Mercedes (2011). Left vs Right Brain (Online Image).
Retrieved from: https://adsoftheworld.com/media/print/
mercedes_left_brain_right_brain_paint
I had an "ah ha" moment in class regarding learning styles. We have had many discussions on reaching all learners needs by providing different styles of instruction that adhere to the student's individual learning style. However, through discussion in multiple classes this week, I truly realized although extremely important, it is a preference. Too often we hear someone say, "oh, I don't understand, I'm a visual learner", which is likely true but they come to depend on that style without learning through the rest. I consider myself to be a kinaesthetic, tactile learner and I find I do best when I learn in that way, and I have sort of become dependant on that. There are definitely times when someone is giving me instruction or directions through an auditory style, and I honestly blank on the information. My mind is distracted thinking about other things, and I panic midway knowing there is no way I am going to retain this information- simply because "I'm not an auditory learner". After thinking about this notion, I think it relates to the concept of growth mindset. By solely relying on one style of learning we are limiting our ability to learn information, and brain growth... perpetuating the fixed mindset. I want to provide all students a style that makes them comfortable but I also see the importance of challenging them in other learning styles, and increasing their growth and ability to retain information. Through using a variety of learning styles, we can increase the knowledge, and even student interest. We allow students to use both sides of their brains equally creating imagination, creativity, analytical, and logical thinkers. Through challenging themselves in different learning styles, we can encourage a growth mindset and give students the confidence and motivation to understand information that is coming at them in different styles.
Differentiate Instruction
To foster this growth mindset, it is important to differentiate instruction. This can be completed through:
1. Content: Delivering curriculum knowledge and skills through a variety of methods including: video, images, reading, instruction, audio
2. Process: Making sense of the content through reflection and digesting learning activities such as: think-pair-share, journalling, partner and group discussion, games, acting it out, media literacy
3. Product: Learning artifacts and evidence of learning including: provide students choice on how they want to present their knowledge- i.e. a PowerPoint, a skit, presentation, journal, etc.
Did you know your brain actually grows when you make a mistake?! I had no idea. Once I learned this scientific information, I thought why are mistakes considered so negative if they have such a positive effect on the body? When a mistake occurs, the brain struggles to find an answer which in turn strengthens brain neurons. This can be compared to exercising any other muscle in the body, the more you work it, the more the muscle strengthens. Mistakes, and taking time to solve a problem need to be emphasized in the classroom as a positive experience, not a negative. Too often, students are rushed to find an answer and when its incorrect a simple X is placed not allowing the student to grow and learn from it. It's difficult, there's only so many hours in a day, however, we are truly not allowing our students to grow if we do not give them the time they need to solve problems and learn from their mistakes. Through emphasizing mistakes, we can foster a growth mindset, encourage creativity, and provide valuable life lessons when experiencing mistakes. As this notion is becoming more aware through research, education is making math problems longer and more open ended which allows students to struggle and challenge themselves. With that, we allow students to take their time solving which provides students the opportunity to invest in deeper thinking. If we place time constraints, we are having a negative contribution on students learning and their ability to excel in math.
A wonderful way to encourage deeper thinking in math and giving students the opportunity to learn through their mistakes is through Cathy Fosnot's method of Strings. During this time, students are presented with a set of questions related to unit topic, in which they have time to solve and strategize to find the answer using mental math and not a calculator. Afterwards once each student has had the opportunity to find an answer, the class returns to discuss and see the many different ways the problem can be solved. It's so cruical that we take the time to give students the opportunity to invest in deeper thinking as the benefits far outweigh any negatives.
Class teaching- Find the bright spots (September 2013) Growth Ahead. (Online Image) https://classteaching.wordpress.com
Is it a math mindset or is it a life mindset? When looking at the terms of growth mindset and fixed mindset, it's a life style choice that applies to all subjects, and how we carry out our every day tasks. We're currently living in a world, where you see more negativity in the news than positive acts. The Generation Z is living in a world surrounded by technology, social media, and always being connected. A world that is constantly posting their every move, and looking for the next like. This itself creates a fixed mindset. The want to stay in their comfort zone, the fear of making a mistake, and the want to look smart, and popular amongst peers.
How can we implement a growth mindset in the classroom, if the rest of the world isn't truly encouraging growth?... That right there is a fixed mindset. As educators, we need to encourage our students that anything is truly possible whether it is a big impact or a small impact. The brain is a muscle in the body that just like the arms or legs, and needs to be conditioned into being in it's best state. The idea of growth mindset will not happen over night, and there will be setbacks but through practice and perseverance we can create this mindset. As a child develops so too will their growth mindset.
This positive development needs to be practiced each and every day to create a life mindset that students will take with them throughout their lives. Subjects that students learn throughout elementary school are each a piece of a large puzzle which is the development of the whole individual- educational, social, and emotional. Often times, math is the subject that has the most fixed mindset. If students have a fixed mindset in math, how will that carry throughout their life, and the mindset they have later on?
