Mindsets in the classroom 2

9/21/2016

September 21-October 12

Greetings Cross Creek educators! I like this quote from Dr. Dweck, a leading mindset researcher.

We are going to combine foundational
chapters one and two for the next segment
of the book study. There will be four online response questions and an application assignment. This segment's end date is 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 protected].

All teachers
Questions:

In what areas do you think you have a fixed mindset? In what areas do you think you have a growth mindset?
Do we as a society believe in a growth mindset? Why or why not?
Based on the data on Table 1 on page 11, what implications for teaching mindset are made clear and what does this mean for early college classroom instruction and culture?
What one new idea or learning you have gained as a result of these two chapters?

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.

32 Comments

Kelley Hasapis

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.
2. Our society, particularly our educational system, does not value growth mindset. In fact, we mainly adhere to a system of beliefs that promote the opposite: fixed mindset. Everything is based on pace; how quickly a student learns a concept. To be fair, teachers have no choice but to be geared toward a fixed mindset due to the pressures placed on us by the state with standardized tests. We are "graded" on the results of a test that specifically measures how much progress a student makes in a fixed amount of time. Therefore students are not allowed to enjoy the "journey" of learning but rather must focus entirely on the "destination." Sadly, if they do not meet growth, they are deemed a low-performing student.
3. The table on page 11 is a sad reflection of the American educational system. Parents send us their children who are actually excited to learn. They are eager to come to school and participate in the activities that allow them to grow intellectually.This ready-to-learn mindset, however, changes dramatically in just a few short years. The rigor and stresses imposed by standardized tests eventually weighs heavily on their minds and slowly their "thirst" for education dwindles away. Our job as an early college teacher is two-fold, Not only do we have to teach our curriculum, but we have to find some way to rekindle this love for learning. We have to change their fixed mindset back to a growth mindset AND also get them to perform well on state mandated tests.
4. One thing I learned from these two chapters is that in order for change to occur, it has to be a community effort. It has to happen on a school-wide levels. There has to be buy-in from parents, administration, teachers, and students. We all must come to a deeper understanding of how the brain works and how to maximize learning potential.

Ali Thetford link

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!

Please keep "Samantha" in mind as we explore the benefits of growth mindset. She has most likely been conditioned to lack confidence. Keep working with her and I can't wait to hear how she's doing when I come in early November.

Kelley Hasapis

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.

Tamela Rappold

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

2. I do demonstrate a growth mindset is that I expect all students to show some amount of growth by the end of the course.
I do not believe that as a society we believe in a growth mindset. In our society efficiency and speed are what is valued. There is no time allocated to reevaluate the individual at intervals. Once a student has been pegged as capable or less capable, placement into a specific track sets the student up for the rest of their academic career.

3. The data on Table 1 on page 11 indicates that in Kindergarten everyone has a growth mindset but this number is reduced by more than 40% in less than 3 years. As an Early College we must reestablish a growth mindset in order to instill confidence in students who are about to take on college coursework. In order to do so in a short period of time everyone in the school family must be on the same page.

4. The new idea I learned is the importance of praising students for effort rather than for achievement. Praising for effort encourages students to value opportunities to learn.

Student who has fixed mindset tendencies: "Daphne"

“Daphne” is reserved and quiet in class. She is liked by her peers but she seems to prefer to work alone. I notice that she has sketches on the front of her notebook which are very good. She told me on the first day, “I’m not very good in Spanish.” Her initial grades seemed to prove the point. Although she earned a 76 on her first quiz, her first test was a 68. The test was actually the final exam for Spanish I so she did score below average or even failing, depending on the grading scale.

Alison Thetford link

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.

Tashiana Reynolds

10/8/2016 03:29:32 pm

All Teachers:
1. I believe I have a fixed mindset in that I look (looked) at intelligence as something people are innately born with. For example, maybe a person is born with a naturally ability to process numerical equations. I believe my growth mindset mentality appears in the fact that I truly believe anybody can excel at anything, so long as they have access to proper resources and self-determination.
2. 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.
3. When I assess the data on Table 1, I believe that children develop a fixed mindset in the first grade and their mindset becomes progressively fixed as they continue through school. Many of the students in the early college setting may have more of a fixed mindset, in which they have been labeled “gifted” and could possibly be consumed with appearing smart.
4. One new idea I have gained from the first two chapters of this book is that intelligence is developed, not innate.

BT Teachers:
1. Group Investigations: This protocol promotes the growth mindset because every student in the group is required to contribute to finding the meaning of the text. Since each student must have a different subtopic, everyone’s input is equally important.
2. Acrostic: This protocol promotes a growth mindset attitude because it could be very helpful for students who are not strong writers. Instead of writing an essay, students use synonyms to depict the meaning of a topic.
3. The TAPN Approach: This protocol promotes a growth mindset attitude for students who may struggle with reading comprehension. This strategy allows students to interact with a text before actually reading it, which will in turn encourage curiosity and enhance reading comprehension.

