As I began to revisit my plan of a Growth Mindset, I returned to my original plan created in course 5302. In this plan I touched on the Growth Mindset developed by Carol Dweck (2006) in her book Mindset: The New Psychology of Success. ​To expand on my plan and to help my students develop a growth mindset I will focus on creating an environment that encourages exploration and curiosity. To accomplish this I will encourage questions by fostering a culture where asking questions is valued and celebrated. I want to recognize and reward effort not just outcomes and share personal experiences of struggle and growth to demonstrate that learning is a process. As I want to better equip my students to adopt and develop a growth mindset, I will also strive to create a significant learning environment where my students can have a choice on what and how they learn. I want them to truly know how to have choice, ownership, and voice through authentic learning (CSLE+COVA) (Harapnuik, 2017).

     

Although the concept of nurturing a growth mindset has gained significant traction, it’s important to understand that it cannot thrive on its own. Effective educational practices should incorporate a range of strategies that bolster and enrich the growth mindset philosophy. This may involve giving students constructive feedback, fostering a safe and supportive learning atmosphere, and providing opportunities for engaging, hands-on learning experiences.

 

But what does having a Growth Mindset actually mean?

WGU (2019) offers this definition. 

 

 "A growth mindset means that you thrive on challenge, and don't see failure as a way to describe yourself but as a springboard for growth and developing your abilities. Your intelligence and talents are all susceptible to growth."

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Embracing this mindset can transform the way you approach life's obstacles and opportunities. Instead of shying away from difficult tasks, you'll find yourself seeking them out, knowing that each challenge is a chance to learn and improve. This perspective fosters resilience, as setbacks are viewed not as insurmountable barriers, but as valuable lessons that propel you forward.

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Cultivating a growth mindset also encourages a love for learning. You'll begin to appreciate the journey of acquiring new skills and knowledge, regardless of the initial difficulty. This enthusiasm for growth not only enhances your own capabilities but can also inspire those around you, creating a positive ripple effect in your community.

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A Growth Mindset influences how students respond to feedback and their attitudes toward cheating.

 

Acceptance of Feedback:

• Students with a growth mindset see feedback as a valuable tool for improvement rather than criticism. They’re more likely to embrace constructive criticism and use it to enhance their skills and understanding.

•  Instead of feeling defeated by negative feedback, they interpret it as a sign of potential growth. This resilience fosters a learning environment where students are more willing to take risks and engage deeply with their studies.

•  A growth mindset encourages students to actively seek feedback from peers and teachers, promoting a culture of collaboration and continuous improvement. They recognize that learning is a process that benefits from diverse perspectives.

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Attitude Toward Cheating

1. Students with a growth mindset are typically more motivated by personal growth and mastery than by grades alone. This intrinsic motivation reduces the likelihood of cheating, as they focus on their own learning journey rather than merely achieving a high score.

2. When students value the learning process, they’re more likely to understand the long-term consequences of cheating—not just academically, but in terms of their own development and integrity. They recognize that shortcuts undermine their growth.

3. A growth mindset encourages a culture of honesty and integrity. Students are likely to feel more accountable for their own learning and less inclined to engage in dishonest behaviors, as they understand the importance of effort and perseverance.

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To better support the Growth Mindset, several factors need to be considered:

• Feedback Quality: Constructive feedback that focuses on specific behaviors and effort can reinforce a growth mindset.

• Social Environment: Creating a supportive classroom culture where collaboration and peer learning are emphasized can enhance motivation.

• Teacher Mindset: Educators also need to embody a growth mindset to effectively inspire their students.

     

The meaning of what a Growth Mindset is has been distorted by three common Growth Mindset misconceptions (Harapnuik, 2024).

1. ​I already have a growth mindset. 

2. A Growth Mindset is just about praising and rewarding effort.

3. Just espouse a Growth Mindset and good things will happen.​

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But is a Growth Mindset enough?

While a growth mindset provides a valuable foundation, it is not sufficient on its own. It needs to be part of a comprehensive approach that includes effective teaching strategies, emotional support, and a focus on developing skills like resilience and critical thinking. And as Dr. Harapnuik (2024) implores, we should consider moving towards a Learner's Mindset. To reignite or adopt a learner's mindset, we can engage students in reflective practices that encourage them to think about their own learning processes. This could involve setting personal learning goals, sharing successes and challenges, and participating in collaborative projects that promote inquiry and exploration.

