When you think of the issue of mindset—and we have many "growth mindset schools" out there that don't necessarily use one—it's important to ensure that we're teaching a next generation model that steers students away from fact recall and toward real inquiry. It shouldn't be an "I do, we do, you do" model. That's exactly backwards for what these Next Generation Science Standards require if you are going to have a rigorous environment.
Because if I do it, and then we do it, what is there left for you to do? The way that the next generation inquiry environment needs to be structured is "you do, we do, I do." You need to be challenged beyond your present skills and knowledge. When you struggle to reach that, we are going to do it together in the sense that we're going to think together to find a path and strategies in order to get where we need to go.
Shifting Teaching and Learning to Next Generation Inquiry:
Coping with mistakes and failure is very different in the next generation model as opposed to the traditional model.
It's also important to remember that the way a student thinks about mistakes is very much influenced by how the teacher sets up the classroom, the growth mindset and the phraseology the teacher uses. By encouraging the "you do" model and praising effort, we can transition from the traditional to the next generation model.
Teachers can shut off when faced with these expectations. They really want to see how it's done and impart that to students through demonstration, but we try to stay away from that model of traditional instruction wherever possible. Because the way we question students, the expectations we set for them, and the positive, authoritative, warm, and demanding environment we create… these are all going to aid in helping students build a strong skill set that will enable them to engage as scientists and engineers from September through June and from year to year.