Revised: Growth Mindset Plan
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One of the very first courses that I took in the program, required students to discuss and develop a Growth Mindset Plan. Developing this plan was a revelation, as it allowed me to pick myself up following each failure or mistake that I encountered. As a result, this has helped me continue my success as a teacher. Although I have had a successful school year, my heart is into technology and I could not pass up the opportunity to transition to a teacher who was an expert in blended learning when the chance presented itself.
As I went through this course, I could see some growth in my mindset to reach my goal of making Harmony a blended learning culture school. As I reflect on my growth, I was able to answer the questions listed below:
How I Will Modify My Use of the Growth Mindset
I will modify blended learning in the classroom to improve how it increases the growth mindset. That will involve increasing the effectiveness of group learning through group collaborations and interactions. That way, students will be encouraged to interact with each other. Another way will be to provide the students with assignments and then do revisions with them.
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How I Can Help My Learner Develop a Growth Mindset
I can help students develop a growth mindset by normalizing the struggle that accompanies the process of learning and emphasizing and reinforcing that idea to assist students in learning positively. Students will also be encouraged by the challenges they face. Mistakes should be demonstrated, and corrections celebrated.
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Other Factors That Need to Be Considered if I Wish to Have an Impact on the Growth Mindset
Among other factors to consider while developing a growth mindset include persistence in situations with setbacks, openness to criticism, motivation to increase effort in learning, and enabling students to become aware of the areas that require improvements.
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How I Will Model the Growth Mindset and the Message of Yet to Your Learners?
I will embrace the word “yet,” and that means that in situations when someone makes a claim such as “Math is not my thing,” I will add that simple qualifier and answer to such a person that “math is not your thing yet.”
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How the Growth Mindset Can Change the Acceptance of Feedback and Students’ Attitude Toward Cheating.
A growth mindset is going to help students' attitudes and perceive challenges as a way through which they can progress towards their desired outcomes. Students who believe that they can achieve their goals will see challenges and critical feedback to gather the information that they will use to help them learn.
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How the Growth Mindset Helps Limit Some of Your Student’s Preoccupation with Grades and the Role That Grit Plays
The growth mindset could help limit some of my students' preoccupation with grades since it enables recognizing the significance of effort in achieving academic success. Grit is tied to the mindset that if an individual believes that their fixed traits cause failure, there is no reason for them to attempt. Individuals with growth have a high likelihood of becoming resilient and have more grit (Viewsonic, 2021).
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How We Can Prevent the Growth Mindset from Becoming a Fad or Being Improperly Implemented and How Grit Can Be Misused
To prevent a growth mindset from becoming a fad, it is essential to understand where the growth mindset is to be developed. It is also necessary to visit examples of others with a developed growth mindset. The narrative of grit could be utilized to hurt other students. That is because the concept of grit does not fully explain what helps students overcome different setbacks that they encounter (Kundu, 2020).
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The Growth Mindset is a Good Start but is it Enough?
A growth mindset is not enough since students should be prepared to face life challenges. That requires broad skills. As teachers, we might think that a growth mindset is enough, but that is only one instrument. Other instruments, such as pursuing a solid skill set, are also needed.
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How We Can Move Our Learners Toward Reigniting or Adopting a Learners Mindset
We can move our learners to adopt a learner’s mindset through various ways such as increasing creative collaboration, improving their listening skills, opening up to new ideas, asking them the right questions, unlearning destructive behaviors or information, acceptance of their capabilities as well as promoting of risk-taking (American University, 2020).
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How My Thinking About the Growth Mindset Has Progressed and How I Will Use the Growth Mindset in Creating a Significant Learning Environment
My thinking of a growth mindset has advanced to a level where I can comfortably and efficiently apply it in the classroom. The growth mindset will help me create a significant learning environment since I will adopt various strategies such as utilizing multiple learning approaches, introducing different gamification devices in teaching, and teaching the values of challenges explaining abstract skills and concepts.
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With that being said, here was another opportunity to display a growth mindset and the power of “yet” to my learners as I will technically be in my 9th year of teaching. As I begin this new chapter, I have started to think of ways to model the very mindset that I, too, will require. I will take one approach to display positive posters and inspirational wall content throughout my classroom. I will reference these when my students or I exhibit a feeling of frustration or inadequacy. This strategy coincides with my thoughts on Creating a Significant Learning Environment. I desire to create a learning environment where a blended learning program will improve student achievement at home and school. Honesty is another way I will model a growth mindset and the power of “yet.”
My Learning Philosophy is a belief that encourages inquiry-based learning and constant questioning and seeking out numerous resources. My learning philosophy is aligned with the constructivist and cognitive approaches. I believe that teaching and learning are intertwined, inseparable processes. My beliefs about learning are simple. Based on my educational experience, I believe education is sequential, linear, and happens through a logical procedure.
As my students find themselves struggling, I will refer to my Aligning Outcomes, Assessments, and Activities to brainstorm resources that will assist them. This outline allowed me to create a course that will enable students to develop and innovate student-centered. Learners will design and enrich critical thinking skills and problem-solving and employ ownership of their assignments throughout the course. As an educator, we learn immediately that students learning styles vary. My Understanding by Design (UbD) outline allowed me to create more of a detailed, oriented formula that considers my students' various learning styles and diverse goals.
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Focusing on learning and creating significant learning environments influenced my Innovation Plan because I work with my peers and administrators. Teachers are often overlooked and do not obtain the required professional development blended learning skills needed to give their students the ultimate learning experiences. I must create a significant learning environment that produces a safe place for teachers to fail fast without discomfiture. My revised growth mindset, listed above, has taught me that it's okay to have some downfalls but never stop trying.
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References
American University. (2020, December 10). How to foster a growth mindset in the classroom. https://soeonline.american.edu/blog/growth-mindset-in-the-classroom
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Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
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Gerstein, J. (2014, July 27). The Educator and the Growth Mindset. Retrieved
from https://usergeneratededucation.wordpress.com/2014/07/27/the-educator-an
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Kundu, A. (2020). The power of student agency: Looking beyond grit to close the opportunity gap. Teachers College Press.
MINDSET. (n.d.). Retrieved from http://mindsetonline.com/changeyourmindset/firststeps/index.html
Viewsonic. (2021, June 11). Effective ways to develop a growth mindset in students.
https://www.viewsonic.com/library/education/education-insights/develop-growth-mindset/
Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development