Alison Thetford link

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."

Oh yes, outcomes are very important to people in positions of power (to include parents, teachers, coaches, trainers, etc) and that is why it is so important that teachers within an early college classroom praise and honor effort and work, not necessarily outcomes or ONLY outcomes. To be sure, students are accountable for what they do and don't do in your classroom. But if we only concentrate on the outcomes, we are missing opportunities for students to grow academically, socially, emotionally, physically, etc. (for all students within the spectrum of ability).

Thanks for your three protocols which contribute a growth mindset -- your examples of why were clear and understandable. Thank you!

Keno Kerr

10/8/2016 07:33:32 pm

All Teachers

1. Before reading the book, Mind Set in the classroom, my fixed mindset was that some students' minds are fast and some are slow. This is because when a math problem is given some students are able to understand and answer the question on the first attempt and quickly while others need much more time to analyze and come up with an answer.

I have a growth mindset in that I believe that a test (standard) should not be the only method used to determine a child's aptitude in any subject area.

2. From my point of view, I really don't think as a society we believe in a growth mindset because, we were cultured to believe that you are either smart of not, "either you have it or you don't" , and based on this we operate in that manner. This mindset is passed down through the generations.

3. The data in the table implies that students learn to have a fixed mindset as they move from one level to the next. This mindset would have been learned based on teacher and peer interaction in the classroom. At each level they start to label peers as being smarter then they are. They also start to develop a fixed mindset based on the results received from standardized assessments.

4. 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.

BT Teacher:

1. Guess and Check:

This promotes growth mindset because it helps students to think about what they did in class if it is correct them that will develop a sense of achievement in the child, and if it is wrong they will get the chance to revise it.

2. Prove it to me:

This protocol encourages students to think critically and draw their own conclusion from the work they did.

3. Everybody to the board:

This protocol allows students to share their knowledge with the class, it allow students to learn from each other and allow for meaningful discussions among the students.

Alison Thetford link

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."

Hi Mr. Kerr,

I am going to comment on your comment above. I wasn't quite sure I understood what you meant, so, I am going to paraphrase and you tell me if I am on the right track.

Student's rates of solving a problem in math, for example, are varied, but as a society, we tend to think that the "slower" students are students who do not understand whereas the faster students understand a lot more. The same is true for reading comprehension. A student can be a fast reader, but how is the comprehension rate? As a teacher, I would much prefer a student who takes their time and works a problem and solves correctly than a student who rushes through a problem and ultimately forgets a step and fails to solve. Pose this question to your students: Is being finished first more important than being correct? Step one in a growth mindset classroom is to challenge all students to rethink some of their beliefs (looking smart vs. understanding).

Thanks for your three protocols. I really like the idea that in the Guess and Check protocol, "a chance to revise" is offered.

Alexis Howard

10/14/2016 07:58:34 am

Alexis Howard

Questions:
1.In what areas do you think you have a fixed mindset? In what areas do you think you have a growth mindset?
When we think about a fixed mindset, a fixed mindset, according to page 3 of the text, is "a belief system that suggests that a person has a predetermined amount of intelligence, skills, or talent." On the same page of the text, we also see that a growth mindset is
"a belief system that suggests that one's intelligence can be grown or developed with persistence, effort, and a focus on learning." I feel as though, however, that I am a very growth minded individual. When dealing with my own personal life and journey, I am quick to admit when I am wrong, and am always striving to learn more. I am very quick to try something new when in the classroom. If it doesn't work, I just will try something else and see if that will. One area in which I am working on becoming more growth minded though would be understanding students who learn differently from me. I was always the overachieving student. It was hard at first for me to understand the thought processes of why kids behaved certain ways in the classroom.

2.Do we as a society believe in a growth mindset? Why or why not?
I believe that there is some concepts in society that support a universal growth mindset. However, I do feel that sometimes one can be so far in the opposite direction of progress, that it can also put them into a fixed mindset category. There needs to be a happy balance to any recipe for success. As far as education, I do think there are particular circumstances which are more favorable for a growth mindset set of standards, but unfortunately, finance and resource availability can also cause some stifling as to the amount of growth mindset that a community can have.

3.Based on the data on Table 1 on page 11, what implications for teaching mindset are made clear and what does this mean for early college classroom instruction and culture?
Based off the data found on Table 1 on page 11, it shows that the earlier we can teach the growth mindset in the classroom, the more successful the students will be at keeping that growth mindset the older they get. Just from seeing the small age gap from 1st to 3rd grade, the level of adapting a growth mindset shifts from 90% down to 58%. We need to foster this type of learning as much as we can at the elementary level, and push it even more in the middle school level, so that when the students get to high school, they will be much more adaptive to continue this mindset.

