Mindsets in the classroom 2
September 21-October 12
In this hybrid book study teachers will earn a total of 12 hours (1.2 ceu's) for reading each chapter, responding to discussion prompts online, and sharing application of ideas. You will be given no later than (NLT) dates for completing chapters.
I want to thank Melissa Storms for giving me much needed help with this study. In growth mindset fashion, I had to experience a little failure in order to become a better blogger.
Read chapters one and two, click on "comments" to answer. Number your answers to correspond with the questions. Your application assignment follows (Veteran teachers will have a different assignment than BT teachers). If you have questions feel free to contact me. athetford@edumentality or email@example.com.
Application assignment: BT Teachers
1. Go through the Itty Bitty Book and find at least three protocols that have a growth mindset attitude (elements of persistence, perseverance, effort, etc). List the protocol and briefly explain why you selected it.
Application assignment: Veteran Teachers
1. Identify one student that has fixed mindset tendencies. Assign a pseudonym, describe the student in general terms and cite at least two examples that show his/her mindset. It can be a quote or a situation. Keep observing the student as he/she will continue to be part of your application assignment.
9/22/2016 07:32:36 am
1. Like many of my colleagues, I have a fixed-mindset because my school's progress is directly tied in to students' performances on state standardized tests. We need students to perform well so that we can make the grade on the state's annual report card. However, because of my content area, I feel that I teach many lesson that are geared toward growth mindset. With literature, I teach many lessons that are project-based and hopefully can re-instate the love they had for learning in their early years.
10/13/2016 10:22:22 am
Thank you very much for your comments, Ms. H. High stakes testing does create the conditions for educators to feel trapped by a system where the only outcome that matters is the final exam grade. It doesn't seem to fit into the growth mindset model at all. While teachers in the trenches can't change what the officials in Raleigh require (state mandated tests), a teacher within the classroom can change a student's perspective- deal with the realities of testing, but instill by words and deeds the qualities of perseverance, persistence, and potential. The great thing about growth mindset is that you can incorporate these ideas within your lesson without sacrificing content!
9/22/2016 10:42:24 am
I chose a student in my third period English I class to observe. "Samantha" is a 14 year old Hispanic female in the ninth grade. Her previous school was Reid Ross Classical Middle School. There are several reasons why I feel she has a fixed mindset. My primary concern about her is that I think she feels that she is not as smart as her classmates. While working on an assignment, she rarely gives me one hundred percent. She is fidgety and her attention span is very short. When I confront her about these issues, her response is always that she "needs to work on it at home because she doesn't understand work" like her peers. When I finally do receive her work, it is usually done haphazardly and with little effort. I believe that she delays doing work because of her lack of confidence in her own abilities. I do not know the source of these feelings. She obviously is an intelligent young lady because she passed the admissions process for Cross Creek. She may even have received good grades because her middle school experience was favorable, but for some reason she does not have confidence in her abilities when comparing herself to her classmates. It is my job to remove these attitudes and to instill in her confidence. I feel that she can be more successful, but I must also make her believe that she can, too.
10/6/2016 03:32:34 am
1. The area in which I have a fixed mindset is when I fail to recognize some students’ growth at the middle or end of a course. I still consider them as being at the same level as when I first assessed them. On the other hand, the area where
10/13/2016 10:43:01 am
Hello Ms. Rappold. Thank you for your submission. I notice number one was chopped off-- if you remember your thought, please add to it! I am going to concentrate on your #3 answer today. WOW! So glad you mentioned college coursework. When we started Cross Creek "R" Time's/ACR's purpose was to help student's navigate the very intimidating college/adult world that they were about to enter. There are not a lot of schools that even comment, much less concentrate on "affective development." We are fortunate in that we have time set aside. I know that teachers at early college wear so many hats. This job is not for the faint of heart! It is hard work and requires more than just teaching content. I believe that CCEC is doing a super job of acceleration and making students accountable. I think that for students like Ms. Hasapis' "Samantha" and your "Daphne," all hard work will be rewarded. If Daphne believes that she is not good in Spanish, she will not study and she will not put in the effort. It becomes a self-fulfilling reality. Experts in growth mindset will tell you that Daphne may do better if she reads about/understands even the most rudimentary ideas behind growth mindset. Also, at this point, resetting Daphne's ideas of what is important (working toward a goal vs. the grade at the end) can help her see that just by working harder, her grade can improve.
10/8/2016 03:29:32 pm
10/13/2016 11:17:34 am
Thank you so much Ms. Reynolds for your reply. I found this comment especially interesting "I do not think we, as a society, believe in the growth mindset. I will place the blame on people in current positions of power. They may have been raised during the era of the “fixed mindset” and these people have placed that mentality upon everyone else."
10/8/2016 07:33:32 pm
10/13/2016 11:32:06 am
"The new idea I gained is that no student brain is quicker than the other, one brain is just denser than the other. It is the duty of the teacher to help the child with the less dense brain to develop more connections by providing them with more critical thinking problems and more research problems."
