Chelsea Cummings

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About Me

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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

Needs Assessment

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.

Performance-Based Objectives

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.

Task Analysis

Each unit title is a link, which will take you directly to that section of the mini-course.

Unit 1: What is Growth Mindset

•	Learners will examine the definition of Growth Mindset and what it means to have a growth mindset

Curriculum Map

Map out the sequence of learning units and activities to achieve the defined objectives.

References and Resources