Mindset _ The New Psychology of Success - Carol S. Dweck [31]
Ability Levels and Tracking
But aren’t students sorted into different ability levels for a reason? Haven’t their test scores and past achievement shown what their ability is? Remember, test scores and measures of achievement tell you where a student is, but they don’t tell you where a student could end up.
Falko Rheinberg, a researcher in Germany, studied schoolteachers with different mindsets. Some of the teachers had the fixed mindset. They believed that students entering their class with different achievement levels were deeply and permanently different:
“According to my experience students’ achievement mostly remains constant in the course of a year.”
“If I know students’ intelligence I can predict their school career quite well.”
“As a teacher I have no influence on students’ intellectual ability.”
Like my sixth-grade teacher, Mrs. Wilson, these teachers preached and practiced the fixed mindset. In their classrooms, the students who started the year in the high-ability group ended the year there, and those who started the year in the low-ability group ended the year there.
But some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn’t matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It’s a powerful experience to see these findings. The group differences had simply disappeared under the guidance of teachers who taught for improvement, for these teachers had found a way to reach their “low-ability” students.
How teachers put a growth mindset into practice is the topic of a later chapter, but here’s a preview of how Marva Collins, the renowned teacher, did it. On the first day of class, she approached Freddie, a left-back second grader, who wanted no part of school. “Come on, peach,” she said to him, cupping his face in her hands, “we have work to do. You can’t just sit in a seat and grow smart. . . . I promise, you are going to do, and you are going to produce. I am not going to let you fail.”
Summary
The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies. Whether we’re talking about Darwin or college students, important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning. This is what the growth mindset gives people, and that’s why it helps their abilities grow and bear fruit.
IS ARTISTIC ABILITY A GIFT?
Despite the widespread belief that intelligence is born, not made, when we really think about it, it’s not so hard to imagine that people can develop their intellectual abilities. The intellect is so multifaceted. You can develop verbal skills or mathematical-scientific skills or logical thinking skills, and so on. But when it comes to artistic ability, it seems more like a God-given gift. For example, people seem to naturally draw well or poorly.
Even I believed this. While some of my friends seemed to draw beautifully with no effort and no training, my drawing ability was arrested in early grade school. Try as I might, my attempts were primitive and disappointing. I was artistic in other ways. I can design, I’m great with colors, I have a subtle sense of composition. Plus I have really good eye–hand coordination. Why couldn’t I draw? I must not have the gift.
I have to admit that it didn’t bother me all that much. After all, when do you really have to draw? I found out one