Building Growth Mindset in the Classroom: Concrete Practices to Support Student Persistence

Building Growth Mindset in the Classroom: Concrete Practices to Support Student Persistence

For 266 the implementation of the growth
mindset work was actually a natural next step for work that we’ve been doing as
a school for years in terms of teaching our kids about core values, teaching our
children to be their personal best, having high expectations for their
social and emotional needs as well as their academic needs. Teachers have been able to get actual structures that they can implement in the classroom in terms of
technique so it’s not just me telling you to persevere, but me actually giving
you the opportunity to do so in your work. So by me giving you actionable feedback
that’s very clear and very specific you can move to the next steps. Or by me
giving you an opportunity to do test corrections now I’m actually giving you
a structure so that you can continue to persevere in not just getting something
right but gaining the knowledge that you need. Today we’re going to be looking at a
peer feedback graphic organizer and at your tables with your groups you’re
going to be working on giving each other peer feedback, written first and
then verbally you’re going to that peer feedback with your facilitator.
Something that I wanted to build in my classroom culture would be risk taking
and I felt that using peer feedback would really help my kids take those
academic risks, feel, you know, unafraid to make mistakes and then just grow from
them. So that that language in my classroom has really helped my students
to make those mistakes and then move past it without feeling afraid of other
students’ judgment or, you know, any bullying in my classroom really.
I like how you used the transitional phrases you already have, like “first of all” “the next
reason” and “finally.” But again just like Nathaniel said, you could add some more.
You also had strong evidence. I think maybe you could add higher vocabulary.
So in the beginning of the school year we start with task cards that have the same
prompts and I give different scenarios I have the kids play around with them
along with your feedback my kids use math talk and text talk and it
eventually helps them, you know, work in Socratic seminar and just to work respectfully with one another and the main point is having that respectful talk allows for richer conversation in the classroom. What it’s like to receive peer
feedback… the feeling for me is very– it feels very helpful. It’s like you’re
getting something that will help you in tremendous amounts. Sometimes people say
“Well, you need to do this,” “that’s wrong”– that’s not how we use peer feedback. We
say “I respectfully disagree.” We say it in a respectful way and not in a way that
would make somebody feel hurt. So something that I’ve seen is, you know, a student will make a mistake in math and another student will jump in and say, “listen, I see where
you went here but this is the step that you missed. Maybe if you do this strategy
or you use a strategy this can help you in getting the correct answer.”
I found that peer feedback has really helped their writing process
and has really helped their mathematical thinking. Okay voy a hablar en ingles. Hoy, today
we’re going to create, you guys will create your own AR verb libritos
to present information to an audience to an audience of listeners
about various activities and topics. Okay we have practiced with AR verbs. For this lesson I don’t expect everyone to be experts at this yet
however with with practice we’ll strengthen our brains, alright?
So I came to the United States not knowing English so taking chances and taking risks in
the classroom for me as a student was… sometimes it can be discouraging because
students can make fun or teachers don’t understand, don’t understand you
and then they just skip–they skip to the other student. Knowing that, I wanted to
create an environment where it is like risk-free, where students can learn from
their mistakes. Muy bien. Un aplauso para Jamacho. Pero, voy a hablar en ingles. However we don’t cut the stem. That’s a good mistake
Jamacho. Okay it’s okay. Think of this song, right? Si. No importa.
–We drop the stem. –Right. So you drop the end, you cut, drop–wait Okay, you had an “aha” mistake moment.
What is it? You keep the stem. Muy bien. In order for my students to be immersed in the
language and and for them to know Spanish I have to create this
environment where it’s okay to make mistakes or it’s okay for them to just
express what they have on a piece of paper and express their opinions.
If your skills are not challenged by this assignment I would like you to use
conjunction words to join words, phrases, and clauses to create compound
sentences, okay? Okay I wanted to explore and really really make mistakes because
this is how we learn, right? Sometimes learning we first have to
attempt it and if we fail, it’s okay. That’s alright right? Because that’s how
we learn. And then we persevere. …hablar. Good, habla.
and then finish your sentence. …he.. He speaks or talks… Okay but then continue it right? El habla… now go search the dictionary maybe but use other domain-specific vocabulary
words. But now you understand what you did? I had to drop the last two words
and add the way that it’s used In this case it’s “a”. Right, that’s excellent.
I feel like the teacher is trying to push us. They’re always trying to make us one step better or maybe even two steps better or they’re trying to keep push us and push
us and they want to get us out of our comfort zone so then we don’t feel like,
