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Module 6

In module 6, we looked at effective teaching skills and how we can best incorporate them in our practice. We looked at the Universal Design for Learning (UDL) guidelines, look at how we use them in the best way possible for students with special needs, and learn to understand the importance of a growth mindset a little more. 

Growth Mindset

The image below can be used as a poster for a classroom on how to incorporate a growth mindset into our everyday practice and attitude. 

The first thing that stuck out to me were the images of the people on each side. One of them is labelled as a fixed mindset, and the other is labelled as a growth mindset. The fixed mindset has bricks all throughout the brain of the individual, while the growth mindset has a tree that is growing and blossoming new leaves. Each picture is a visual representation of what it means to have a growth versus a fixed mindset, especially within the classroom. I believe that incorporating a visual cue on what each statement means will open up more students to a broader understanding of their work and and learning habits in school. As someone who can struggle fully opening up to a growth mindset (especially with certain subjects I have self-proclaimed I am "bad" at), having that visual of bricks within my brain does shed some light on what it means to be unwilling to take a chance on an activity, task, or subject. 

The next thing I wanted to look at was the 10 statements listed that present a fixed mindset versus a growth mindset. I think it is important to include these types of statement within a class for a multitude of reasons. I teach grade 9 and 10. I find that as students get into high school, they are less likely to take risks within their classes. Many of them develop a fixed mindset, and are unwilling to try new things due to the prospect of them possibly failing at the task. With that knowledge, incorporating pointed statements that encourage a mindset of trying regardless of the outcome could possibly lead to more influence in trying something regardless of the outcome. 

Those students who welcome the idea of having a growth mindset are able to create new connections with their work, that will inevitably happen when they try to follow through on statements like the ones mentioned above. This style of poster reminds me of theories and practices such as the law of attraction or daily affirmations that can be used to drastically alter one's mindset and way of being. 

Engagement; Sustaining effort & persistence: 

In this section, looking at the UDL guidelines for Engagement, specifically focusing on sustaining effort and persistence, I decided to look into the sub-point Foster collaboration and community. 

I have always placed an importance in creating and utilizing a community around you in a positive and effective way. I try to encourage students to use their peers in our classroom environment to help themselves, and their peers, grow and learn more within the course. There are many ways to do this, and find that when used appropriately, students take away much more than when they work through certain tasks and activities individually. 

The guidelines that are listed on the website are as followed : 

  • Cooperative learning groups should be utilized 
    • These groups should have clear goals, roles, and responsibilities 
  • Facilitate school-wide programs for positive behaviour support
    • Allow for differentiation with objectives and supports
  • Provide prompting for learners that guide them on how to ask for help
    • Could be used for classroom teachers, support teachers, peers, etc. 
  • Encourage and support peer interactions and supports 
    • Provide opportunities for collaboration 
    • ie: peer-tutors, group work, etc. 
  • Facilitate learning communities for students with common interests and who participate in similar activities 
  • Create expectations for students who are working in groups 
    • ie: create rubrics, norms, classroom expectations, posters, etc. 

Each of these points are aspects that I try to include in my practice within my classroom. I try and utilize group work where possible, however, it can prove to be difficult if expectations are not made clear right at the start of the course. I try and instil the characteristics of what it means to be a part of a positive working relationship right away when I meet my students. 

References: 

Onward and upward: Fostering a growth mindset. LEARN Blog - learning from each other and building a community. (2020, May 11). Retrieved June 1, 2022, from https://blogs.learnquebec.ca/2... 

GoPeer. (2020, August 28). The importance of having a "growth mindset". Medium. Retrieved June 1, 2022, from https://blog.gopeer.org/the-im... 

UDL Guidelines. UDL. (2018, January 12). Retrieved May 26, 2022, from https://udlguidelines.cast.org...