Growth Mindset

Dweck (2016) explains the two mindsets, growth and fixed and how both influence us as the teacher and learner. Fixed mindset is defined as intelligence is static. While growth mindset is intelligence can be developed. She gives us four steps to follow to change mindset from fixed to growth. These steps will not only help ourselves in those whirlwind challenges but guide us in helping our learners.

Step One: Learn to hear your fixed mindset "voice'.

When meeting a challenge that inner-voice may be saying "You can't do it and you will be a failure". Or that voice might say "If you had the talent it would be a snap" when faced with a setback. That same voice of doubt when facing criticism, will place the blame back on the other person. Even when that person is really giving you constructive feedback, You hear "Boy, I thought you could do better".

Step Two: Recognize that you have a choice.

The choice is yours on how you interpret the challenges, setbacks and criticisms. You can bow your head in failure and accept you lack of talent or intelligence. Or met it head-on with the growth mindset to do work harder, take the feedback and make your changes to excel.

Step Three: Talk back to it with the growth mindset voice.

When faced with a challenge approach that fixed mindset with you growth mindset voice. Give the fixed mindset a name such as Doubting Debbie, this way you can change Debbie's outlook on the challenge. It's better to live, love and lose than not live at all.

Step Four: Take the growth mindset action.

Overtime, Doubting Debbie's voice will change to become my own choice and voice. Laura will take the challenge wholeheartedly. I will learn from the setbacks and try again. I will hear the criticism and act on it, to make it mine. And I will practice acting on the growth mindset.

Many of our learners have growth mindset, whether they comes by it natural, part of their character or learned from parents, and or previous teachers. My job is to help encourage growth mindset by being a role model. The challenge is helping those fixed mindset learners to evolve into a growth mindset. To identifying those with a fixed mindset and guiding them through the steps to a growth mindset during our whirlwind days of learning. I am the gardener planting the seed, watering, and feeding my learners.

A challenge I willingly take on!

The first day of class all learners start the course with a 100 (A). It is up to them to maintain the A grade. I give the learners the following guidelines to maintain the grade of choice: read the assignments, complete written assignments and worksheets then demonstrate that knowledge on exams.

The learners are given time to revise worksheets and are given constructive criticism and kudos in feedbacks on assignments. With each course, I will start with "you may not know about this material, Yet!" " But you will have a greater understanding at the end of the sixteen weeks".

The learners with growth mindset will accept and use the feedback on assignments and be able to apply the feedback in class. No need for cheating. They are challenged with the self-learning and experience. The learner has developed a honest character through the growth mindset.

In growth mindset the leaner is concentrating on the learning experience and realizes the grade of choice with come with their hard work and effort.

Learners with growth mindset will have grit. Grit is defined as "perseverance and passion for long-term goals" in Wikipedia. They have an understanding of their goals and will work hard to reach those dreams.

I, as educator, need to be aware of growth mindset as not being a fad or improper use. True growth mindset is continuous growing process, it doesn't come overnight and stay with the learner for ever and ever. Those fixed mindset voices can return with each new challenge, feedback or criticism. I must continue to monitor a student's behavior and progression. And understand at the first site of fixed mindset to bring back those important steps to lead us back to growth mindset. I also need to watch for groupthink (Janis 1970), making sure the class is not following a fixed mindset leader.

I must keep in mind the difference between the learners with grit and fortitude verse the learner who demonstrates unyielding temper, opinion and judgment.

The growth mindset and shift in my learning environment will ultimately lead to bigger and better things: the implementation for my innovation plan. Putting my learners in the right frame of mind will increase their ability in taking an electronic medical history. The creation of significant learning environments will improve my learners in present lab, future practicum rotations and employment.

Does our learning environment matter? Yes, I believe it does. Through my current coursework in creating significant learning environments (CSLE), EDLD 5313 has made a stronger impacted on my views. Views started with my training at SJC Center of Excellence Teaching and Learning workshops. The following EDLD 5313 assignment modules have giving me new insights and information to aid me into being a better learning facilitator.

I believe learning should be challenging, inviting and come with having al little fun with the experience of learning. As the learning facilitator, I will give the learning back in the hands of my learners, give them a voice and some them some choices in the learning.

My first module was developing my Learning Philosophy. In these module, I explored various learning theories and methodologies. Behaviorism, constructivism, and social constructivism. As well as the 21st century learning framework to teach me better thought and methods of learning.

This truly got me thinking and working on my CSLE. With use of Dr. Fink's self-directed guide to designing courses for significant learning (2003), I developed a 3 column table to outline lesson plan. I was able to align outcomes, assessments and activities. Situational factors were taken into a count while developing lesson's outcomes, assessments and activities with an addition to my BHAG.

Ubd design template make the most sense to me. It is a simple design while being very detailed in the planning. It breaks down the unit plan into smaller and more manageable pieces. I was able to breakdown the unit plan into more specific elements of medical history taking by using the WHERETO.

Growth mindset begins and ends with me. I had to struggle with my inner fixed mindset while developing each of these modules. Each time talking myself into finishing, motivating myself to do all the reading, finding the extra time to complete the follow through on each assignment. I will take into account my challenges and growth mindset from this classroom into my learner's classroom to help them.

Bates, T. (2014, July29). Learning theories and online learning. Online Learning and Distance Education Resources. Retrieved from http;//www.tonybate.ca/2014/07/29/learning-theroies-and-online-learning/

Dweck, C.S. (2016) Mindset: the new psychology of success; how we can learn to fulfill our potential. New York: Ballantine Books.

Harapnuk,D. (2016). Why you need BHAG to design learning environments [Web log post]. Retrieved March, 2017, from http://www.harapnuik.org/?p=6414

Fink, L.D. (2003). A self-directed guide to designing courses for significant learning. Retrieved 2017, from A self-directed guide to designing courses for significant learning.

Thomas, D., & Brown, J.S., (2011). A new culture of learning: cultivating the imagination for a world of constant change. Douglas Thomas and John Seely Brown.

Wiggins, G.P., & McTighe, J. (2006). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.