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Reigniting a learner's mindset in students involves several key strategies that promote curiosity, resilience, and a love for learning. 

By implementing these strategies, educators can cultivate an environment where learning is a lifelong journey, enhancing academic performance and preparing students to face future challenges with confidence:

• Create a Safe Learning Environment

  • Encourage risk-taking and celebrate learning from mistakes.

  • Promote open dialogue for comfortable sharing of thoughts.

• Model a Growth Mindset

  • Share personal learning experiences to illustrate continuous growth.

  • Use growth-oriented language to emphasize effort.

• Encourage Curiosity and Exploration

  • Incorporate inquiry-based learning and hands-on activities.

  • Allow student choice in assignments to foster passion.

• Provide Constructive Feedback

  • Focus feedback on effort and strategies, not just results.

  • Encourage reflection on feedback to promote understanding.

• Set Incremental Goals

  • Help students set achievable goals that build confidence.

  • Celebrate progress to reinforce the learning journey.

• Foster a Collaborative Culture

  • Encourage peer learning through group projects and collaborations.

  • Offer mentorship opportunities for guidance and inspiration.

• Use Technology Wisely

  • Utilize interactive digital tools for collaborative learning.

  • Provide resources for self-directed exploration.

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Modeling the Growth Mindset and the power of "Yet"

In my classroom I strive to model the growth mindset by openly discussing my own challenges and how I approach them. Using the "Yet" message in daily conversations can help students see that current struggles are part of their learning journey. For example, saying, “You may not be able to draw this yet, but let’s work on it together,” reinforces the idea of progress over perfection.

     

By combining the growth mindset with these additional strategies, we can create a richer learning environment that not only encourages resilience and curiosity but also fosters a deeper, more meaningful engagement with the learning process. This holistic approach to education ensures that students are not merely passive recipients of information but active participants in their own learning journeys. By incorporating collaborative projects, experiential learning opportunities, and reflective practices, educators can cultivate a classroom atmosphere where critical thinking and creativity thrive.

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Furthermore, integrating technology, such as ePortfolios, in a balanced way can enhance learning experiences, providing students with access to a vast array of resources and tools that support personalized learning paths. Encouraging students to set their own goals and self-assess their progress empowers them to take ownership of their educational outcomes.

Ultimately, this enriched learning environment nurtures not only academic success but also the development of essential life skills such as problem-solving, adaptability, and emotional intelligence. These skills equip students to navigate an ever-changing world with confidence and grace, preparing them for future challenges and opportunities alike.

     

I strive to create a safe space in my classroom where students can create art free from the fear of making mistakes. As we explore a variety of media and art styles I encourage my students to continue with the art making process as mistakes or accidents occur. I remind them that mistakes are proof we are learning. 

     

I also emphasize the importance of viewing these so-called "mistakes" as opportunities for growth and creativity. Often, what begins as a mistake can evolve into a unique and beautiful element of their artwork. This mindset helps to foster resilience and innovation.

To further support this, I introduce them to famous artists who embraced their imperfections and turned them into masterpieces. We discuss how Van Gogh's bold brush strokes or Picasso's abstract forms, once considered unconventional, have now become celebrated expressions of artistic genius. By highlighting these examples, I aim to show my students that there is no one "right" way to create art.

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In our classroom, collaboration and mutual support are also key components. Students are encouraged to share their work with peers, offer constructive feedback, and celebrate each other's progress. This collective environment not only enhances their artistic skills but also builds a strong sense of community and belonging.

 

Ultimately, my goal is to instill a lifelong love for art in my students. By providing them with the tools, confidence, and freedom to express themselves, I hope to inspire them to continue exploring and creating, both inside and outside the classroom. With my Innovation Plan to create ePortfolios to replace the Leadership Notebooks, they would have opportunities to take their creative process out of the art room and into their classroom and beyond.

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To better equip my students to adopt and develop a growth mindset, I will create a significant learning environment where my students can have a choice on what and how they learn. I want them to truly know how to have choice, ownership, and voice through authentic learning (CSLE+COVA) (Harapnuik, 2017).

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