Learning is lifelong process and ‘the view you adopt for yourself profoundly affects the way you lead your life…how you perceive yourself may determine whether you become the person you want to be and whether you accomplish the things you value.’ (Dweck, 2012, p. 6) In this essay, I shall explore the concept of mindsets and how it may support and underpin the notion of learning power for learners in formal educational settings such as primary and secondary schools. It is will also consider the strengths; the implications and recommendations for practice to engage learners to learn as well as to better understand how they learn.
Hymer and Gershon (2014, p. 8) describes the concept of mindset as ‘a simple belief about yourself and your fundamental …show more content…
(Dweck, 2012, p. 7 and Hymer and Gershon, 2014, p. 8) The learner with a growth mindset believes ‘success is about stretching themselves; it is about becoming smarter’ and they do not link or relate performance as being an ‘innate gift or an effortless success.’ (Dweck, 2012, p. 16-17 and Hymer and Gershon, 2014, p.9) A learner with a growth mindset will have the ability to see the value in the challenge in tasks as well as have the ability to accept if there may be a change to enable them to flourish in certain circumstances. (Hymer and Gershon, 2014, …show more content…
Failure allows learners with the support of a practitioner to develop failures into key learning experiences as suggested ‘FAIL can be described as First Attempt in Learning’, may be used as a tool in engage learners. It is important to consider mindsets in relation to failure to provide support for engagement, for example, an individual with a growth mindset will continue to seek to improve, even in the light of making a mistake and will be focused on developing new knowledge or skills. On the other hand, Lucas and Claxton (2010, p. 38) discusses how individuals with a fixed mindset may show signs of shying away from tasks or learning situations, where they might feel ‘stupid’ or their perceived intelligence is about to be exposed, as it is suggest (ibid, Dweck, 2006 and Mangels and Butterfield et al, 2006) they are more likely to turn to cheating or decides to not to try in an attempt to mask their perceived encounter with
Hymer and Gershon (2014, p. 8) describes the concept of mindset as ‘a simple belief about yourself and your fundamental …show more content…
(Dweck, 2012, p. 7 and Hymer and Gershon, 2014, p. 8) The learner with a growth mindset believes ‘success is about stretching themselves; it is about becoming smarter’ and they do not link or relate performance as being an ‘innate gift or an effortless success.’ (Dweck, 2012, p. 16-17 and Hymer and Gershon, 2014, p.9) A learner with a growth mindset will have the ability to see the value in the challenge in tasks as well as have the ability to accept if there may be a change to enable them to flourish in certain circumstances. (Hymer and Gershon, 2014, …show more content…
Failure allows learners with the support of a practitioner to develop failures into key learning experiences as suggested ‘FAIL can be described as First Attempt in Learning’, may be used as a tool in engage learners. It is important to consider mindsets in relation to failure to provide support for engagement, for example, an individual with a growth mindset will continue to seek to improve, even in the light of making a mistake and will be focused on developing new knowledge or skills. On the other hand, Lucas and Claxton (2010, p. 38) discusses how individuals with a fixed mindset may show signs of shying away from tasks or learning situations, where they might feel ‘stupid’ or their perceived intelligence is about to be exposed, as it is suggest (ibid, Dweck, 2006 and Mangels and Butterfield et al, 2006) they are more likely to turn to cheating or decides to not to try in an attempt to mask their perceived encounter with