4. What one new idea or learning you have gained as a result of these two chapters?
I feel that it is very important to make sure that the teachers, students, and parents should all be on the same page when concerning the areas of growth mindset that the particular school wants to focus on. Everybody has to be on board. If even one component in the overall scheme has a fixed mindset, then that can stifle the whole growth process.

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.

1.JIGSAW (Collaboration, Discussion)

Description: The students will work in planned teams in which each student’s part is needed to complete the product.

Application: This method helps students to be actively engaged while learning new materials, reviewing previously learned materials and perfecting listening skills.

Process: Place students into groups. Divide the lesson into the same number of parts as students within each group. Assign one student from each group to a section of text or material, usually with some guiding questions. Direct students to form new groups (expert groups) and all the experts from the same topic meet together to work on the important points of the section they are covering. After students have finished preparing their questions, have them go back to their original groups and take turns teaching their “expert information” while others are taking notes. When all students have finished teaching their section to their group, have students complete an assignment.

2.PAIRED SHARED NOTE TAKING (Collaboration, Writing, Discussion)

Description: This paired protocol allows students to compare each other’s notes during a lecture, PowerPoint, or other times notes are being generated.

Application: Use this activity to revise and refine information gathered via note taking.

Process: Pair students and remind them to be careful note takers during lesson/lecture. Stop immediately after covering a crucial concept and have student pairs read each other’s notes, filling in the gaps in their own note taking and being prepared to share similarities and discrepancies.

3.OLD-TIME TOWN HALL MEETING (Discussion, Questioning)

Description: Students assume roles of personalitie

Alison Thetford link

10/27/2016 03:28:06 am

Hello Ms. Howard,

Thanks for your response. You said, " It was hard at first for me to understand the thought processes of why kids behaved certain ways in the classroom." I can relate to this thought and sometimes apply it to things outside of school...I believe you are going to see that students bring many years of experiences with them, some positive, others not so much. The author of the book would tell you that students who are informed about mindset are more likely to look at problems in a more positive and persistent manner. Do not hesitate to talk about "fixed versus growth mindsets as long as they have a working knowledge if there is an opportunity to use growth mindset thinking, that is, YOU thinking and then talking out loud to model what a growth mindset attitude looks like. Many experts in the field would say to be a model example in your class everyday!

Thank you for the three protocols, I will be visiting you to ask specifically (and briefly) why they are fundamentally of a growth mindset nature.

Julia Little

10/14/2016 03:23:01 pm

Assignment 2, Chapters 1-2, Mindsets in the Classroom by Mary Cay Ricci
Julia E. Little, CCECHS

All teachers
Questions:
1. In what areas do you think you have a fixed mindset? In what areas do you think you have a growth mindset?
I have a fixed mindset when it comes to how I feel about my own four daughters’ abilities, based on the eighteen years I raised them before they went off to college, or during the time I homeschooled the two younger ones. This makes me feel pretty bad right now. My two oldest daughters are NEUROSCIENCE majors, so perhaps they could educate me on neuroplasticity a bit.
I also have a fixed mindset that once students have been designated “AIG,” that they retain this designation, even if they do not try very hard and get put on academic probation. I do think that all students should be assessed for AIG designation much more frequently than they currently are. I also think that the AIG label inhibits some students from challenging themselves. I know of an outstanding young man whom I met in middle school, who was clearly gifted in the realm of engineering, building great Science Olympiad event Mission Possible impounded items, and clearly leading the team. However, he, at least twice, just missed the “cutoff” for being labelled AIG. I think that this always made him feel slightly inferior.
I have a growth mindset in how I look for different talents in my students. I clearly have some brainy memorizers. But one student this year, in particular, does not want to really do his homework, or pay attention in class, or push himself. In fact, he want me to do Power Point presentations so he can hear the important concepts that he will be tested on, instead of opening his book to read the chapters I have assigned. Still, when given the task of Googling the Hurricane Matthew’s path, or quickly finding something on the computer, he LEADS THE CLASS. This is also in contrast to his grade, which is the lowest for all of the students in the class.
So I have a growth mindset in that I try to identify my math/graph/experiment/book reading/designers/builders, and I do not value one type of intelligence over the other. And I keep telling my students how I have always been just an average student myself, but I worked very, very hard and kept persisting until I reached the bar I set for myself. I also tell them that my saying, “Do or do not, there is no try,” by Yoda, should be used as a guide for them to set their own bar, and to be very, very proud when they reach it. Maybe the bar is the grade of an A, or a B, or a C. Maybe the bar is improving reading skills, or graph interpretation skills, or designing experiment skills, or working together in a team skills. I want my students to set their own goals, not just try to achieve the teachers’.
2. Do we as a society believe in a growth mindset? Why or why not?
I think that the American dream fosters a growth mindset. We believe that anyone who tries hard enough can achieve a home, a successful business, an English speaking ability. Unfortunately, when I went to graduate school, after having attended a relatively uniform, nondiverse university, I learned that many children are not born with a chance in H _ _ _ from the moment they emerge. Also, our socioeconomic levels, educational inequality, and racism issues prevent many people from staying in the growth mindset, as Table 1 on page 11 of the book points out.
3. Based on the data on Table 1 on page 11, what implications for teaching mindset are made clear and what does this mean for early college classroom instruction and culture?
OK. I did not read all of the questions before I started the answers. The implications for teaching mindset which are made clear are that the graph of grade (x axis) versus fixed mindset (y axis), without actually plotting it, looks to be an exponentially increasing relationship with an asymptote at 100%. Perhaps it is an S shaped curve. That means that once students reach early college, they may have a fixed mindset percentage approaching 100%.
It means that we as teachers must work very, very hard to show every student that they can be achievers of whatever dream they dream.
4. What one new idea or learning you have gained as a result of these two chapters?
I have learned that I have a lot to learn about neuroplasticity and how to change mindsets from fixed to growth.

