The Journey of Learning
A 2018 study from Michigan State University and Case Western Reserve University found that growth mindset interventions, which emphasize that intelligence can develop with effort, have a limited overall impact on academic performance. After analyzing data from over 400,000 students, researchers observed minimal benefits for most students, though some improvements were noted among economically disadvantaged students and those at high risk of failing. The study suggests that the effectiveness of growth mindset programs depends on factors like implementation quality and student context (ScienceDaily, 2018). With this in mind, I will reflect on my previous growth mindset plan and make necessary adjustments as I have grown since the start of the program.
​
Rethinking & Reflection
Influences of a Growth Mindset
A growth mindset isn’t just about working hard—it’s shaped by life experiences, challenges, and the environment around us. One thing that really stands out to me is how a student’s socioeconomic background plays a role. Research from Michigan State University and Case Western Reserve University found that students dealing with financial struggles or educational barriers tend to develop a stronger growth mindset, while those who don’t face those challenges see fewer benefits from mindset interventions (ScienceDaily, 2018).
Speaking from my own experience, I believe that students who face struggles tend to develop more of a growth mindset because they need it to keep moving forward. It serves as fuel, as motivation to push through obstacles, and helps them see a light at the end of the tunnel. When faced with difficulties, having a growth mindset can be the difference between giving up and finding a way to succeed. So that raises a big question—if struggle helps build a growth mindset, how do we help students who haven’t faced major setbacks develop the same resilience and motivation?
Turning Struggles Into Stepping Stones in the Classroom
How I plan to model the growth mindset for all students and the power of "yet" in a way that sticks for mt students.
Intentional
I will be intentional about showing students that struggle is not a stop sign—it’s a stepping stone. When a student says, “I can’t do this,” I will add, “…yet.” I will share my own learning moments, pointing out times when I faced difficulties and pushed through.
Visuals
I can inclue a visual “Power of Yet” wall will remind students that every challenge is just a skill they haven’t mastered yet. I will celebrate mistakes with a “Favorite Fail of the Week” to show that failure is just learning in disguise.
Books
I will use books like The Magical Yet by Angela DiTerlizzi to teach the power of perseverance, The Most Magnificent Thing by Ashley Spires to show that mistakes are part of learning, and Giraffes Can’t Dance by Giles Andreae to encourage confidence and resilience in my students.
Learning Over Cheating
A growth mindset, as described by Carol Dweck, plays a crucial role in how students accept feedback and approach academic honesty. Students with a growth mindset see feedback as a tool for improvement rather than as criticism, making them more likely to embrace constructive input and apply it to their learning. This perspective also reduces the likelihood of cheating, as they value effort and progress over simply proving their intelligence. Research by Herdian and Rahayu (2022) highlights a negative correlation between growth mindset and academic dishonesty, showing that students who believe in their ability to improve are less inclined to cheat. By fostering a growth mindset, educators can help students develop resilience, persistence, and a genuine commitment to learning. ([Herdian & Rahayu, 2022]
​
A growth mindset can help students shift their focus from grades to learning by encouraging them to see challenges as opportunities for development rather than as threats to their intelligence. Research suggests that students with a growth mindset are more likely to persist when faced with academic difficulties, reducing their anxiety about grades and increasing their motivation to learn (American Psychological Association, 2023). Additionally, grit—the perseverance and passion for long-term goals—plays a crucial role in maintaining effort and resilience despite obstacles. Studies have found that students who exhibit higher levels of grit tend to perform better academically, as they are more likely to stay committed to their learning journey rather than being discouraged by setbacks (Eskreis-Winkler et al., 2021). By fostering both a growth mindset and grit, educators can help students prioritize personal development and long-term success over short-term academic performance
Making Growth Mindset Meaningful
To prevent the growth mindset from becoming a fad or being improperly implemented, educators must move beyond superficial applications and ensure that it is integrated with depth and rigor.
Carol Dweck (2006) warns against the “false growth mindset,” where individuals claim to embrace
growth but fail to implement meaningful changes in learning and teaching practices. One key
mistake is overemphasizing effort without acknowledging the need for effective strategies and
reflection (Dweck, 2006). Simply telling students to “try harder” without providing guidance on how
to improve reinforces frustration rather than resilience.
​
Grit, while valuable, can also be misused when it is applied rigidly, promoting perseverance without considering whether the task itself is productive or beneficial. Alfie Kohn (2015) critiques the way
grit is sometimes weaponized to justify excessive rigor, arguing that students are often pushed to persist through challenges that may be unnecessarily difficult or irrelevant to meaningful learning.
Similarly, the article Is “Have a Growth Mindset” the New “Just Say No” (2015) points out that promoting growth mindset in a shallow manner—without addressing systemic barriers, instructional quality, or learning environments—can lead to ineffective implementation.
To avoid these pitfalls, educators should focus on fostering a learner’s mindset, which emphasizes
curiosity, adaptability, and strategic learning rather than sheer perseverance (Harapnuik, 2020).
Providing students with actionable feedback, creating an environment that values risk-taking and
problem-solving, and recognizing when persistence should be replaced with a new approach are all
essential strategies. By ensuring that growth mindset and grit are applied thoughtfully, educators
can create meaningful learning experiences rather than turning these ideas into empty buzzwords.