10/14/2016 07:58:34 am
10/27/2016 03:28:06 am
Hello Ms. Howard,
10/14/2016 03:23:01 pm
Assignment 2, Chapters 1-2, Mindsets in the Classroom by Mary Cay Ricci
10/27/2016 05:40:57 am
Good Morning Dr. Little,
10/27/2016 05:43:10 am
One more thing, Dr. Little- I will be stopping by to briefly ask about the other two protocols. It seems that you were caught off! I am sorry about that . . .
10/23/2016 11:29:20 am
Responses to Questions for chapters 1 and 2:
10/27/2016 06:07:42 am
Hello Ms. Hickle,
10/25/2016 06:44:02 pm
1. In what areas do you think you have a fixed mindset? In what areas do you think you have a growth mindset?
10/31/2016 05:38:55 am
The student I selected is "Jamie". She started as a 9th grader and it was evident she was not ready for the rigor here at the early college. Her teachers saw her determination and effort. This continued until the spring of her junior year. Something happened as her lack of effort, attendance, and motivation has been suppressed by someone or something.
10/31/2016 12:11:18 pm
Thanks Ms. Patrick for talking about "Jaime." Yes, outside forces often shape the way a student sees capabilities. Sometimes, achievement is not a motivating factor and this is very frustrating to educators. The first step, according to Dweck and Ricci, is to talk about and/or teach about growth mindset. Constant messaging and modeling what growth mindset looks like is also encouraged. Second step, provide ways for students to grow their mindset and make sure you tell them you are doing it. Third, start small, but start!
10/28/2016 04:00:22 am
Thank you Ms. Patrick for your reply to the prompts. You said, "Did the work become harder, no longer fun or challenging, or influenced by peers/parents? I believe this is true also for educators, we came in excited, naïve, passionate, and willing to work long and hard. Then like the K-3 (probably even more so) we moved from the growth to fixed mindset."
10/31/2016 07:56:33 am
• In what areas do you think you have a fixed mindset? In what areas do you think you have a growth mindset?
10/31/2016 12:24:01 pm
Thank you Ms. Merritt for your comments. I liked your comments about abilities in that some are born with inherent gifts, physical, mental, social, etc. But the ideas behind growth mindset is that ability is not static. I lived in Italy when I was a young woman and spoke Italian fairly ok, but when I returned to the states I lost a lot of vocab and sentence structure because I had no one to practice the language. Now it's as if I never spoke at all. In this case, it was easy for me to understand the language, but then when I didn't use it, I lost it... Same is true when it comes to someone not willing to learn more...they stay static or they lose what they had- when it comes to academics, the growth mindset model would say practice, hard work, determination, and most important, persistence will eventually improve a person's achievement.
10/31/2016 08:59:48 am
1. I concur that testing and the expectations of the state and county have created a fixed mindset when it comes to student achievement and the expectations we should work toward. I have been trained to some degree in that culture of this test being the most important thing for the student, the teacher, the school, the county, the state, and the country when perhaps its relevance is much more dubious. I have always had a very progressive growth mindset when it came to the possibilities of student achievement given the right tools, time, and expectations.
10/31/2016 12:41:08 pm
Hello Mr. Hosking, thanks for your reply. You said, "find a couple passages right on target with what they explored. In Chapter 2 on page 18 where it begins, "If you were given...more easily, I was suitably impressed with WHAT I would think would be apparent and obvious - it was to me. I also liked "Yet, sometimes our education system does all of the above. Our school structures eliminate opportunities, communicate low expectations, and prematurely remove students from challenging environments." I firmly believe that most of the fixed mindsets I see as an educator come from those who make the decisions - a role I have not been favored with in my two plus decades in the classroom." Spot on Mr. H! Cross Creek was an experiment when it first opened and nobody knew what the outcome was going to be. It is not perfect, but some of the greatest parts include high expectations and unique opportunities for students to break cycles of poverty (one example), marginalization, and learned helplessness. Yet, we have serious detractors who believe that the school selects only the most capable and that is just not true, our students come from many backgrounds and all students are pushed forward, some excel in leaps and bounds and others baby steps, but they are on the move.
10/31/2016 02:33:40 pm
11/2/2016 07:16:33 am
Thanks for your post Mr. Huffman,
Kevin R McGinnis
10/31/2016 07:41:08 pm
I'll take these one at a time.
Kevin R McGinnis
11/1/2016 03:45:24 am
So, I think I went over the word limit in that post. Only about 85% of it is there.
11/2/2016 06:55:19 am
Brevity is key! We will talk and you can fill me in!
11/1/2016 12:06:07 pm
1. I don't believe I have a fixed mindset because I know people can improve in any area given effort and time. However, I recognize that some people will not put in the time and effort necessary for that growth.
11/2/2016 12:38:26 pm
I have a fixed mentality in my belief that children are born with certain talents and abilities and when nurturing parents take time to teach and educate their children these talents and abilities are enhanced. These parents are the first ones to instill in their children the mindset of how capable they are and also they tell them what are some of their limitations.
11/8/2016 07:57:49 am
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