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.

a. Collaboration #13: Paired Shared Note Taking. I selected this because students compare their notes to each other’s. Students may have a fixed mindset about who they want to be paired with to make their job easier, but they will have to show persistence and effort to h

Alison Thetford link

10/27/2016 05:40:57 am

Good Morning Dr. Little,

I found your comments quite interesting . . . especially, "It means that we as teachers must work very, very hard to show every student that they can be achievers of whatever dream they dream."
As you continue to read and understand the nature of growth mindset you will see that we can't always achieve our dream. Growth mindset says if we persist at something and not quit we will inherently be better, not particularly "perfect." I wanted to be an ice skater in the Olympics. That was my dream. If I went to the rink everyday of my life, took lessons, etc. I may never ever be competitive, but, chances are I would have improved. Our messages to students should be a constant reminder that practice and hard work will naturally improve performance, academically, socially, athletically, emotionally, etc.

The student that you have who is brilliant "when he is interested" is a perfect example of a fixed mind. He is
"showing" his smarts to the class, but when you challenge him academically to grow, it's not "easy," and so he has built a lifetime of ways to avoid the discomfort of learning. In the coming chapters you will see ways that you can help him work through this . . .

Alison Thetford link

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 . . .

Gina Hickle

10/23/2016 11:29:20 am

Responses to Questions for chapters 1 and 2:

1. In thinking about ways in which I may demonstrate a fixed mindset, the issue of test scores comes to mind immediately. I know that in my career as a school counselor I have relied on test scores as fairly solid indicators of what a student can handle academically. I felt somewhat conflicted in reading the letter in chapter 2 that was written by the 'English dept chair' in response to the inquiring parents because I have had similar conversations with parents and have stated similar sentiments. I have used student's demonstrated mastery in the form of test scores to help steer parents and students either into or out of advanced and/or very rigorous course content. I have always felt justified in doing so, and in reading the chapter it left me very conflicted. As a counselor, I don't want students to feel incapable of being successful in challenging coursework and I want them to feel courageous enough to try. However, I also feel it is a good practice to take into account what test scores are communicating to us about a student's readiness for such challenges and to consider that perhaps it is more appropriate to formulate a personalized stair-step plan where I can help a student become prepared for such challenging classes rather than simply thrusting them in based on parent or student enthusiasm (which is subject to change). Definitely an area where I will reflect a bit more.

I know that I have demonstrated a growth mindset in areas where I was responsible for leading the Student Assistance Team and helping to identify strategies by which students could improve either academically or behaviorally. Actually, you really cannot perform the important work as a member of an Assistance Team if you cannot see a student as capable of improving and growing and becoming successful given the right supports and learning environment. I very much believe this. Additionally, possessing a growth mindset is essential if a counselor is going to support a student or a client in making appropriate and needed personal changes that will aid in their success beyond the academic setting in meeting life challenges.

2) As a society, it is evident on a regular basis that we do not embrace a growth mindset. Our society is completely riddled with strong stereotypes pertaining to age, gender, race, physical attributes, socio-economic status, and the like. Sadly, as these stereotypes are reinforced and perpetuated by the media daily, people grow up believing in incorrect assumptions about themselves and others around them. This puts unrealistic and unfair expectations (or lack of) on people rather than seeing people as individuals capable of anything they set their minds to. Unfortunately, I feel oftentimes that the power of stereotypical thinking is so embedded in our culture, that even good-hearted and well-intentioned people find themselves guilty of this practice on some level. I think it takes purposeful and regular self-reflection (honesty) to to rid yourself of preconceived notions regarding someone's ability, values, motivations, and potential for achieving success.

