Developing a growth mindset within our community through grit (sustained persistence applied toward long-term achievement) is key to our Academy approach in preparing students for success in the International Baccalaureate Diploma Programme.
Carol Dweck (2006) suggests that focusing on praising intelligence and ability alone does not create success and may in fact do the opposite. Other notable research on success by Angela Duckworth (Perkins-Gough, 2013) shows that "grit" (or persistence) is the single biggest indicator of success in the long term, much more so than academic potential.
Duckworth (2017) suggests success is determined by the two-part formula for grit. This is based on passion and perseverance:
Talent x effort = skill
Skill x effort = achievement
To better understand this formula, Duckworth provides the following explanation:
Talent is how quickly your skills improve when you invest effort. Achievement is what happens when you take your acquired skills and use them. Therefore, effort makes skill productive.
People with growth mindsets believe that intelligence is malleable (Dweck, 2006). They understand that concerted effort can help them become better at mastering a skill or deepening their knowledge. Those with fixed mindsets believe that intelligence is "fixed" and there's nothing that can be done to change it.
Based on the collaboration between Dweck and Duckworth, this table demonstrates how feedback can promote (or undermine) growth mind and grit (Duckworth, 2016 p.82):
Research suggests it is important to recognize that, with effort and persistence, people can improve their skill. Encouraging grit and the growth mindset is important for our QAHS community as our students progress through their IB journey, with personal goals set firmly around the IB Final Year 12 exams (rather than a term by term progress throughout the journey).
Over the forthcoming weeks, students and teachers will be collaborating in class to further develop an understanding of the behaviours identified at varying levels of effort, behaviour and homework as reported four times across the year at the Academy. This research-based approach acknowledges that developing students' skills productively through certain impactful behaviours is the way to make the most of their 'smarts'.
The Guidelines for reporting (Behaviour/ Effort/ Homework) rubric attached here, which explains the expectations. This rubric has been created in accordance with DET reporting guidelines and in consultation with students, staff and research evidence.
Finally, gritty people do not seek perfection, but instead strive for excellence. Excellence is an attitude, not an endgame. The word excellence is derived from the Greek word Arête which is bound with the notion of fulfilment of purpose or function and is closely associated with virtue. It is far more forgiving, allowing and embracing failure and vulnerability on the ongoing quest for improvement. It allows for disappointment, and prioritizes progress over perfection. Like excellence, grit is an attitude.
The importance of Grit & Growth mindset from a student perspective
Learning how to learn: The trilogy of growth mindset, grit and process praise
IBO Blog: A reflection from an IB Graduate
Mrs Alita Lee