Week 18 - Future-oriented Learning and Teaching

Step 1 (Description):

I have been using and teaching a Growth Mindset throughout all lessons.

 Step 2 (Feelings):

Since starting the Mindlab journey I have been challenged by the additional workload and from feelings towards researching new learning approaches and reflecting on my teaching. In Week 5 re-programmed myself to have a ‘Growth Mindse’t towards the extra study and new theories/technologies. I realised that I had a ‘fixed mindset’ towards this new learning, and yet I was expecting the young people I was teaching to be open to learning! So, I set to work on spreading a Growth mindset into all I do, at school, at mindlab and at home!

I have felt quite a change through using a growth mindset approach to life. I feel I am blessed and lucky to have had the opportunity to be in the teaching profession and to continually challenge and develop myself in a supportive environment.

In addition to the Mindlab course, our school has began our Manaiakalani initiative and in the past 3 weeks the excitement in the learners using Chromebooks, coupled with support we have had from Mark in lessons, has given me an added sense of enthusiasm for teaching.

Step 3 (Evaluation):

I have seen and heard significant shifts in children’s thinking and behaviour, particularly in the way children encourage each other with language such as “You haven’t got it YET” or “I’m still working on it”. The changes made  by sharing and teaching a growth mindset are linked to all we have been doing, for example: new approaches to maths through student led teaching, collaborative writing in groups, a tuakana teina approach in all areas where students are teaching other students, home learning tasks that include family (for example research of learner’s whakapapa or preparing a meal for family and documenting it). The good in all of this has been a change in classroom culture where children see themselves as learners on a journey and parents buying into what children are doing at school. The challenge has been to keep positive and to display to the children a growth mindset towards learning at all times. I believe my teaching practice is continually developing and improving because I have embraced an approach of being open to change and new learning.

Step 4 (Analysis): Theme 5: A culture of continuous learning for teachers and educational leaders

The idea of having a growth mindset has been a paradigm shift in my approach to learning and teaching. It has been a conscious choice, to enable me to continue on the mindlab journey. I have experienced a shift in my thinking and have been sharing it with learners. Living a culture of continuous learning and sharing it in the classroom can potentially change many children’s attitude towards school. I have used digital technologies such as ‘Google slides’, ‘Google docs’ and ‘Kahoot’ to engage children and help them collaborate with each other. I have used collaboration with whanau  (researching children’s whakapapa & cooking for families) as a way to foster the partnerships and relationships within our community. In term 2 we will begin blogging about these so that children can share their learning with wider friends and family.

As recent developments in learning have identified, sound learning practices require children to be actively engaged in their learning or in the “whole game” (cited in Bolstad, et al., 2012). For children to get the most out of their learning however, they need to believe that they can overcome the challenges they face and move from being ‘spectators’ in what the teachers are doing, to being active participants. Researchers have noticed that teacher practice has a big impact on student mindset and the feedback that teachers give their students can either encourage a child to choose a challenge and increase achievement or look for an easy way (Mindset Works, 2017).

A Growth Mindset’ approach in teaching has all the hallmarks of transformational leadership. Students have been building on their ability to develop into semi- autonomous learners, who can navigate their own learning pathways without the need of constant direction, as Franciosi, 2012 outlined. In addition there are also elements of design thinking mindset in leadership, especially ‘learning from failure’ when focusing on having a growth mindset in learning.

Step 5 (Conclusion): Reflect

I could use the growth mindset approach more frequently, there are times when I may be oblivious to some comments. I would use the same approach again, but I would like to add children’s ideas on what retort could be said when a fixed mindset is heard. In Term 2 I plan to create a ‘Growth Garden with fixed mindset comments and growth mindset replies for children to use.

Step 6 (Action Plan):

The change benefits all in our community: children can use the language and thought processes towards learning with others to help foster a classroom culture of resilience and build a happier learning space; they can also take this approach home and support parents who may have fixed mindsets (such as “I couldn’t do math at school). It is important to spread this attitude to the entire school, so that all in our community experience the joy of struggling and breaking through challenges. I need to ensure the ideas I have been using are spread to our syndicate and staff.

References

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

Franciosi, S. J. (2012). Transformational leadership for education in a digital culture. Digital Culture &

Education, 4:2, 235-247

URL:http://www.digitalcultureandeducation.com/cms/wp-content/uploads/2012/09/dce_4001_franciosi.pdf

“Decades of Scientific Research That Started a Growth Mindset Revolution.” The Growth Mindset - What Is Growth Mindset - Mindset Works, www.mindsetworks.com/science/.