3) The graph on page 11 in chapter is extremely telling. It is obvious that the majority of children start off their academic journeys excited, and fully believing that they are capable and ready to learn. After a period of time where they are subjected to repeated messages in varying degrees regarding their ability compared to the abilities of those around them, they become either become less confident in themselves and succumb to lower achievement or become extremely confident in their ability and place rigorous expectations on themselves. There are some students of course who fall somewhere in-between, but the main message is that more students tend to accept a fixed mindset approach after only a couple of years of schooling. What this means for the early college culture is that we can expect many of our students to have fixed mindsets because they or someone highly influential to them, have decided that a faster track to college is something they are capable of and should want to pursue. I have personally seen, in my short tenure thus far in the early college venue, that the students I work with now place far more pressure on themselves and seem to report higher levels of test anxiety than students I have worked with previously at traditional high schools. I think as educators in an early college setting, we probably more than our traditional high school counterparts, are likely to find ourselves striving to help students accept that needed growth in an academic area does not equate to colossal failure. I have myself recently counseling many students who are in very good academic standing and routinely chastise themselves for minor imperfections or for not being top in the class. These students are quick to identify other students who they view as successful and gifted, but they fail to

Alison Thetford link

10/27/2016 06:07:42 am

Hello Ms. Hickle,

Thank you very much for your t reply. I am going to comment on your number one comment- that is about the reality of standardized tests (and I will add "what that means in terms of growth mindset." Our society is absolutely result- driven. It is a fact and it is a reality. Failure is looked at as an end result, not a step for growth. Risk taking is also not embraced because, again, what happens when failure occurs? It's a vicious cycle and one that we see play out in all aspects of our lives. Despite all of this, there are opportunities to grow. There are many examples of highly regarded people who have failed miserably and still are lauded for their achievements. There are many examples of students that, over the ten plus years of our existence, left our school early and are still successful college graduates and there are students who left here with 60 credits, failed out the first semester and have never returned to college ( I have hope for them!!).

The growth mindset model does not want us as educators or employers to ignore the data that tests provide, indeed, that's the reality part. I would suggest that it's not an all or nothing experience- "ok, so your SAT score isn't going to get you into Harvard, where will it get you? (In other words, don't think you are a failure for not getting into Harvard, think you have another opportunity at University of NC- Charlotte! If a college degree is the overall goal, there are many ways to achieve it! But a fixed mindset student may look at the choices left and discard all. An all or nothing mindset is never good. By dealing with realities AND providing other avenues for success (which is what every high school counselor will do . . .) we are modeling a perseverance attitude. Ultimately, it's a shift in how we deal with things that are hard, disappointing, or frustrating (just to name a few).

Patsy Patrick

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?
I like many other educators have a fixed mindset as I use data to drive many of the decisions made. The test results and school report card grade is what makes us marketable to the community and put the A+ on the tee shirt. Unfortunately, the universities require a certain score on the ACT/SAT for admittance so at the end of the day scores do matter. The area I have a growth mindset is being a risk taker trying new ideas and believe that mistakes are just opportunities to learn.
2. Do we as a society believe in a growth mindset? Why or why not?
Society absolutely does not believe in the growth mindset. I think the media has influenced society in such a negative way it will be difficult to have a completely growth mindset.
3. Based on the data on Table 1 on page 11, what implications for teaching mindset are made clear and what does this mean for early college classroom instruction and culture?
The chart clearly indicates a shift from growth to a fixed mindset from K-3. What was not stated in the chapter was why the increase was so much greater by 3rd grade. 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.
The impact on instruction means we have to continuous make the effort to teach, practice, and educate a growth mindset to prepare our students for the next level of life.
4. What one new idea or learning you have gained as a result of these two chapters?
In 2000, our district did a great deal of professional development “how the brain learns”. We learned how to “grow dendrites” in the classrooms which ties into this book study. The learning I gained is not only do we need to revisit this for teachers, but the idea of teaching students and parents about the brain is critical for change. Students spend about 7 hours per day in school; the other 17 hours are outside influences. We need to make the most of the hours we have to transform a fixed mindset.

Patsy Patrick

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.
I must admitted I find myself slipping to the fixed mindset as I try to motivate/encourage her.
The outside forces clearly impact our students whether it is the home life, relationships (peer, parents) and much more.
I must remind myself to encourage and support her in this battle.

Alison Thetford link

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!

Alison Thetford link

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."

