Have you had students who just didn’t seem to care about class? They may have shown up physically, but they were somewhere else mentally. They barely participated in class discussions, and their writing lacked the effort you tried so hard to encourage them to put forth. How do you combat this apathy?
According to Stanford psychologist Carol Dweck, bringing a growth-mindset approach, rather than that of a fixed mindset, to your classroom helps reduce apathy in your students.
Growth vs. fixed mindsets
People with a fixed mindset think their traits are static. They “have a certain amount of brains and talent and nothing can change that…[P]eople in this mindset worry about their traits and how adequate they are. They have something to prove to themselves and others” (Dweck). So, students who have fixed mindsets believe they cannot get more intelligent than they already are. If they’ve been a bad student with low grades before, then they assume they’ll continue performing poorly in academic settings because that is how they are. Likewise, if they succeed in school, that success confirms their inherent intelligence and creativity. They strive for success and try to avoid failure at all costs.
People with a growth mindset, however, believe they can learn and practice diligently in order to improve at the task at hand. This type of mindset “thrives on challenge and sees failure not as evidence of unintelligence but as a heartening springboard for growth and for stretching our existing abilities” (Popova). Students are less preoccupied with failing and looking unintelligent and more focused on actively learning so they can become stronger in their character, creativity, and intelligence.
Changing the meaning of failure
Implementing a growth-mindset approach in class helps students understand that failure isn’t a terrible mistake that shines a light on their inadequacies. Instead, failure leads to opportunities to learn and get creative.
Risks often scare students with fixed mindsets because risks contain a chance of failing. Encouraging students to break outside of their comfort zones to take academic risks (within reason, of course!) gets them to try their hand at something different and put extra effort into their lessons.
Putting forth effort is nearly half the battle. When they apply their effort to learning something new and challenging themselves, students truly gain insight from the lesson instead of simply gaining a grade.
How Hawkes promotes growth
Hawkes gives students a penalty-free environment for learning. In the Practice mode, students can practice as much as they want to. Certify, the homework mode in the courseware, holds students accountable for learning the material on their own time. They can keep trying Certify as often as they need. If they don’t pass the first time, they don’t get a bad grade. Instead, they get the chance to try again—to get back on the proverbial horse and push themselves to keep learning and understanding the lesson. If they don’t pass Certify, students receive a customized Practice session with the question types they missed. By applying a growth mindset, students can learn from these Practice sessions, get more comfortable with the material and confident in their learning, then take on Certify again. When they pass Certify, they receive 100% full credit for the lesson, another reward for believing they can do it and applying themselves to the goal of truly learning the content.
Before taking an assigned test, students can create their own practice tests. Only they can see these practice tests. Not even instructors have access to this space, so students don’t feel judged by others. Instead of worrying about their performance on this practice assessment, students can ease into the material and allow themselves to explore what they know and what they still need to learn. Students have the option of setting a time limit, and they can also choose to not put a limit on how long they need to complete the questions.
By rewarding students for taking the time to learn the material through unlimited practice questions and customized practice tests, Hawkes’s system encourages students that they can learn and succeed when applying a growth mindset to their lessons.
Works Cited
Dweck, Carol. Mindset. Mindset Online, 2010, http://www.mindsetonline.com/index.html. Accessed 25 April 2017.
Popova, Maria. “Fixed vs. Growth: The Two Basic Mindsets that Shape Our Lives.” Brain Pickings, 29 Jan. 2014. https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/. Accessed 25 April 2017.
