Focus Area 2: Growth Mindset
NOTE: Read link is not functional
Watch:
Carol Dweck, "Developing a Growth Mindset"
https://www.youtube.com/watch?v=hiiEeMN7vbQ
Read:
Growth Mindset Thinkers: An Interactive Story
http://growthmindsetthinkers.thelearningexchange.ca/
Intellectual abilities can be nurtured by praising the process, the effort and/or strategies. It is so important for teachers to believe that their students, can achieve anything, and show them how to accomplish this. It is important to build a safe environment for students to learn. Growth mindset builds inclusion and acceptance for students and us as teachers can help foster that outcome.
What are the outcomes of Growth Mindset?
• Increased confidence/self esteem
• Increase risk taking
• Feeling of value to the group
• Feeling of accomplishment
• Increases perseverance and determination
• Improves relationships in the classroom
• Builds resilience- recognize setbacks are necessary to grow
Post:
How can you foster and ensure a growth mindset as opposed to a fixed mindset? How can promote growth mindset amongst other teachers and school staff?
Review and comment on two other postings by your colleagues.
As posted in discussion by myself:
"By no means am what I going to talk about is a reasonable or feasible way to develop a growth mindset in a class like our role model Ms. C. Dweck", but I have seen it and I get excited when I see it. Students don't always see it, but as an ENG4U teacher, hours on essay direction and development finally paid off-in many independent situations. "Light bulbs flickering" in some cases, 360 understandings in others and just "routine conferencing" for a few. In all cases though, students are becoming more confident, feeling more prepared for assignments as we get closer to the end of the semester.
What I had been working on for the last two years is a development of academically sound thesis development and citation formatting procedure/routine in ELL. At first there is a large learning curve, new teacher, online vs. in class learning experiences-readjustment to being in class, these sorts of formalities. But past the learning curve students then come down to reality on where they stand with their writing. Next comes despair and course drop requests at which point I have discussions with students about their work and why they have been skipping my conference opportunities after school (its a boarding school, they don't go home after school). Certainly understanding of needs for "break" or even dinner, I look at that but still-even on their own I schedule-I inquire and a lot of them give the same answer, "My English is not good enough", I don't think I can keep up with the work loud (which is funny-based on the ideas that apparently I give out the least amount of homework across all staff), but nonetheless, the conversation eventually leads them to the classroom or office where we discuss the essay, make the changes together and take another look at the essay. Students often then admit that they just never read the rubric because they THOUGHT the rubric is just too vague or general to read for success.
My rubrics (a thing I'm very proud of actually, are not), are not vague or general, but rather particular, specific and designated especially for specific learning goals and tasks. Students can read the rubric and know exactly how to build their product for the mark they anticipate."
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