Teachers and administrators are driven by data and that is not necessarily a bad thing. Growth mindset philosophies are not in conflict with data; indeed, how do you know what you need to do to improve if you don't have data? I think growth mindset can coexist with the ideas of a data-driven school as long as there is a balance of messaging. Do we as educators focus solely on the struggling student? The growth mindset idea would say that all students, even high fliers can grow. Do we as educators base how we "feel" about a student based on their academic performance? A growth mindset teacher would work hard to set aside personal feelings and continue to work with the student, even the ones that are poor performers and/or difficult. If we apply growth mindset ideas within our classroom we constantly send messages to students to try, to work, to persevere, to acknowledge things that need to change and work toward goals-not to immediately "praise the "A," and demean the "F." Rather, talk about what the student did to get the "A" usually, it's about studying and being consistent. These messages will help vs. just one more failure to put in the grade book. Just a thought!

Jane Merritt

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?
I feel that I have a fixed mindset in the area of thinking in the past that some people were just born with certain abilities being easier for them. For example some people are just artistic or creative and others are not. I do however feel that I have a growth mindset in believing that all students can show growth even in areas that they may have struggled with in the past.

• Do we as a society believe in a growth mindset? Why or why not?
I believe we as a society have a growth mindset, especially in education. The reason I feel this way is based on the importance that is placed on standardized test. How well students perform on a test affect the student, the teacher, and the school.

• Based on the data on Table 1 on page 11, what implications for teaching mindset are made clear and what does this mean for early college classroom instruction and culture?
The tables was very disheartening in the fact that when students begin school they are excited to learn but often get so much work thrown at them they “burn out” and begin to dislike school often because they may struggle with a particular subject. I feel that it is very important that we begin teaching growth mindset at an early age.

• what one new idea or learning you have gained as a result of these two chapters?
The new idea I learned is how it is important is to praise students on their efforts and not their outcomes.

Application assignment: Veteran Teachers
“Steven” is an African American male that has a fixed mindset about his abilities in math. Steven has often made comments about how he hates math and he just isn’t good at it.

Alison Thetford link

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.

About the realities of standardized tests-- "the growth mindset model does not want us as educators or employers to ignore the data that tests provide, indeed, that's the reality part. I would suggest that it's not an all or nothing experience- "ok, so your SAT score isn't going to get you into Harvard, where will it get you? (In other words, don't think you are a failure for not getting into Harvard, think you have another opportunity at University of NC- Charlotte! If a college degree is the overall goal, there are many ways to achieve it! But a fixed mindset student may look at the choices left and discard all. An all or nothing mindset is never good. By dealing with realities AND providing other avenues for success ) we are modeling a perseverance attitude. Ultimately, it's a shift in how students deal with things that are hard, disappointing, or frustrating (just to name a few).

Thanks for sharing about Steven (we have a lot in common he and I!). In the next chapter or two we will look at ways to help him.

Rod Hosking

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.
2. I believe that we live in a society that wants to "pretend" it promotes and believes in a growth mindset but generally does not. If you look at the laws our federal, state, and local governments make, they tend to inhibit growth rather than promote it. Bureaucracy and its limitations foster mediocrity rather than excellence - and having a growth mindset to me means having real expectations.
3. The data shows that with this controlled group that there was a 100% growth mindset at the start of each child's academic adventures in school and that as time elapsed by grade that mindset decreased. I would have liked to see the exact numbers of the study personally though. Based on the evidence given for this small group of middle school students in New York City, the author claims that the clear implication is that growth mindset must be taught as early as possible. What does this mean for an early college program and an early college culture? For starters, it means that students, according to the author's opinion, have been immersed in a educational atmosphere that chips away at the growth mindset of students. By 9th grade, what may be left of it? I do not have an answer as I would have to conduct my own personal trials to come to some more definitive resolution for myself.
4. Honestly, I had not learned anything really new. I did; however, 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.

As for my student with a fixed mindset - I cannot think of any here at the moment but will endeavour to recreate something from the past. Let's say I have this student named Horace who is in 9th grade. Horace likes to speak in class about non-germane topics but when it comes to working with grammar I hear things like "There is no way I will spell right" or "No matter what I do I will not get better." These would be statements that show a fixed mindset about student achievement and potential.

Alison Thetford link

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.

I agree about the small sample of students (elementary)- it doesn't paint the entire picture. Where else but the early college to test the ideas. . .but I would add it's not the early college kids that are most concerning as they are in a unique place, but the traditional schools where students can get lost among the many.

Yes, Horace is a great example. Stay tuned to the next chapters for ways (from overt to covert) to help Horace increase achievement.

Kenny Huffman

10/31/2016 02:33:40 pm

Hi Ali,

1. Generally speaking, I believe I have a growth mindset, in that I believe that all students can accomplish what I am asking them to. Most of my colleagues and I agree that if a student is giving 100% effort, we will find a way to pass them regardless of their talent or intellect. On the other hand I admit I have a closed mindset about state educational leadership. I try not to think about it too much.

