A school leader recently asked me, “Is it easier for students with some personality types, or cognitive processes, to develop a growth mindset than for others?” The idea of a growth mindset comes from the research of Carol Dweck, captured in her book Mindset.
My initial reaction to my colleague’s question was that each type would be helped, and hindered, by different factors. And, given that it was really cold that night in Minnesota (-25C windchills), I stayed by the fireplace and drafted this chart, Dominant Function and Mindset, with my first thoughts. It’s based on the framework of cognitive processes laid out by Carl Jung and my research on how students learn mathematics, as well as years of coaching teachers in differentiated instruction methods.
Please comment on this draft, either below or in emails to me at firstname.lastname@example.org If you’re unfamiliar with Dweck’s work, the short article How Do Students Get Smart?, designed for use in professional learning communities, summarizes the impact of a growth vs. fixed mindset.
Why is it important? Because what works to help us believe in ourselves may have just the opposite effect on those who are wired differently. What makes one child believe, “Effort creates ability” may make another “allergic” to school. Let’s see if we can jointly work to differentiate how to help each child develop a growth mindset.