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Over the past several weeks, I have taken the opportunity to look back and review the concept that helped launch me into this mission of improving the current system of education: the growth mindset. Years ago, I first heard the phrase "growth mindset" at my school district's convocation. While I did receive a short breakdown of what this term meant, I have to admit that my initial definition was vastly limited. Originally, my understanding was that to have a growth mindset meant that it was okay not to be naturally good at something, but if you try hard enough, you will eventually succeed. After Lamar's Digital Learning and Leading Program introduced me to Carol Dweck and her research, I learned that there is much more to it than that.
Now, as I reflect six months later, I would say I have a more complete comprehension of the totality of this concept. The most impactful thing I have come to understand is that there is a ongoing internal conflict between the fixed mindset and the growth mindset. Dweck (2016) states that if we are honest, we all experience both types of mindsets in different situations. And while one may have be nurtured into a particular mindset, these are fluid states of mind. A person has the ability to choose and train their mind how to approach learning. Oftentimes, surrounding circumstances and environments create conditions that foster the development of a particular mindset and can affect which mindset a person accesses. This idea that success is achievable through grit and determination was one that I was excited to implement in my own learning experiences while unpacking the same concept with teachers on my campus.
Implementation Update: Personal
Unfortunately, while I started strong in the implementation of my own growth mindset, I have since waffled. I had clear vision at first, but have found myself reverting to familiar thinking patterns of a fixed mindset as life, stress, and unusual circumstances (COVID-19) have all occurred. My biggest temptations when faced with challenges is to compare my status to others. It is an easy pitfall for me as I often seek validation in my uncertainty.
Dr. Dwayne Harapnuik (2016) compares different course design models by using an analogy of driving a car to a specific location. One way to journey is to follow the step-by-step instructions of apps like Google Maps, while the other method is to take advantage of the freedom to explore different routes in order to arrive at the expected destination. To borrow from this analogy, I will apply this metaphor to my experience with fixed versus growth mindsets. Sometimes, I prefer the step-by-step instructions (fixed mindset) while other times, I push myself to embrace the freedom of the journey towards a destination (growth mindset). However, I quickly pull back from this freedom and will revert to the reliable use of Google Maps if there is a lot of traffic on the road. I, too easily, allow the circumstances of the road determine my mindset. When those circumstances are stressful or unfamiliar, I have yet to train my mind to embrace the growth mindset, but instead slip back into that of a fixed. It is comfortable, it is familiar and it allows me to find security knowing where I am compared to those around me.
With all of that being said, as I reflect further on my mindset plan, I can say there has been improvement. In Dweck's (2016) four steps of implementation, the first action point is to recognize your fixed voice. Over the past several months, I have been able to identify the characteristics of my fixed voice and my own personal triggers. Although I still believe there is room to grow, I am excited to see progress.
Implementation Update: Professional
As an instructional coach, it is my job to work side-by-side with teachers to improve classroom instruction. Using Jim Knight's Impact Cycle as a model, I primarily guide teachers through a reflective process where they identify specific aspects of their practice they would like to change. The success of a coaching cycle is heavily dependent on the teacher's approach to the process. Teachers who operate in a fixed mindset resist the cycle and do not find it beneficial or worthwhile. However, those who operate with a true growth mindset fully embrace this journey of learning to improve. In fact, they oftentimes fall in love with the growth process and ask for more investment.
After taking 5302 in the DLL program, I decided to implement discussion questions regarding the growth mindset in every pre-conference I have with a teacher. We explore their stance on learning and the nature of growth. This is the foundation that each coaching experience is built upon. The most important truth that I emphasize is that "teaching" is not a innate gift, but a skill that can be massively developed through effort and the implementation of certain learner strategies.
One of these strategies is the establishment of a significant learning environment. As a next step, I will introduce the concept of significant learning environments with a small group of teachers as a part of my innovation plan, where we will create a unit of study that focuses on blended learning and a Project-Based Learning experience. Again, it will be imperative that those teachers operate with a growth mindset throughout this journey, trusting that through application and experience, they will improve and grow as educators and as learners themselves. As noted earlier, in order for learners (and in this case, teacher-learners) to be able to operate with a growth mindset, they need to learn in an environment to supports and promotes this approach to thinking. Utilizing the course design tools of Fink's 3 column table (2003) and Wiggins & McTighe's (2005) Ubd template, I intend to provide a destination for these teachers and allow them the freedom to journey towards that destination without the concern if they are doing it "right." This innovation plan will focus on the learning outcomes for these teachers, not the competencies.
Moving forward, I am most excited to go on this journey of growth with my colleagues. I still strongly believe that to truly adapt a growth mindset, the environment need to change as well. Together, the teacher-learners and I will seek to create a new culture of learning for our students, as well as ourselves.
References:
Dweck, C. S. (2016). Mindset: The new psychology of success. New York, NY: Ballantine
Books.
Fink, L.D. (2003). A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.
Harapnuik, D. (2016, June 16). Mapping your learner's journey. Retrieved March 30, 2020, from http://www.harapnuik.org/?p=6420
Wiggins, G.P. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
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