2. From a societal standpoint, we have a long way to go. It seems reasonably simple to introduce the idea in a controlled environment such as an early college or a collection of officers/wives. But I see a different reality among the non-professional ranks, where people cling to the values and opinions and self assessments they learned from family members, or in a smaller fundamental community. I would agree that the growth mindset might be what the doctor ordered for our culture, but as a society we have become distracted by the visceral, over-reactive to the anecdotal, and cynical to the optimistic. . .
4. I was intrigued by the correspondence between the dept. chair and the parent. If you read it closely, you will note that the parent's letter implies not only advanced education, but perhaps some knowledge of educational/child psychology. While I appreciate the larger point, I question the average parent's ability to communicate at this informed and nuanced level. In other words, I found myself appreciating the intent, but questioning the authenticity.
Jaromir is convinced that he can't spell. He asks the students who check his quizzes for lenience, and he has stated aloud that he can't spell very well. His class submissions certainly do give evidence to that effect.

Ali Thetford link

11/2/2016 07:16:33 am

Thanks for your post Mr. Huffman,

Oh yes, your comment about the letter from the parent rang a bell with me too. I, the trusting agent of education, want to trust the author, so I am going to assume the letter is authentic; however, I also agree with you that the parent has advanced education and that most parents would not have the background to communicate in such a fashion. The author, as well as Dweck, propose that more than anything else in the world, a student's overall mindset is based from their home experiences. That makes sense. If a child 's performance is the only thing that is measured and not the work/effort/perseverance that goes behind the work then the only thing the child may focus on is the outcome. If it's an undesirable outcome, the child may avoid taking risks. If a child product is always measured in terms of "GOOD" or "BAD," what child would take the risks of failing (meaning--if I fail, I am bad . . .) This is quite simplistic and there are so many other factors to consider, but it explains why students come to a classroom risk-adverse. As educators we can only control what is ours, the classroom. Promoting the growth mindset in an overt way is one thing we can do. Another thing is making sure that students are ok with failure and that failure is truly a chance to improve. Acknowledgement of improvement via hard work, practice, etc is also helpful.

Jaromir has made a public statement about his spelling inabilities. A question to him might be...what are you doing to improve your spelling? It's obvious he knows he's not good at it,so, the growth mindset would promote the idea of practicing spelling-- What are some ways we can help Jaromir understand he will only get better at spelling if he works at it himself.

Kevin R McGinnis

10/31/2016 07:41:08 pm

I'll take these one at a time.

1. In what areas do you think you have a fixed mindset? In what areas do you think you have a growth mindset?
A fixed mindset definitely exists with some students who have been "problems" in previous years. For better or worse (usually worse), there is a reputation and the fixed mindset prevents those barriers from being broken down all of the time.

Likewise, that can also lead to a growth mindset when considered as an active part of the learning process. Breaking down walls, barriers, and, more importantly, labels, is directly correlative to a "growth mindset."

I definitely have a growth mindset when it comes to projects, like my research paper. I actively inform the students that, while results are important, I care more about the process and are they better at the end than they were at the beginning.

2. Do we as a society believe in a growth mindset? Why or why not?

On the whole, yes, I think society does, but not to the extent it could or should. That does not mean that society isn't close minded about certain things and open minded about others. The American society is largely aspirational and wants to grow - consider how often it has been said about making a world where the children can go on to have a better life than the parents. That is born from an innate growth mindset. There is something in the American swim of things about determinism and the need to succeed. There is, of course, another side where people accept their lot in life. Perhaps it is being slightly obtuse about things, but don't we need both to make things work? Maybe it's just being overly meta about things, but you need the fixed mindset to see how the growth can work/change things. The sweet isn't as sweet without the sour.

But for as much as we aspire to greatness, we do, as a society, allow bigotry and stereotypes and labels and abilities to stand in the way of greater success. Perhaps it's a generational thing, too. As one of the younger people around these parts, I don't quite see the fixed mindset as much as the generation(s) who came before. I was raised in a different time than many others and I think that has definitely caused a dissonance of some sort in how I see the world and how others do.

Based on the data on Table 1 on page 11, what implications for teaching mindset are made clear and what does this mean for early college classroom instruction and culture?

The data definitely demonstrates a correlation between increase in age/grade level and an increase in adoption of a fixed mindset (which is, conversely, proportional to the decrease in growth mindset).

Here's where I have questions for the question - is this increase in fixed mindset the result of the school? Is it the result of the individual? Is it the result of society? Is it someone content with being good and X and not so good at Y?

And, here's the real bugger, is it necessarily bad?

Don't get me wrong, I think the growth mindset has plenty of positives in society, but the world also needs someone to fold boxes and cut grass and deliver pizza. I know that's a dark view to take, but it also is true.

