When I first learned about the growth mindset and developed my original growth mindset plan , I’ll admit I was excited to take on this way of thinking. I really wanted to incorporate this mindset into my professional and personal life. I was sold! From completing the readings and watching the video, it really made me believe this could spark a learning revolution. But I did realize along the way, that my mindset needed a little work along the way. Although I believe myself to be flexible and open-minded, I did need to adjust to the thought of change and realize it was hard or difficult but I was just “uncomfortable”.
The power of “yet”, really helped me keep going. I didn’t understand how this one word could have so much control. Dweck belief about the word, “yet”, really helped me in the classroom and outside of the classroom. There were a few instances in the Digital Learning and Leading program where I thought, “I can’t complete this assignment” or ” I don’t understand what needs to be done”. By adding the word “yet” and thinking about all the times that I’ve been weary about an event, it eventually worked out after I put forth the effort.
So when I originally wrote my growth mindset plan , I believe I virtually had the same basic ideas but I wasn’t thinking about my innovation plan . When I created my innovation plan, I really wanted my students to be able to create a tool to be able to use in their post-secondary life. I wanted the students to be able to learn how to use the tool prior to graduating, so they felt like they were given something of value that could be built upon in the future. I then realized I was focusing too much on the tool and not the learner. I had to re-imagine the ePortfolio as not something they need to know, but more as a vehicle to get them to what they need to know, the growth mindset.
When revisiting the plan, I thought about my 3 Column Table and BHAG and how I was able to set up a broad mapping of instruction and then getting really specific when I developed my UbD . In the beginning of my growth mindset plan, I would start with a hook. I would like to draw them in with the videos, John Legend: Success Through Effort and The Power of Believing that you can Improve . I think this would be a great mix of accounts from professionals, one that they are familiar with and another they may not be so familiar with that are both enforcing the same idea. I would then follow up with a class discussion about the growth mindset. This would really support the idea of “yet” and that if an individual doesn’t understand something in the movement, it doesn’t mean that will never understand or learn that particular concept or skills.
The class would look into growth mindset and fixed mindset definitions and share their findings. I would then follow up with a classroom discussion about the growth mindset, what it is, and how they perceive things. After compiling a list with students, we would then shift gears to the fixed mindset, what it is and how they perceive things. After have a discussion, we would check what we believe compared to the fixed mindset vs. growth mindset infographic .
In my original growth mindset plan, I stated that I would go over the four steps to change a fixed mindset to a growth mindset . I believe that I would like to do the same. In the beginning of my Digital Learning and Leading journey, I really benefited from this. I’ll admit then prior reading about the growth mindset I thought I was closer to a growth mindset than to a fixed mindset. I was wrong with after reading more about this way of thinking and this helped me to shift and put my fixed mindset in check, so to speak. I saw this fixed mindset voice as my “anxiety voice”. It’s something that I’ve always struggled with and this helped me to actual deal with the doubt. Because of this personal benefit, I really believe this would help my students.
As students work on their ePortfolio, they will need to remind themselves of these steps. I personally did and I feel it really helped with my persevering through the challenging assignments. I believe as a teacher, modeling these beliefs and mindsets, students are more inclined to believe that the growth mindset will help them to be successful throughout their learning process. The learning process can be challenging especially when introducing something foreign to the student. The growth mindset will change the way my students are able to tackle a new assignment, learn how to effectively collaborate with others, communicate with others and reflect in a way that is meaningful to the students.
Like my original plan, I would address the growth mindset formally and informally. During my innovation plan of implementing ePortfolios in the classroom, their needs to be a set plan of how the growth mindset would be taught and practiced. But I feel that the informal piece is equally as important. If students are working in class, during the designated ePortfolio day and they made a comment that was either categorized a a fixed mindset or growth mindset, I believe it should be addressed immediately. If students makes a comment that come from a growth mindset, it should be praised. If a student makes a comment that come from a fixed mindset, it should be addressed.
The growth mindset is going to be necessary for any students that are developing an ePortfolio, in my innovation plan. Students are going to need to drive their learning process. This can be challenging for some students because it not the standard way of learning. The students are going to need to accept the challenge and be motivated by this obstacle. Students are also going to have to be able to collaborate, communicate and reflect. This may be”uncharted territory” for some students should want to learn about these new concepts. Whether it’s a new reflecting or have difficulty with formatting the ePortfolio platform, the students will need to persist and keep trying. Using the ePortfolios, students will need to shift gears from being grade driven to driven by evidence of learning progress. Students will need to be accepting of criticism and learn from others. When students participate in the ePortfolio process, they be able to practice and develop a true growth mindset.
Dweck, C. (2006) How Can You Change from a Fixed Mindset to a Growth Mindset?. Retrieved from mindsetonline.com
Dweck, C. (2006) Mindset: The New Psychology of Success. New York, NY: Random House.
Dweck, C. (2016, January 11) Recognizing and Overcoming False Growth Mindset [Web log post]. Retrieved July 29 2018, from https://www.edutopia.org
Fixed mindset vs. Growth mindset by mikaylar – Infogram. (n.d.). Retrieved from https://infogram.com/fixed-mindset-vs-growth-mindset-1g957prr8we8p01
Guido, M. (2016, December 22) 10 Ways Teachers Can Instill a Growth Mindset in Students [Web log post]. Retrieved July 29 2018, from https://www.prodigygame.com
Khan Academy. (2014, August 16). John Legend: Success Through Effort. Retrieved from https://www.youtube.com
Lu, J. (2017, May 20). Four Steps to a Growth Mindset. Retrieved from https://sites.dartmouth.edu/learning/2017/05/20/developing-a-growth-mindset/
The power of believing that you can improve – Carol Dweck. (2014, December 17). Retrieved from https://youtu.be/_X0mgOOSpLU