Use feedback
“Feedback is one of the most powerful influences on learning and achievement” (Hattie and Timperley, 2007). Effective teachers are able to not only connect to students through instruction but they also take time to notice students and offer individual feedback that advances the student through the course objectives. Studies show that students prefer "feedback that allowed them to think deeply about their subject matter" (Rowe, 2011). Providing timely and effective feedback gives "the teacher with opportunities to deal with students' academic development on an individual level" (Rowe, 2011).
Contrary to what many may believe, studies show that "students want and appreciate good feedback" (Laryea, 2013). The feedback is only as good as the assessment administered. Formative assessments can offer a "non-judgemental update as to where the student is and what he or she needs to improve. The assessment must be based on clearly defined learning objectives in order for the feedback to be effective. "Good feedback can help students to understand a subject better and offer clearer guidance on how to improve" but it be "a good fit with learning activities and assessment" (Laryea, 2013).
We can teach our students the difference between having a growth and fixed mindset and demonstrate these concepts through our feedback.
"Faculty should not focus on making just good grades, but how to challenge that person and teach them to create solutions" (Hochanadel and Finamore, 2015). The point of giving students feedback is to point them towards mastering the concepts and lessons taught. Giving them feedback based on growth mindset encourages the student to meet and exceed challenges.
Contrary to what many may believe, studies show that "students want and appreciate good feedback" (Laryea, 2013). The feedback is only as good as the assessment administered. Formative assessments can offer a "non-judgemental update as to where the student is and what he or she needs to improve. The assessment must be based on clearly defined learning objectives in order for the feedback to be effective. "Good feedback can help students to understand a subject better and offer clearer guidance on how to improve" but it be "a good fit with learning activities and assessment" (Laryea, 2013).
We can teach our students the difference between having a growth and fixed mindset and demonstrate these concepts through our feedback.
"Faculty should not focus on making just good grades, but how to challenge that person and teach them to create solutions" (Hochanadel and Finamore, 2015). The point of giving students feedback is to point them towards mastering the concepts and lessons taught. Giving them feedback based on growth mindset encourages the student to meet and exceed challenges.
Additional Resources
Below are videos that can be shown to students of any age to demonstrate the difference between Growth and Fixed Mindset. For older students, it can provide a start to a five part discussion.
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References
Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of
International Education Research, 11(1), 47-n/a.
Laryea, S. (2013). Feedback provision and use in teaching and learning: A case study. Education & Training, 55(7), 665-680.
Rowe, A. (2011). The personal dimension in teaching: Why students value feedback. The International Journal of Educational Management,
25(4), 343-360.
International Education Research, 11(1), 47-n/a.
Laryea, S. (2013). Feedback provision and use in teaching and learning: A case study. Education & Training, 55(7), 665-680.
Rowe, A. (2011). The personal dimension in teaching: Why students value feedback. The International Journal of Educational Management,
25(4), 343-360.