Is Growth Mindset Enough?
Having a growth mindset is a great start, but it’s not enough on its own. Keeping it alive takes real mental resilience and intentional effort. It’s easy to say you believe in growth, but when setbacks hit, it can feel like failure rather than progress. That’s why specific strategies are key to making a growth mindset stick.
​
Strategies:
Dweck (2006) highlights the power of self-reflection—taking a step back to look at setbacks and figuring out what they can teach you. Instead of seeing failure as a dead end, reframing it as part of the learning process can keep you motivated (Harapnuik, 2020)
Seeking constructive feedback is also crucial. It’s easy to fear criticism, but using feedback as a tool for growth instead of taking it personally can make a huge difference (Is “Have a Growth Mindset” the New “Just Say No”, 2015).
Another important strategy is setting process-based goals instead of only focusing on the end result. When you measure progress rather than just success, it’s easier to stay committed for the long haul (Kohn, 2015).
Finally, practicing self-compassion can keep failure from turning into self-doubt. Being kind to yourself, just like you would be to a friend, makes it easier to bounce back and keep going.
By applying these strategies, a growth mindset can become more than just a nice idea—it can be a lifelong approach to learning, resilience, and personal growth.
How Can I Develop A Growth Mindset in Young Learners?
As a Pre-K teacher, I can help my students develop a Learner’s Mindset by using strategies that encourage curiosity, resilience, and a love for learning. One way to do this is by modeling a growth mindset through my language. Instead of saying "Good job!", I can say "I love how you kept trying different ways to stack those blocks until they didn’t fall!" (Dweck, 2006). This helps them focus on effort instead of just success.
To help them handle frustration, I can teach self-regulation with breathing exercises or an emotion chart. I can also create a "Power of Yet" Wall, where we list things they can’t do yet but are working on. When they make progress, we move their names to celebrate their learning.
Encouraging peer collaboration is another way to build a growth mindset. When kids work together to build something or solve a problem, they see that learning happens through teamwork. I can also use process art instead of strict craft projects so they feel free to explore and create without worrying about a perfect final product.
Finally, I can make reflection a part of our routine by asking questions like "What was tricky? How did you figure it out?" at the end of activities. I can even celebrate “Favorite Mistakes”, where we share something that didn’t go as planned but taught us something new.
By using these strategies in my classroom, I can help my students see that learning is a journey and that mistakes and challenges are just part of growing.
Growth Mindset
Significant Learning Environment
I will create a meaningful learning environment by embracing a growth mindset and encouraging curiosity, resilience, and collaboration in my classroom. Learning isn’t just about getting the right answer—it’s about growing through challenges, and I want both my students and myself to see mistakes as opportunities to improve. Just as I encourage my students to keep trying and not give up, I will model this by seeking feedback and trying new strategies to make learning more engaging. I also believe that collaboration with other educators is key because learning doesn’t happen in isolation—when we work together, we grow together. My goal is to build a classroom where students feel safe to explore, take risks, and develop confidence in themselves, knowing that success isn’t about being perfect—it’s about always striving to get better.
Growth Mindset CSLE Innovation Plan
Focusing on learning and creating a significant learning environment is a big part of my innovation plan because I want change to be meaningful, student-centered, and long-lasting. My goal isn’t just to introduce new strategies or technology but to build an environment where students and teachers embrace challenges, reflect on their progress, and keep growing. By using Fink’s Taxonomy, I can design learning experiences that go beyond just memorizing facts and instead encourage deep understanding, critical thinking, and real-world connections.
A growth mindset plays a huge role in this because it shapes how both students and educators handle challenges and setbacks. Instead of seeing obstacles as roadblocks, I want to create a culture where they are seen as opportunities to improve. When students and teachers believe they can grow, it builds engagement, resilience, and adaptability, which are key to making innovation work in the classroom.
Collaboration is also at the heart of my innovation plan because I know that teamwork, open communication, and shared goals lead to better outcomes. When both educators and students feel supported in their learning journey, real change happens. My goal is to create a space where learning is active, challenges are embraced, and everyone—students and teachers alike—feels empowered to keep improving.
To view my thoughts about creating significant learning environments in more detail and how it connects to my innovation plan, you can select here.
Refrences
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Harapnuik, D. (2021). Learner’s mindset explained. Retrieved from https://www.harapnuik.org/?p=8705
Herdian, H., & Rahayu, E. (2022). “I don’t want to commit academic dishonesty”: The role of grit and growth mindset in reducing academic dishonesty. Journal of Learning Theory and Methodology, 3(1), 25-33. Retrieved from https://ltmjournal.com/e/article/view/44
Is “Have a Growth Mindset” the new “Just Say No” (2015). Retrieved from https://usergeneratededucation.wordpress.com/2015/09/04/is-have-a-growth-mindset-the-new-just-say-no/
Kohn, A. (2015). The "Mindset" mindset: What we miss by focusing on kids’ attitudes. Retrieved from http://www.alfiekohn.org/article/mindset/
Michigan State University. (2018, May 22). Growth mindset interventions aren't very effective, study finds. ScienceDaily. Retrieved from https://www.sciencedaily.com/releases/2018/05/180522114523.htm
All photos used with permission @ WIXBLOG