Altering Mindsets in Mindful Learning

Much has been said about Carol Dweck's work on Growth Mindset. A simple google search of the term reveals over 6 million hits. The explosion of such a simple concept in the world of education has been probed and prodded to the nth degree. The idea that learning is linked to how we approach the learning is not a new one. But the iteration and statement of the idea made it a resounding one. A positive approach to learning something new indeed should lead to deeper engagement with the learning and thereby produce more positive results. This 'growth mindset' coined by Dweck, was just that. A simple idea which questioned and allowed us to reflect on our own approach to learning, new ideas or new concepts.

At its core, 'growth mindset' is merely a reflection of ourselves, using a meta-cognitive approach in which the learner is noticing/thinking about the learning. The noticing part here is key. When awareness is not present, thinking about our own learning may be skewed. Awareness supersedes the thinking and the approach that we take to our learning.

Awareness (social, emotional and cognitive)+ metacognition can lead to a growth mindset

The benefits of mindfulness (present moment, non-judgmental awareness) is not limited to well-being or social-emotional states only. In addition to its impact on the affective domains of our brains, mindfulness should be explored for its potential impact on the cognitive domains of our brains. With awareness comes understanding, of ourselves, of others, of the learning and how we are engaging with it. As a teacher, awareness of student learning, can be reflected back to them. The ability to question how a student is engaging with the learning can be reflected back to the student.

Teacher: So what are you having difficulty with?

Student: I don't understand this question.

Teacher: How are you feeling about that?

Student: Frustrated.

Teacher: So you are aware of your frustration and that it may be blocking your ability to learn right now?

Student: Yes. I guess I should take a deep breath.

Teacher: Ok. Good. Now let's look at it again.

Student: I don't understand what the question is asking us to do.

Teacher: What do you understand about the question?

Student: I understand that ....and . . . but....

Teacher: So you get that .... and ..... but are trying to figure out ....

Student: Never mind, I got it!

Teacher: Glad to hear. So in the future, what steps could you take to get past your stuck points?

Student: I could be aware of my feelings, my approach to the learning and also be aware of what I already know to help me get there.

Teacher: Awesome!

The onus on the teacher to develop these capacities in himself or herself is paramount.

"It is becoming increasingly important to society that we value and develop these self-awareness and self-management capacities in our students, but for this to happen we need teachers who value, and who are developing, those same capacities in themselves; educators who are emotionally and socially intelligent as well as intellectually and academically knowledgeable" (Hawkins, 2017).

The idea that we can positively impact our own social-emotional states, our cognitive abilities and our approach to learning via mindfulness is mind-boggling indeed!