UNIT 2: FOSTERING A GROWTH MINDSET
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Introduction
In this unit, we are going to explore ways to foster a growth mindset in our students through the use of feedback in the form of praise, and the encouragement of mistakes. As we work with our students in the STEAM classroom we must work to limit their frustration by creating an environment that is encouraging. Through the use of appropriate feedback and praise that encourages learning and effort, along with the acceptance and analysis of mistakes we are able to foster a mindset of growth within our students.
Objectives for Unit 2
At the end of this unit learners will be able to:
- Utilze praise to foster a growth mindset in their students.
- Utilize strategies that allow for the analysis of mistakes in order to foster a growth mindset in their students.
- Utilize feedback to foster a growth mindset in their students.
Lesson 1 - Utilizing Feedback and Praise
Mini Lecture
Many students can become easily discouraged. How many times have you experienced students proclaiming that something is too difficult before they have even started? Praise can be a powerful tool in reinforcing this fixed mindset or shifting your students' perspectives towards a growth mindset. It is, for this reason, we must be very careful in choosing the wording that we use when giving praise to our students. Instead of telling a student: "Great Job! You must be really smart at this." Say: "Great Job!!! You must have worked really hard." (PERTS, 2016). In order to foster a growth mindset in our students we must work to praise the effort that our students put into improving; not simply their ability. However, we must be careful not to simply provide praise to make them feel good about themselves at the moment. We must provide praise that encourages the student to continue learning and working. The student needs to made to feel that they can still thrive when faced with a challenge and that the effort they put in is a part of learning (Dweck, 2015). In praising the student who is struggling, the instructor should encourage the student by praising the strategies that they are using and their tenacity, especially after they have succeeded.
To Do
Watch the video below that details the reasoning for using student praise in the way that we spoke about above. While watching the video, think about the ways in which you have received praise, and given praise. How has that praise made you feel? Has it made you feel empowered to work harder, or challenge yourself?
After watching the video go to the Jamboard here:
https://jamboard.google.com/d/1XaJZ3ciWc6guK07jHvQEtjURm-fw6UBGfLHUkwKX6QM/edit?usp=sharing
and answer the following questions
- What is your experience with praise as a student?
- What is your experience with praise as an educator?
- Is there anything that you would like to have done differently, or wish had been done differently?
Lesson 2 - Celebrating Mistakes
Mini Lecture
Embracing mistakes in the classroom can be a powerful tool for learning. If students enjoy the effort and embrace the challenge, mistakes can be an opportunity to keep on learning - but how many times have you encountered students who give up when struggling? This is a problem! We need to embrace mistakes in order to encourage deep learning.
The default thinking for many students is to avoid making mistakes. As teachers, we generally place our focus on correct procedures while ignoring errors, and providing praise for correct answers. However, we should be placing an emphasis on mistakes as they tell a student where to focus their effort. We should then utilize strategies that remove the stigma of making mistakes. When a student makes a mistake instead of ignoring them and moving on to the next student who may know the answer, we need to embrace the mistake and work with the student to analyze it. This will allow for the creation of a mistake-friendly classroom and the fostering of a mindset focused on growth.
To Do
In this lesson, we are going to analyze two videos. In the first video, Professor Jo Boaler provides several useful strategies to support mistake making and learning. In the second video, a 2nd Grade teacher puts many of these strategies to use in their classroom. As you watch both of these videos reflect upon your teaching practice. Do you encourage students to make mistakes in your classroom? When a student does make a mistake, how do you work with them to analyze it and reflect upon it?
After watching both videos Click here:
https://jamboard.google.com/d/14r1U7QEnnAfRGmGJfVY9YXQNYQUrA5aCZltwLrs2eFI/viewer?f=0
and answer the three questions in the Jamboard.
- What strategies did the second grade teacher utilize that were recommended by Professor Jo Boaler in the first video?
- In what ways do you encourage students to make mistakes in your classroom?
- When a student does make a mistake, in what ways do you work with them to analyze it and reflect upon it?
References
Dweck, C. (2015). Carol Dweck Revisits the 'Growth Mindset. Education Week. 35(5)
PERTS. (2016). Do's and don'ts of praise, Praise the Process, Not the Person. Mindset Kit. https://www.mindsetkit.org/topics/praise-process-not-person/dos-donts-of-praise. <be>