Growth Mindset Plan

Growing, but not there yet

I recently listened critically to the Growth Mindset Plan that I created when I begin this journey in Digital Learning and Leading. The goals that I set for myself and for my students are as important to me today as they were when I developed this plan. I want my students to look for opportunities to learn and to be challenged when learning, and I want them to emphasize the learning more than the validation that the grade offers them.

What have I done to work toward this goal? Not enough. As I stated in my Growth Mindset Plan, the first step in helping my students to develop their growth mindsets is for me to adopt the mindset myself. This has proven a greater struggle than I first thought it would be when I read Carol Dweck’s book, Mindset: The New Psychology of Success. Upon reading Dweck’s ideas for the first time, I truly wanted to walk the walk of focusing on the inspiration of learning instead of the validation of a grade. That has proven a more difficult challenge in practice than it seemed in theory. The reality is that I cannot simply flip a switch and adopt a growth mindset. As I have worked toward this goal, I have often taken two steps forward and one step back. I have realized that changing from what – for me – has been a firmly entrenched fixed mindset to a growth mindset will likely be a lifelong process where I will have to return to Dweck’s ideas to reinforce where I am on this journey.

As a high school teacher, I work with students who have spent between ten and thirteen years in an education system where the main focus is academic success in the form of good grades. They function well within the traditional model of memorize and regurgitate. Because “learning” is about the external validation of the grade, there is little desire among most of them to go deeper in their learning and truly explore.

How can I help my students to develop their own growth mindsets if I am not there yet myself? The first step is to be honest with them. I need to admit that I am still on the journey, and I need to invite them to come along with me. Perhaps by working together, we can all make progress toward our mindset goals.

It is also imperative that I, as the teacher/facilitator, create a significant learning environment (CSLE) that inspires students to want to explore further and dive deeper into their learning. I have developed an innovation plan to bring more student choice, student ownership, student voice, and authenticity (COVA) into their learning experiences. Students will be able to choose what they need to learn and review for themselves instead of being forced into a cookie cutter class where each student receives that same information regardless of need. I also plan to phase out traditional tests and quizzes in favor of authentic learning experiences such as conversations, email communication, pen pal letter exchanges, and authentic cultural projects. It is my belief that allowing students to have some say in what they learn, how they learn, and when they learn will decrease student boredom and increase student motivation.

Finally, I need to adopt Carol Dweck’s philosophy of “not yet” on assignments and assessments. Frequently, if a student is not successful when they are assessed on content, the poor grade goes into the grade book, and the class moves on to the next topic. How does that encourage true learning? Simply put, it does not. In the world language classroom where new communication skills rely on previously learned language skills, it is imperative that students are not left behind. Students need to see learning as an ongoing process. Suggesting that every student has to understand every concept on the same timetable is ludicrous, yet that is how our education system has functioned for over a century. I plan to replace very low grades with “not yet” and to give my students the opportunity and the time in class to seek the additional instruction and practice that they need to be successful so that “not yet” becomes “I did it!”

Just as learning is not instantaneous and requires hard work, so does a change in mindset. For some of us, it will be a lifelong journey. By walking the walk, however, I hope to help my students to see the value of effort in learning. I am not there, yet, but I am working on it!

Reference

Dweck, C. S. (2016). Mindset: The new psychology of success (Ballantine Books
     Trade Paperback edition. ed.). New York: Ballantine Books.