Three years ago our principal introduced us to the book called, The Magical Yet. We went all went crazy with how we could use this with our students. In third grade we had students write their own magical yet and the little creature to go with it. We wanted students to know that if they kept trying their best and didn't give up that eventually their magical yet would be a reality. What I didn't realize then is that it isn't just a "magical yet" that really makes a growth mindset. It is so much more involved.
There is much more to consider when creating a growth mindset culture in your classroom. Keeping in mind the diverse learners in your classroom and considering their needs and accommodations when creating lessons. When tailoring lesson plans for a growth mindset you also have to leave room for collaboration with assignments and also time for peer review. One of the most important things that I have discovered is the addition of self reflections in the learning process. Encouraging reflection and metacognition skills such as self-assessment and self-monitoring, are important things to consider when the growth mindset is involved.
Creating an environment that cultivates a growth mindset involves a multifaceted approach. Encouraging a positive attitude towards learning through failure, having teachers and peers provide constructive feedback, and setting realistic yet challenging goals, are all parts of having a growth mindset. Emphasizing the learning process and making sure the curriculum aligns with real-world applications help to create a significant learning environment and the growth mindset tends to come more naturally.
The growth mindset can have a huge impact on how students view feedback and grades. When a student is aware of the growth mindset process and that everything you do in class in meaningful towards them achieving their goal of understanding, they are much more willing to put in the effort in their assignments weather it is for a grade or not. When considering feedback, many times a student will take it negatively and shut down. When they have a growth mindset, they use that feedback as "feedforward" and use it to make the best version of their work. "In a growth mindset, challenges are exciting rather than threatening. So rather than thinking, oh, I'm going to reveal my weaknesses, you say, wow, here's a chance to grow."
Having a growth mindset and grit can be instrumental in leading a student's focus away from the preoccupation with grades by emphasizing the value of learning, effort, and improvement. Angela Duckworth, author of Grit: The Power of Passion and Perseverance, stated in her Ted Talk that "Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality." And that is truly what makes a person successful, not just through school but through life. When focusing on grit in the classroom, we must teach students that their education is a life long journey and not just a sprint. Fostering a growth mindset and grit will create a more intrinsic and resilient approach to learning.
Preventing the growth mindset from becoming yet another passing fad in education will require thoughtful planning, ongoing evaluation, and a commitment to its values. Continuous professional development, understanding the complexity of the growth mindset and all it's facets, and using research informed practices with prevent the growth mindset from fading from the classroom.
How does a focus on learning and creating significant learning environments impact or influence your innovation plan?
While developing my innovation plan I knew I wanted to do something that made an impact on my students and school. I chose to have students create an ePortfolio because I wanted to see my students reflect on their learning and use that to grow their growth mindset and grit. Because of this, I feel like my ePortfolio falls seemlessly into the fold of significant learning environments. A commitment to fostering significant learning environments profoundly shapes the implementation and impact of student ePortfolios. Grounded in the principles of continuous improvement and reflective practice, ePortfolios become dynamic tools for students to document their learning journeys. Emphasizing personalization, students curate a collection of artifacts that uniquely represent their strengths, interests, and growth over time. The integration of technology enhances the presentation, allowing for multimedia elements and interactive content that provide a comprehensive view of their achievements. By showcasing a variety of artifacts, including projects, presentations, and reflections, ePortfolios align with the diverse and holistic learning experiences valued in significant learning environments. The process of creating ePortfolios promotes metacognition, as students engage in thoughtful reflection on their own learning processes and strategies. Furthermore, the continuous feedback and assessment facilitated by ePortfolios align with the principles of ongoing improvement, allowing educators to provide timely feedback and support individualized learning goals. Overall, student ePortfolios become integral components in the cultivation of a growth-focused and personalized learning culture.
Resources:
Duckworth, A. (2013). Grit: the power of passion and perseverance | Angela Lee Duckworth. In YouTube. https://www.youtube.com/watch?v=H14bBuluwB8
Dweck, C. S. (2006). Mindset : The New Psychology of Success. Ballantine Books.
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