> And when we separate students into different classes, the message we send them is that their ability is fixed. When students, instead, embrace the knowledge t

> And when we separate students into different classes, the message we send them is that their ability is fixed. When students, instead, embrace the knowledge that there are no limits to their learning, outcomes improve. I find it difficult to believe in a sudden shift in the student worldview from a relatively minor change. I'd tend to assume any effect was a shiff in classroom norms. We all tend to take behavioral hints from those around us. If you go from a class where most people aren't paying attention, to one where most people are, it can sway the behavior of the remainder.