In EDLD 5302, one of our assignments was to create a growth mindset plan. I used Carol Dweck's, "Mindset" to me develop the plan. While reading the book, I immediately began thinking on how to implement this in my classroom and how to self-evaluate on my mindset a well. In my plan, I included steps on how to develop a growth mindset , the impact I can have one my students while modeling a growth mindset, and the power of YET.
Click on the button to the left to see my original growth mindset plan.
Reflection and Revision
As I think back to when I first began creating my growth mindset plan, there are a few things I want to add now that I've been growing my mindset. As I stated in my original plan, we have to be the model and example. I want to elaborate on that. Being the example not only means showing them in class what having a growth mindset LOOKS like, but also showing them different examples or using scenarios for how it helps every day in class and out. Knowing that their teacher, an adult, still has moments and feelings that are similar to theirs, will allow them to feel comfortable with trying, and taking risks on new tasks and opportunities.
I would also like to put more focus on the Power of Yet. I briefly touched on YET, but I didn't include it in the section on how I would implement it in the classroom. Just as I feel the growth mindset should be more than just another task to teach, we should use many examples of how we think YET daily as well as use that language regularly. The growth mindset and the power of YET are both concepts students will learn to appreciate and adapt to. I know for a fact that I am appreciative of these ways of thinking because it not only helps me in my career but as a mom and partner too. I am more sensitive and patient because of this.
The final revision I would like to make is to add emphasis on the necessity and importance of feedback and feedforward opportunities. The need for collaboration and learning to view critique as a learning opportunity instead of an embarrassing moment is crucial for high school students so that they can translate their skills after they graduate. Once they learn this skill, they will feel confident that, even if, they haven't yet grasped a concept, they can feel comfortable with networking and collaborating with others and not have to try and cheat to avoid embarrassment. This program has already made me more comfortable with collaboration and having an open mind that allows me to grow in ways that I didn't realize I needed. This is what I want for my learners.
References:
Dweck, C.S. (2006). Mindset: The new psycology of success. New York: Random House