tools, reinforcing growth-oriented learning rather than compliance.
Moving Toward a Learner's Mindset
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A growth mindset is just the foundation. To implement a learner's mindset, we need to:
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Encourage Curiosity: Change the focus from performance to a love for learning.
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Promote Self-Directed Learning: Give staff ownership in choosing learning pathways.
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Develop Critical Thinking Skills: Shift from memorization to developing strong analytical and problem-solving skills.
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Integrate Real-World Application: Connect learning to real-life scenarios to make it more meaningful.
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Align with Innovation Plan: Implement a learner's mindset among financial aid staff by encouraging exploration of automation's benefits, problem-solving, and adaptation to emerging technologies.
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References
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Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Macnamara, B. N., & Burgoyne, A. P. (2023). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychological Bulletin, 149(3-4), 133–173. https://doi.org/10.1037/bul0000352
Yeager, D. S., & Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805