Difference between revisions of "Chelsea Cummings"
|Line 1:||Line 1:|
[[ETAP 623 Fall 2020 (Zhang)]] |
[[ETAP 623 Fall 2020 (Zhang)]] |
[[Developing a Growth Mindset Within the Classroom]]
== '''About Me'''==
== '''About Me'''==
Revision as of 19:36, 21 November 2020
My name is Chelsea Cummings and I am currently enrolled in the CDIT program at UAlbany. I graduated from St. Josephs College in 2015 with a degree in Child Study and a concentration in Speech Pathology. I am certified in Early Childhood (Birth-2nd grade) and Childhood (1st- 6th grade) in General Education and Students with Disabilities. I live on Long Island and am currently a 2nd grade inclusion teacher. Some of my interests include baking, hanging out with friends, and doing crossword puzzles.
My Topic and Purpose
The topic for this mini course is implementing the idea of a growth mindset within the classroom. The purpose of this course is to educate both teachers and students on how to develop a growth mindset. Many times in the classroom students feel discouraged, especially when learning a new concept because they don't know how to do it or think it is too hard. In this course, they will learn about the power of "yet" and what it means to develop a growth mindset lifestyle.
Scope of Learning Outcomes and Content
By the end of this mini lesson, learners will be able to
1.Define what it means to have a growth mindset
2.Know the difference between a growth vs. fixed mindset
3.Design classroom feedback and assessment to enhance growth mindset
4.Implement activities to promote and discuss growth mindset
Instructional Problem: When students are faced with a difficult task, they begin to believe that they are not smart enough or are in capable. They haven’t been taught the concept of “yet.” When students are praised only for being academically successful and not on the effort they put in, they begin to become afraid to make mistakes and start to have a fixed mindset instilled in them. Carol Dweck says, “Does this mean we can’t praise our children enthusiastically when they do something great? Should we try to restrain our admiration for their successes? Not at all. It just means that we should keep away from a certain kind of praise- praise that judges their intelligence or talent” (Dweck, 2006).
What Is to Be Learned: Educators who take this mini course will learn the importance of instilling a growth mindset within their students.
The Learners:The learners of this mini course should be educators looking to better their knowledge of the different types of mindsets, how each one affects us, and what they can do to help their students become someone with a growth mindset. Learners should have a basic concept of technology, as this mini course is offered online. This course is for learners of any educator who is looking to positively help their student’s mindset.
Analysis of the Learner and Context
Learner Analysis: The learners of this mini course will be educators in any educational field who teaches students of any age or grade. It will be for learners who would like to help their students, in any subject area, obtain a growth mindset. Learners will become knowledgeable in what a growth mindset is and what it means to have a growth mindset. They will also be able to design classroom feedback and assessment to enhance growth mindset and implement activities to promote and discuss it.
Context for instruction: Since this mini course is online, learners will need a computer and stable internet.
1. Describe what of what it means to have a growth mindset.
2. After being given a set of scenarios, analyze the difference between a growth vs. fixed mindset
3. With a team, design classroom feedback and assessments to enhance growth mindset
4. Given the resources, implement activities to promote and discuss growth mindset.
Each unit title is a link, which will take you directly to that section of the mini-course.
- Learners will examine the definition of Growth Mindset and what it means to have a growth mindset
- Learners will examine different traits of a growth mindset
- Learners will examine different traits of a fixed mindset
- Learners will compare and contrast traits of a growth and fixed mindset
- Learners will be provided examples of a growth and fixed mindset
- Learners will have to decipher if a given trait is a characteristic or a growth of fixed mindset
- Learners will explore different ways of praise using Growth Mindset methods
- Learners will examine different Growth Mindset feedback techniques
- Learners will discover the importance of effort over achievement
- Learners will participate and come up with activities that can promote Growth Mindset
- Learners will learn different ways in which they can discuss Growth Mindset with their students
References and Resources
Class Dojo. (Producer). (2016, January 19). Growth Mindset For Students Episode 1/5 [Video file]. Retrieved 2020, from https://www.youtube.com/watch?v=2zrtHt3bBmQ&t=5s
Dweck, C. (2019, May 8). Carol Dweck Revisits the 'Growth Mindset'. Retrieved from https://www.youtube.com/watch?v=hiiEeMN7vbQ
Partnership, G. (2013, August 29). Growth Mindset Definition. Retrieved November 18, 2020, from https://www.edglossary.org/growth-mindset/
Seed to Stem. (Director). (2018). Class Dojos Growth Mindset Series Episode 2 [Video file]. Retrieved 2020, from https://youtu.be/EoWLgWCcpWo
Sprouts. (2016). Growth Mindset vs. Fixed Mindset [Video file]. Retrieved 2020, from https://www.youtube.com/watch?v=KUWn_TJTrnU&feature=emb_title