“Brainology: Transforming Students’ Motivation to Learn” Intelligence is not given; it is earned through hard work, and dedication. Carol S. Dweck’s “Brainology: Transforming Students’ Motivation to Learn” tells the reader that there are two different types of mindsets: fixed and growth. Having a fixed mindset is a negative mindset, which makes one believe they are as smart as they will ever be and there’s nothing they could ever learn to increase their intellectual capacity. In contrast; having a growth mindset is defined as having an understanding that knowledge is acquired over time and through perseverance during failure. While reading this article I have learned these differences, done some personal reflection, and applied them to myself.
…show more content…
In the interest of accomplishing a mindset that is fully growth, one must first decide they do not want to be broken down by failure anymore. Carol Dweck says, “...the group that had gotten eight sessions of study skills - showed no improvement and continued to decline.” The group Dweck is referring to is part of a study she conducted on a larger group of seventh grade students that were split in two. One group - the controlled, or fixed, group - is the group that suffered a declamation in grades. After deciding failure is not an option one must recognize failure does happen, but it is a valuable learning experience. “Instead, teach them… how interesting and informative errors are…” (Dweck, Carol S. Brainology: Transforming Students’ Motivation to Learn). Once these steps are completed, a growth mindset should begin to blossom and it will then be the student’s decision whether they wish to continue their journey of broadening this mindset or return to their original belief that they are not smart enough to succeed. To close, having a growth mindset is better than having a fixed mindset. When a person believes they are as smart as they will ever be then they won’t succeed in life, this is a fixed mindset. Having a growth mindset shows when a good time to grow is and what to learn from failure. Carol S. Dweck’s article on the mindset of a student is very educational and should be a suggested read for all students, from sixth grade to college
In the interest of accomplishing a mindset that is fully growth, one must first decide they do not want to be broken down by failure anymore. Carol Dweck says, “...the group that had gotten eight sessions of study skills - showed no improvement and continued to decline.” The group Dweck is referring to is part of a study she conducted on a larger group of seventh grade students that were split in two. One group - the controlled, or fixed, group - is the group that suffered a declamation in grades. After deciding failure is not an option one must recognize failure does happen, but it is a valuable learning experience. “Instead, teach them… how interesting and informative errors are…” (Dweck, Carol S. Brainology: Transforming Students’ Motivation to Learn). Once these steps are completed, a growth mindset should begin to blossom and it will then be the student’s decision whether they wish to continue their journey of broadening this mindset or return to their original belief that they are not smart enough to succeed. To close, having a growth mindset is better than having a fixed mindset. When a person believes they are as smart as they will ever be then they won’t succeed in life, this is a fixed mindset. Having a growth mindset shows when a good time to grow is and what to learn from failure. Carol S. Dweck’s article on the mindset of a student is very educational and should be a suggested read for all students, from sixth grade to college