Q1: What does “growth mindset” mean to you? What does it look like in your classroom?
- Learning is a journey, not a destination. Students need to reconnect to their natural curiosity and self-belief
- Growth mindset = you only get good at something if you practice and there is always room for improvement. Lots of revising
- Growth mindset means a classroom culture where growth in learning and the journey is valued as much as a final product
- Students all learning at their own pace. Learning how to grapple with difficult questions and being ok with the struggle
- Growth mindset means there is always room for improvement…there is no magic mark to hit, but just constant growth
- Growth mindset = turning mistakes into chances to learn and grow. Students should feel like wrong answers are part of the education process
- Growth mindset as a teacher is being more aware of what we say to our students. Are we complimenting the effort or just the grade?
- Students and teachers embracing opportunity and believing they are lifelong learners… that’s growth mindset
- I really like using the “Power of Yet” with students since many of them are conditioned to think learning is instant
Q2: How do you teach students to have a growth mindset in the classroom?
- I like using literary examples or real-life examples
- Growth mindset needs to be modelled – we need to walk the walk, so students can see how it works and trust us in the process
- Ensure that we help students monitor their learning journey and not just praise products
- Focus more on growth than grades. I teach an intervention class that is pass/fail where any “grades” given is just feedback
- This is so difficult to instill, especially once they’ve hit high school!
- Multiple opportunities to show learning, feedback, examples from guest speakers, field trips, readings
- I do grapple problems and Socratic seminars to give students opportunities to figure things out on their own
- University professor taught me this – “Who has a wrong answer? I’m looking for a wrong answer, because we all learn from mistakes
- ClassDojo videos, my language in conversations, how I treat my mistakes in front of them, and encouraging growth
- I use a Super Improvers Wall (Whole Brain Teaching)
- Design lessons that have time to revise, retry…Celebrating failure and trying again!
- I agree. So many students have learned the #gameofschool and don’t want to risk failing to achieve greater growth
Q3: What assignments do you use that encourage this mindset?
- My classroom library encourages risk taking with reading choices. Students are allowed to abandon books https://twitter.com/2peasandadog/status/841805820048375811/photo/1
- I think allowing abandonment of books is so important!
- Allowing students to “abandon books” that aren’t working for them. Powerful tool. Love the idea
- Journal entries that foster self-reflection and awareness so they can take the reigns of their learning and goals effectively
- With my major writing assignments we write many drafts so students can see their own improvement
- No certain type of assignment, but with writing assignments, conferencing with students before they turn in a final draft helps
- For any writing assignment, I spend a ton of time in writer’s workshop so the constant improvement is the focus
- I encourage students to read everything that interest them
- Independent reading for no purpose other than the fun of reading. No summaries, no reports, no page numbers
- I have students complete a reflection sheet after each major writing assignment
- Don’t return rough drafts with a grade. Just revision suggestions. Then students revise and turn in for grade. students can do this again
- I think multiple opportunities is the key – but too many “things” keep taking away our time
Q4: Does applying a growth mindset in your classroom change how you grade? Explain.
- I add effort row to some rubrics for using school resources, helping peers, etc. just as you would for writing conventions
- With a growth mindset, I find myself only grading the “big stuff.” Everything else is just practice
- Yes – if I can do what I need with multiple opportunities then the grade comes last and not until all opportunities have been used
- I want it to! Trying new grading system this year (kinda standards-based grading) & not loving it. So much work & no results
- I do not grade homework or practice. I give feedback to help students improve and grow in their writing abilities
- I always give credit for drafts and give students a rubric prior to writing a final. We discuss rubric as class and students give feedback
- I take less accuracy practice grades – more just goes for effort – giving feedback to encourage learning
- Offer feedback, multiple opportunities and choices for students to be assessed/show their growth
- All teachers in my school give participation grades (common rubric). Lower level students can still pass by showing effort
- I am more comfortable grading each student individually. An “A” for one student might not be and “A” for another
Q5: Share a resource for teaching growth mindset that you find invaluable (book, article, blog post, type of technology, etc.).
- Take the quiz and read Duckworth’s Grit. Makes you think about what students really need to succeed. http://goo.gl/CcwE0H
- I used to grade every homework assignment – now they mostly get points for turning it in – saves me so much grading time as well
- A little “Young” because it’s a picture book: “My Fanstastic Elastic Brain”
- I think we are the best resource…the best way to pass on growth mindset is to constantly model it for our students
- Fantastic books – “Ish,” “Sky Colours,” and “The Dot.” My Grades 7 & 8s love those books!
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