Chapter 5 - Who Are Our Learners and How Do We Get to Know Them Better?
Learning Objectives
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By the end of this workshops participants will be able to:
1) distinguish between students' fixed or growth mindsets by creating a chart which compares and contrasts the characteristics of each mindset,
2) work with a partner and practice techniques for positive student self-talk.
1) distinguish between students' fixed or growth mindsets by creating a chart which compares and contrasts the characteristics of each mindset,
2) work with a partner and practice techniques for positive student self-talk.
Chapter Five Summary
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Student's Mindsets
Carol Dweck's research suggests that students have a self-determined mindset regarding their ability to learn before they even walk into the classroom. A student with a fixed mindset believes you are born with a certain intelligence and accept that they may not learn or understand everything. A student with a growth mindset believes that they can learn and are willing to work hard to increase their knowledge. When reading the comparisons created by Michael Richard it is evident that those with a fixed mindset view education through an inward lens. They may try to stick with easy tasks to ensure success, avoid challenges, take feedback as personal criticism, and can be jealous of others success. Students with a growth mindset view education through an outward lens. They believe their learning abilities have the potential for growth through hard work, embrace challenge, and overcome obstacles. They see criticism as a means to improve their ability and see the success of others as inspirational (Doyle, 2011).
Carol Dweck's research suggests that students have a self-determined mindset regarding their ability to learn before they even walk into the classroom. A student with a fixed mindset believes you are born with a certain intelligence and accept that they may not learn or understand everything. A student with a growth mindset believes that they can learn and are willing to work hard to increase their knowledge. When reading the comparisons created by Michael Richard it is evident that those with a fixed mindset view education through an inward lens. They may try to stick with easy tasks to ensure success, avoid challenges, take feedback as personal criticism, and can be jealous of others success. Students with a growth mindset view education through an outward lens. They believe their learning abilities have the potential for growth through hard work, embrace challenge, and overcome obstacles. They see criticism as a means to improve their ability and see the success of others as inspirational (Doyle, 2011).
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Changing Mindsets
Trying to change a student's mindset is a challenge. Just telling students they are smart or have potential isn't enough. Students needs to shown that our brains are capable of growth. Dweck offers several suggestions to meet these challenges: Reward all students for their efforts; share research that everyone can grow their brains; offer feedback and assessment as learning tools; offer learning risks with a safety net if they begin to falter; and offer study tools proven to support learning (Doyle, 2011).
In Learner-Centered environments it makes sense to have a plan that encourages students to change their mindsets. Dweck encourages self-talk. This helps students hear their inner-voice, understand they have a choice, and gives them vocabulary to change their own minds (Doyle, 2011).
Trying to change a student's mindset is a challenge. Just telling students they are smart or have potential isn't enough. Students needs to shown that our brains are capable of growth. Dweck offers several suggestions to meet these challenges: Reward all students for their efforts; share research that everyone can grow their brains; offer feedback and assessment as learning tools; offer learning risks with a safety net if they begin to falter; and offer study tools proven to support learning (Doyle, 2011).
In Learner-Centered environments it makes sense to have a plan that encourages students to change their mindsets. Dweck encourages self-talk. This helps students hear their inner-voice, understand they have a choice, and gives them vocabulary to change their own minds (Doyle, 2011).
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Relationship Building to Enhance Learning
Facilitators need to create an environment of trust in their classroom. If we are expecting students to complete assignments that challenge their thinking they need to understand "why". Doyle suggests treating students as if they were your own children, by allowing choices to solve problems, conversing individually when possible, genuinely caring about their learning, and being positive. It is also important for your classroom to be a safety-zone from threats, make the learning valuable, show proof of growth, set an example of expected behavior, and trust the research. Doyle states that everyone in the classroom has the same goal and together we can create a learning environment where everyone, working together, succeeds (Doyle, 2011).
Facilitators need to create an environment of trust in their classroom. If we are expecting students to complete assignments that challenge their thinking they need to understand "why". Doyle suggests treating students as if they were your own children, by allowing choices to solve problems, conversing individually when possible, genuinely caring about their learning, and being positive. It is also important for your classroom to be a safety-zone from threats, make the learning valuable, show proof of growth, set an example of expected behavior, and trust the research. Doyle states that everyone in the classroom has the same goal and together we can create a learning environment where everyone, working together, succeeds (Doyle, 2011).
Connections
![green and orange speech balloons.](/uploads/3/8/1/8/38182723/8949721.jpg?243)
Recently, one of the participants in my online class emailed me early in the session to express her concern about succeeding in the course. She explained that she moved to America from Vietnam and that English is her second language. Because all of our learning is online, she was worried her writing skills would not be sufficient. Of course, I thanked her for letting me know and encouraged her to continue to participate, reassuring her that it was the content of what she wrote that was important. I was not concerned with grammar. Her writing was PHENOMENAL! Using
imagery and metaphors to illuminate the material in unique and creative ways. In fact, the bar was raised for everyone in the course. After her successful completion she wrote a lovely note expressing her gratitude for my support and encouragement. A win, win, win for all involved.
imagery and metaphors to illuminate the material in unique and creative ways. In fact, the bar was raised for everyone in the course. After her successful completion she wrote a lovely note expressing her gratitude for my support and encouragement. A win, win, win for all involved.
Ideas for Implementation
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Make A Rule: Only Positive Self-Talk Allowed Here
Creating a positive culture in your classroom can begin with the decorations. Hanging self-talk charts on the walls with yes/no options such as:
No: I'll never learn math.
Yes: I can practice and then I'll learn math.
or
No: She's so smart. I don't like her
Yes: Maybe she can show me how she did that math problem (http://www.thoughtfullearning.com/blogpost/get-smart-become-talented).
As the school year progresses students can add their self-talk methods to help others.
Creating a positive culture in your classroom can begin with the decorations. Hanging self-talk charts on the walls with yes/no options such as:
No: I'll never learn math.
Yes: I can practice and then I'll learn math.
or
No: She's so smart. I don't like her
Yes: Maybe she can show me how she did that math problem (http://www.thoughtfullearning.com/blogpost/get-smart-become-talented).
As the school year progresses students can add their self-talk methods to help others.
Let's Review
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resource: Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.
http://www.thoughtfullearning.com/blogpost/get-smart-become-talented
http://www.thoughtfullearning.com/blogpost/get-smart-become-talented