With that, it is critical that we as educators bring a positive light to mathematics, recognizing that it is difficult and challenging, but not impossible. To do so, we must recognize the language we use in the classroom, our attitudes towards the subject, and how we present growth mindset strategies in the classroom.
Carol Dweck, a leading psychologist from Stanford formed the growth mindset, and states "there is no relation between students' abilities or intelligence and the development of mastery-oriented qualities. Some of the very brightest students avoid challenges, dislike effort, and wilt in the face of difficulty. And some the less bright students are real go-getters, thriving on challenge, permitting intensely when things get difficult, and accomplishing more than you expected". I think we can all relate to that research in many aspects of life whether it be education, sport, music, etc. The people who fight for it, and challenge themselves despite abilities are often the more successful ones.
In future classrooms, I want to see students challenge themselves, preserving through the difficult stages, and accomplishing anything they choose. With that its important to have strategies, and demonstrate growth mindset throughout the classroom, and guide student's to develop their personal growth mindset.
Strategies:
When developing a growth mindset it is important to be aware of what your student's like, and what will encourage their growth mindset. Showing videos, such as this series guide visual learners to their growth development and to the 21st century learner, it is more enticing.
Mashup Math. (2016). Promote a Growth Mindset.
(Online Image)
http://mashupmath.com
As math can be a nightmare for most students, it's important to implement strategies specifically targeted at the growth mindset of math. In Cultivating a growth mindset in mathematics the article discusses strategies formed by Jo Boaler that help encourage a positive growth mindset in mathematics. As a leading researcher, her goal is to demonstrate how beautiful math can be, and allow student's to explore math with some freedom. This includes reduces the test-taking pressures, create a learning subject rather than a performance subject, and adapting math to today's technology world.
As educators, we need to constantly research how to better our classrooms, and there are a wealth of ideas regarding growth mindset such as EdSurge's excellent article 4 Ways to Encourage a Growth Mindset in the Classroom . The development of our student's growth mindset begins with us, and how we conduct our classroom each day through the language we use, and how we encourage our student's to overcome challenges. It is critical that we recognize that math is challenging to many people, but through challenging yourself, and practicing, you can improve. Relating to other aspects of student life such as their interests can help student's to find determination. For example, if a student really enjoys hockey discuss how it was challenging at first for them to learn to skate but through practising, they were able to improve, and the same can happen with math.
The Power of Yet Challenging Math Myths and Stereotypes
Wikipedia (2017). Four Queens. (Online Image).
https://en.wikipedia.org/wiki/Queen_(playing_card)
During our last class, our teacher started with an excellent activity that demonstrated the power of words we use as educators. In this activity we used cards where a student would split the deck in half, and then split the two new decks in half again. Once that was completed, three cards would be taken from the top and put on the bottom. The dealer would then place 1 card from that pile on the three additional piles. This pattern continued three times, where once flipped it was discovered that all four queens were on top!
We then split into groups to attempt to figure out how to do the trick. Within my group, three of the four of us proclaimed the classic line "I'm not a math person". I felt this was interesting that before even trying the task, we felt the need to state our positions on math. On the first try, my group had 2 of the four queens. We thought we were doing a great job at figuring this out, and that it had to be passed on patterning and which card goes on top. After a lot of frustrating effort, we later realized we were tricked and that when beginning this activity you have to ensure you know where the 4 queens are. One key thing our teacher had said in the beginning was "this is easy", and throughout the activity I thought how in the world does anyone think this is easy.
With this example, we were taught the power of our words and vocabulary towards our students. By saying an activity is easy, it can cause stress and reducing confidence. Instead we need to emphasize the power of yet, and how it may be difficult now but thorough practice we can improve!
Game About Squares
Swayze, R. (2017) Game About Squares. (Online Image)
We had the opportunity to incorporate an activity that taps into the 21st century learner. Game About Squares is challenging, and without instruction allow students to explore inquiry. It promotes critical thinking skills, and emphasizes the importance of not giving up. An act that many do in math. This can be a great tool to use on devices during transition.
Brain Growth
Throughout this video, Jo Boaler highlights that every individual can learn math. There is no such thing as a math person! She also emphasizes the importance of mistakes in improving your abilities. And one of the biggest take home message is the attitude and belief we have towards math influences our ability. With this research, it is important as educators to have a positive attitude around math, embrace that all of our students can do math, and incorporate a growth mindset.
Going into the new school year, this is an area of focus that I will be looking at to improve my growth mindset on math. As educators it starts with us, and if we do not display a positive and open attitude towards math with our students, we cannot possibly expect them to do the same. I look forward to exploring ways that we can engage all students, and ways to make every learner successful!
