Structure and scaffolding matters. In order to support students in their learning, I organized my course by first teaching about the growth mindset. The second lesson is about making connections to the growth mindset in their lives and others’ lives around them. The third lesson is about SMART goals and making goals with the growth mindset in mind. The fourth lesson provides students with the steps to developing a growth mindset and the opportunity to create growth mindset plans with SMART goals (at least one math goal). Then, the fifth lesson lets them try out the growth mindset with an exploratory activity and reflect on their feelings following the activity.
Along the way through each of the 5 sessions/ lessons, I chose student-appropriate, research-based videos for students to watch and I provided multiple opportunities to reflect, respond, and formatively assess students’ knowledge. For this course, students will get to create SMART goals with the growth mindset in mind and apply their new knowledge to an experience. I think the formative assessments are all of the small check-ins along the way; Flipgrid responses, surveys, EdPuzzle, discussion comments, and Seesaw activities embedded into my Google Classroom. The summative assessments are the SMART goals in the growth mindset plans, as well as students’ participation and reflections on the exploratory math activity.
The course could be fully online or blended. Because I have middle school students whom I think will need support with pacing and understanding expectations, I lean towards a blended environment. The course will be a combination of synchronous and asynchronous because I think my students cannot handle self-pacing and monitoring themselves. I know I could eventually train some of my students to work independently with an asynchronous course in middle school, but it would not be realistic to expect that from all. If this course were provided to adults, I think it would be entirely possible for it to be fully online.
My students are very familiar with the LMS of Google Classroom since we used it all last year. However, they will need training on understanding how this specific course is set up. I plan to create a Welcome video where I explain how the course is set up and how students can receive additional support if needed.
Overall, the course is created to provide students with basic knowledge needed to apply the content to their own lives. It is my hope that students take ownership over their goals and learning as they recognize the benefits of a growth mindset.
The biggest edit I made to the second half of my course will allow me to receive a summative assessment on whether or not students successfully developed a growth mindset. While I can’t grade their mindset because ultimately students must decide and put in the effort to change their mindset, hopefully the course will provide students with the knowledge to be able to intentionally choose. At the end of the course, I included the same survey students took at the beginning of the course over identifying their mindset. I plan to use the data to determine how I can modify and improve the course for the future.
Session 3:
3. Students will need to interpret and analyze data that supports the development of a growth mindset. Students will be required to create or find a real-world example of when it would have been helpful to have a growth mindset.
SMART Goals due.
Discussion- How does a growth mindset affect school performance?
The Power of Belief- Mindset and Success by TEDx Talks
Flipgrid video – working hard to get good at something.
Students write a story of a past time they worked hard/ overcame a struggle. Students can choose Google Doc, Google Slides, Flipgrid to share the idea.
Share / Brainstorm Strategies for when we struggle (Flipgrid Video written responses or monitored Padlet).
Session 4:
4. Students will need to learn how to manage their mindset and work to grow their brains. Students will be able to learn about choices they make and how what they think (their mindset) can affect their learning/ successes. Learners will learn how to use the growth mindset to retrain their brains (change fixed mindset to growth mindset). Learners will learn steps to take to combat a fixed mindset.
Story of Struggle is due.
Independent Kahoot! over 4 steps to Growth Mindset
Revisit 4 Steps to a Growth Mindset (use the quick read)
Students will create a Growth Mindset Plan with the provided template.
Students further develop their growth mindset plan by identifying how they will achieve their two SMART goals and reflect on how the 5 steps will be necessary as they work toward their goals. (worksheet)
Session 5:
5. Learners will exhibit appreciation for the nature of learning new topics in mathematics. Learners should be able to understand the benefit to creating a growth mindset plan for themselves individually. Learners will discover how to be better stewards of their talents and skills with the growth mindset. Learners will use the growth mindset to help them make informed decisions in their lives. Students will create a presentation regarding a real-world application of the growth mindset while interacting with a low floor, high ceiling math problem
Turn in Growth Mindset Plan
At an organized time, students will join the Google Meet and will be split up into breakout rooms. Students are exposed to a math problem from Mindset Mathematics by Jo Boaler where they have to use skills they just discussed to maintain a growth mindset.
Reflection on experience in Flipgrid. Students respond to one more video (can be a message or video response).
Share about experience with family/ family interview about fixed vs. growth mindset.
Final survey (same as first one).
Education with Meaning 