“Oh, this is all really easy, like I’m awesome at this. I’m perfect.” If you’re in
your comfort zone you just stay in there you’re–you’re not really pushing
yourself and you don’t really know what’s beyond your abilities but when
you get pushed you know what’s beyond your abilities. You know that you can
keep on going and you don’t know where to stop so you just keep on improving
and improving so you get better and better. Since I started using growth mindset and
framing all the growth mindset components in my classroom I’ve seen a
tremendous change. I’ve seen how they progressed and how student work is
definitely improved. They take more pride in the work. I see that their work is–is
well made and they follow, they go back and they read the instructions and
they make sure that they they want to–I know that they do their best. And I
always hold them to high expectations and high standards to them for all of
my students. So we’re going to continue our work on
revisions. We did the first part of it last week and now you’re going to do the
second part of it today. I think incorporating time for revisions
is important. It gets a kids time to reflect on what they did and learn from
their mistakes and then grow from there and it really gives them a chance to
understand where they went wrong and not feel like it’s so much about the grade
but feel like it’s more about learning in the process.
And then for the next equation there is no… So it would be zero, because there’s no “b” value. Yeah. And then whatever your y intercept is where you started and just kept going up. 59. You have to make sure it’s a line. It’s not exponential.
So I give the students feedback slips with different growth mindset language on them and the
students use that to help them with their revision pieces or really with any
kind of project work that they get back. I also give them prompt cards on the
table that they can use the language with each other to keep encouraging them
to not give up and to persist through really difficult problems especially on
the state test on a Regents. In class when we make revisions we we sit with
our table and we’re allowed to talk with each other and like it’s a collaborative
experience where we can bounce the ideas off of each other. When I worked with my
peers I can learn like different ways to come up with a right answer. We
learn one method in class together and then some of my friends, they know
different ways to do it and it might be easier to solve something like that
their way instead of the other way. The impact I’ve seen on students, especially
since September to now, is that the students will keep going and they won’t
give up and they’ll encourage each other. They’ll even encourage me when I make
mistakes and from the classroom. So I’ve seen such growth and a lot of them from
the beginning a year till now. We all have different things we’re good at and different things we’re bad at. So like each other–we have each other to ask and
collaborate. And things we struggle with, our peers could help us and things
they struggle with, I could help them. I think in the end everyone can make mistakes and I
believe that if you work and work and like try to improve you can improve in
that area you’re struggling with. Growth mindsets taught us all, including
teachers, to see other aspects of intelligence and not to take, you know, for
granted what a child is capable of. One of the most exciting parts of the growth mindset in our building is actually seeing some of the old stereotyping or
the old ways that we kind of label children as far as their capabilities is
being erased. And we’re seeing some great opportunities for students to show
that they are really incredibly intelligent and capable of amazing things if we
give them the right curriculum and opportunity in the classroom to do
that kind of work. And it’s forcing teachers to kind of stretch their own
professional capabilities a little bit and try innovative lesson plans and do
the kinds of things that may be in the past they said, “That would never work.”


11 thoughts on “Building Growth Mindset in the Classroom: Concrete Practices to Support Student Persistence”

  • Great work. I love that I can relate to the look on some of the students faces when receiving feedback. It really is a love/hate thing. If I don't get feedback I'm like "hey wheres my feedback?" When I do get feedback half of my focus is diverted to managing the negative feelings that can crop up when receiving criticism, so I end up sitting there looking powered down while listening, trying to extract value, and actively managing my knee-jerk emotional response.

  • I like the idea of giving the students feedback slips with the growth mindset language on it. I also give my student the opportunity to revise their work-I can tell what the revisions are because of the color of pen or pencil that they use on their work. I am going to adopt the growth mindset bulletin board with the growth mindset ideas and strategies. I think it is very powerful if the students can look at it each day. I also like the sheet that gave suggestions for peer review. My students are younger and I think that would be helpful for them.

  • Ooooh my god! Wow! I haven't watched the whole video yet but I just heard an opportunity to do test corrections!!! When I went to school every test score was a whole life sentence on your never changing intelliegence and a justification why you would never get anywhere in life!! Thank god this is changing!!! All the horrible damage those fixed mindset schools did and are still doing to young people is a crime against humanity.

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