September 2009

Dear Brewster Friends,

Brewster, like any dynamic educational enterprise, continually strives for a better understanding of how individuals learn and grow. With that understanding comes a greater ability and opportunity to make a difference in the lives of our students. While we believe that we have a solid foundation in our teaching practices, rewards based approach to learning, and character education program, we believe that there is always room for improvement as the research on human growth progresses. Recently we have been studying and discussing one such set of ideas that offers a perspective on individual development that resonates with our perspective on education and is helping to guide our thinking as we continue to evolve our program to better serve the needs of our students; and that is a set of ideas and research put forth by Carol Dweck Ph.D., in her book Mindset: The New Psychology of Success (2006). 

In an attempt to be succinct without doing a disservice to Dweck’s work, what she has put forth after 20 some years of research and study is that, the way we view ourselves has a significant impact on how we lead our lives. And the way in which we view ourselves is influenced by one of two mindsets, fixed or growth oriented. A fixed mindset is the belief that intelligence is an established trait, you either have it or you don’t, whereas a growth mindset is predicated on the belief that intelligence is something that can be developed and changed over time. The work of Dweck and her colleagues has revealed that an individual’s mindset has a determinant effect on how fulfilled and successful a person is in school – and ultimately in their life – and that it is a growth mindset that should be our fundamental goal for students. One of the more important conclusions of her research is that a person’s mindset can be changed, a finding helpful for educators, as well as parents, coaches, and executives as they strive to see how they can help to promote a growth mindset.

Let me offer an example of how mindset can impact a student’s development and illustrate why it is important for us to closely examine Dweck’s work. In a study with seventh graders, students were asked what was important to them in school. Those who were found to exhibit the characteristics of a fixed mindset said that the most important thing for them was to show how good they are at their schoolwork. Those that endorsed a growth mindset said it was more important for them to learn things in their classes than it was to get the best grades.

Carrying her work further, she conducted a study involving students in an organic chemistry course on how mindset can affect academic outcome. All the students in the course wanted to get good grades, as it was an important prerequisite for their pre-med studies. Using neurological equipment and analysis while asking them a series of difficult questions, students typed answers into a computer and immediately learned if the answer was correct or incorrect; if their answer was incorrect, they learned what the correct answer was. Students with a fixed mindset showed that their brain activity was focused on whether they got the answer right or wrong and did not focus on the correct answer, even if they answered it wrong. Those with a growth mindset revealed that they, too, were focused on the right or wrong answer, but also demonstrated that they wanted to learn what the right answer was and why, thus displaying a greater desire to learn material versus their fixed mindset counterparts whose desire was to look smart and not engage as much in learning. To underscore her findings, the participants in the study were given a surprise retest on the material presented earlier. Those in the growth mindset group did significantly better than the fixed mindset group on this second test, showing that they had a much greater interest in learning.

This and other findings led Dweck to conclude that a fixed mindset person moves away from learning, while a growth mindset individual gravitates toward learning. She offers numerous other examples beyond the classroom about how her concept of fixed and growth mindsets may be applied to a variety of life circumstances to help individuals grow and develop. Sprinkled throughout her book are examinations of how mindset affects the performance and interactions of athletes, CEOs, and couples.

To show how mindset can be taught, Dweck and her colleagues created a course for middle school children on how the brain functions and grows much like a muscle. After students took the course they conducted research on the students’ performance in the classroom. They compared these students with a group that did not have the same tutorial on brain functioning. They concluded from their study that students who were involved in the tutorial group became more growth mindset oriented, and as a result, embraced learning while also understanding the role that effort plays in their learning. They gained confidence in their learning and abilities when confronted with challenges and setbacks in the classroom and saw the value of how mistakes can aid in their learning. What was apparent to the teachers involved was how important their own messages were to students. For instance, if a student was praised for effort and persistence versus how smart they were, learning improved. The same could be said of not being fearful of making a mistake. Students with a fixed mindset will often not try something for fear of not doing well and being viewed as not smart. Conversely, growth mindset students recognize that they have to take these kinds of risks if they are going to learn. For them, trying something and making a mistake is one of the best ways to learn. Not only are they stretching themselves, they are learning how to take responsibility for their actions and decisions.

It’s easy to conclude that, if a growth mindset can enhance a student’s learning and self-confidence in fulfilling his or her potential, then it makes sense for us to examine ways in which we can teach and interact with students so that we can help them harness their growth mindset potential. Using the concepts of mindset and the supporting research will not be a panacea for helping address all our students’ learning needs. As the research indicates, it will move the needle in the right direction with the right amount of encouragement. As we continue to further our role in bringing growth mindset concepts and strategies into our interactions with students, we hope to create an even more engaged environment where students feel comfortable learning and recognizing their potential to grow their intellect as they fulfill their potential as students and as human beings. 

We’re excited about this path and look forward to more intentionally bringing these concepts into the fabric of life at Brewster to build upon what we believe is a strong program aimed at maximizing student growth and potential. We’ll keep you posted and report back to you on how we believe we’re doing.

Warmest Regards,

Dr. Michael E. Cooper

Head of School