A personal anecdote - a friend in PA was on hard times. He applied for a job working on an assembly line. He was a college educated individual looking for any work and applied for this job. By all accounts, people typically would applaud him for "not being too good for manual labor." He went in , applied, and took the entrance exams. The Human Resources department told him they couldn't hire him. When he inquired as to why, they said he was too intelligent (I know, a broad and overused term) for the job. When he asked additional questions, he was informed that he scored too high on the originality and creativity scale of the assessment and he would try to make the job "fun." He would end up hurting productivity because he would make games of a mind-numbing job and slow the process down.

I know these are slightly different circumstances, but is it really not a nuanced case? I'm sorry if I sound cynical (which I am, usually), but the world needs people who know their place in society and who perform those roles.

And it isn't a skill thing, either. People can want to be Jordan in his prime, but sometimes you just have to settle for being a bench player who gets to play when your number is called. And you can work real hard and practice until you keel over and die, but sometimes you are better off knowing your own limitations and being good (growing) and what you know you can do than reach for the stars and end up being useless to the team.

What one new idea or learning you have gained as a result of these two chapters?

I think the issue is with the author's approach - that somehow if we just think it, it will be so. I know, I know, there is way more to it - hard work, dedication, and willingness to be both inter and intra personal as well as introspective about our practices in day-to-day

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.

Seems fitting.

Alison Thetford link

11/2/2016 06:55:19 am

Brevity is key! We will talk and you can fill me in!

Jennison Shields

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.
2. I believe our society has a fixed mindset, but is hopefully changing. We often hear people say things like "I'm just not a math person" or "I can't dance." As we change the mentality in education the societal view will shift.
3. Based on the graph it is clear that children begin losing the growth mindset around 3rd grade. This means that some of our students have gone through school for years with a fixed mindset about their abilities, and we must work hard as a school to begin changing the mindset right as they come in as freshmen.
4. One idea that has made an impact on me is the need to educate parents about growth mindset. It will benefit our students, their siblings, and even the parents themselves.

Application: SpongeBob has a fixed mindset. He is satisfied with C's, though he could get B's or A's with more effort. I've heard him say to other students "Math isn't my thing". He also is reluctant to try critical thinking problems if he doesn't know how to do it right away.

Milagros Rivera link

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.
Sometimes children come into a language class with a bias towards learning a second language because they do not think they need it or have no desire to master it, with this mindset they are shortchanging their success rate.
Now, I have a growth mindset in my belief that all my students can be taught a second language, some at a faster rate than others. It takes longer to learn when a person is fighting it rather than when a student really cares and wants to learn. I read about a dense brain verses a quick brain, in this case I am referring to a student who puts up resistance instead of welcoming their. learning.
The student I want to talk about is Ms. Know-it-all. This child takes her time to begin her assignments, for example she is supposed to have her notebook opened the minute she walks into the classroom but she chooses not to. We are ready to do a listening activity where they have to say whether a statement is true or false, and she would actually begin writing after the fourth statement was read, just because she was not ready.

Tiffany Starling

11/8/2016 07:57:49 am

All teachers
Questions:
1. In what areas do you think you have a fixed mindset? In what areas do you think you have a growth mindset?
I feel as if I have a mix of growth and fixed mindset when it comes to my students. I can best explain with a quote from Albert Einstein, “If you judge a fish by its ability to climb a tree, then it will live its whole life believing that it is stupid”. I believe not everyone is good at everything but we can instill knowledge into our students to help mold them into diverse students.
2. Do we as a society believe in a growth mindset? Why or why not?
As a society we do not believe in a growth mindset because you are either smart or not. Take the S.A.T. for example; the higher your S.A.T. the better the school you will get into and the more scholarships you will receive. But if you are not a good test taker then you have to settle with the schools you do get into and less assistance to pay for college.
3. Based on the data on Table 1 on page 11, what implications for teaching mindset are made clear and what does this mean for early college classroom instruction and culture?
Based off the data found on Table 1 on page 11, it shows that students start out with a growth mindset as they are ready to learn and to experience new things, but the older they get they start to become fixed mindsets. I think our students here at an early college start off with that same pattern; they are eager to learn and experience new things faster than they would at the traditional school, but somewhere they start to trail off into the fixed mindset. However college has a variety of options for them, so that helps with keeping their growth mindset.
4. What one new idea or learning you have gained as a result of these two chapters?
The new idea I learned is how it is important is to praise students on their efforts and not their outcomes.

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.
17. Stormin’ the Question (pg. 23) I selected this protocol because the students have to think for themselves and contribute to another students answer.
9. Five Whys?????(pg. 61) I seleted this protocol because the students don’t just give an answer, they must explain why they came to the answer.
35. Mathematical Work Groups (pg. 17) I selected this protocol because each student has their own task to contribute to the group.

Cross Creek

Early College

Book Study