Difference between revisions of "Developing a Growth Mindset Within the Classroom"

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'''<u>Navigation Links</u>:'''  
 
'''<u>Navigation Links</u>:'''  
* [[ETAP 623 Fall 2020 (Zhang)]]
 
* [[Project Portfolio Page Template|Name's portfolio page]]
 
  
This course introduction/front page shows what information should be provided about each mini-course. This is only an example. Feel free to modify/adapt as you'd like. I want our mini-courses to be creative, instead of only uniformed.
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[[ETAP 623 Fall 2020 (Zhang)]]  | [[Chelsea Cummings]] (Personal Page)
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[[File:Classroom-tech.jpeg|thumbnail|300px|source: http://edudemic.com]]
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[[File:Brainpic1.jpg|frameless|right|Picture]]
  
 
== '''Overview and Purpose''' ==
 
== '''Overview and Purpose''' ==
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=='''Needs Assessment'''==
 
=='''Needs Assessment'''==
  
Briefly summarize what you found out from your needs assessment regarding the learners' gaps of knowledge, skills, and attitudes  that your mini-course means to address.
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'''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).
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'''What Is to Be Learned:''' Educators who take this mini course will learn the importance of instilling a growth mindset within their students.
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'''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.
  
 
== '''Performance Objectives''' ==
 
== '''Performance Objectives''' ==
  
State the course-level objectives here. Sometimes, when the course objectives actually map onto the unit objectives, it is fine to combine the objectives with the following unit structure to state the objective(s) of each unit.
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1. Describe what of what it means to have a growth mindset.
  
== '''Course Units''' ==
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2. After being given a set of scenarios, analyze the difference between a growth vs. fixed mindset
  
This mini-course includes the following units. Click the title of a unit to go to its page.
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3. With a team, design classroom feedback and assessments to enhance growth mindset
  
[[Unit 1: xxx]]
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4. Given the resources, implement activities to promote and discuss growth mindset.
  
Brief overview
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== '''Course Units''' ==
  
[[Unit 2: xxx]]
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This mini-course includes the following units. Click the title of a unit to go to its page.
  
Brief Overview
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'''[[Unit 1: What is Growth Mindset?]]'''
  
[[Unit 3: xxx]]
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#  Learners will examine different traits of a growth mindset
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#  Learners will examine different traits of a fixed mindset
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#  Learners will compare and contrast traits of a growth and fixed mindset
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#  Learners will be provided examples of a growth and fixed mindset
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#  Learners will have to decipher if a given trait is a characteristic or a growth of fixed mindset
  
Brief Overview
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'''[[Unit 2: Growth vs. Fixed Mindset]]'''
...
 
  
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#  Learners will examine different traits of a growth mindset
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#  Learners will examine different traits of a fixed mindset
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#  Learners will compare and contrast traits of a growth and fixed mindset
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#  Learners will be provided examples of a growth and fixed mindset
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#  Learners will have to decipher if a given trait is a characteristic or a growth of fixed mindset
  
[[File:Studentsatcomputers.jpg|thumb|300px|left|something about the pic]]
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'''[[Unit 3: Enhancing Growth Mindset Using Feedback and Assessment]]'''
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#  Learners will compare formative vs summative assessment
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#      Learners will examine different Growth Mindset feedback techniques
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#      Learners will explore different ways of praise using Growth Mindset methods
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# Learners will discover the importance of effort over achievement
  
To place the above picture, first I uploaded it using the Upload file button in left pane.
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'''[[Unit 4: Activities to Promote and Discuss Growth Mindset]]'''
Then in Edit on this page I typed File:thenameofmypicture.jpg in double brackets. For the advanced features I added after jpg the following
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# Learners will participate and come up with activities that can promote Growth Mindset
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# Learners will learn different ways in which they can discuss Growth Mindset with their students
  
|thumb - puts the image in a frame and allows me to add a width for my image
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==Extended Resources==
 
 
|300px - using any number sets the width of the image
 
  
|left - or right sets the alignment and allows text to wrap around the other side
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Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Cervetti, G. N., Chen, M., Tilson, J. L. (2008). Powerful Learning: What We Know About Teaching for Understanding. San Francisco, CA: Wiley.
  
|any text - place after the final pipe will be added as a caption to the image
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Larson, M. B. and Lockee, B. B. (2020). Streamlined ID: A Practical Guide to Instructional Design (2nd edition). New York, NY: Routledge.
  
The video for adding images can be found on youtube here.
 
  
==Extended Resources==
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[[Category: Social/emotional learning]]
...
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[[Category: Safe and positive classroom]]
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[[Category: Character education]]
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[[Category: K-12]]
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[[Category: Learning feedback]]
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[[Category: College education]]

Latest revision as of 12:07, 29 October 2021

Navigation Links:

ETAP 623 Fall 2020 (Zhang) | Chelsea Cummings (Personal Page)


Picture

Overview 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.

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.

Performance 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.

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: What is Growth Mindset?

  1. Learners will examine different traits of a growth mindset
  2. Learners will examine different traits of a fixed mindset
  3. Learners will compare and contrast traits of a growth and fixed mindset
  4. Learners will be provided examples of a growth and fixed mindset
  5. Learners will have to decipher if a given trait is a characteristic or a growth of fixed mindset

Unit 2: Growth vs. Fixed Mindset

  1. Learners will examine different traits of a growth mindset
  2. Learners will examine different traits of a fixed mindset
  3. Learners will compare and contrast traits of a growth and fixed mindset
  4. Learners will be provided examples of a growth and fixed mindset
  5. Learners will have to decipher if a given trait is a characteristic or a growth of fixed mindset

Unit 3: Enhancing Growth Mindset Using Feedback and Assessment

  1. Learners will compare formative vs summative assessment
  2. Learners will examine different Growth Mindset feedback techniques
  3. Learners will explore different ways of praise using Growth Mindset methods
  4. Learners will discover the importance of effort over achievement

Unit 4: Activities to Promote and Discuss Growth Mindset

  1. Learners will participate and come up with activities that can promote Growth Mindset
  2. Learners will learn different ways in which they can discuss Growth Mindset with their students

Extended Resources

Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Cervetti, G. N., Chen, M., Tilson, J. L. (2008). Powerful Learning: What We Know About Teaching for Understanding. San Francisco, CA: Wiley.

Larson, M. B. and Lockee, B. B. (2020). Streamlined ID: A Practical Guide to Instructional Design (2nd edition). New York, NY: Routledge.