Prior to starting the course EDLD 5313 Creating Significant Learning Environments, I believed that the learning environment referred solely to the physical aspects of my classroom. Now I know that it extends far beyond that. The post Creating Significant Learning Environments, contains my thoughts on the importance of CSLE, how we need to allow students time to explore/discover on their own in order for them to take ownership of their learning, which will lead to more meaningful learning experiences, and the importance of seeing the big picture.
0 Comments
This week wraps up my second course of the Digital Learning and Leading Program, EDLD 5303. This course gave me the opportunity to do the following:
-Learning Manifesto -Learning Communities (PLN)
This past week I had the opportunity to attend a conference hosted in my district for Conscious Discipline. It was a week PACKED with research based information as well as strategies we could immediately put into practice. The video below features Dr. Becky Bailey, the developer of the Conscious Discipline (CD) program summarizing what the CD program is all about.
Throughout my years of teaching I have often tried to think of things from my students' point of view. The DLL program I am currently enrolled in has shown me that thinking it and living it are two completely different experiences. Living the learning experience is definitely allowing me to gain insight into what my students go through. The growth mindset outlined by Carol Dweck has definitely transformed my outlook on my personal learning. In the past I have fallen into the trap of viewing effort as "an admission of weakness". (Dweck, 2008, p.83) After reflecting on Dweck's work, I now realize that effort is what leads to success. Some of us may need to exert more effort than others in certain areas, and that is OKAY. This leads me to the concept of 'failing forward' outlined by Dr. Thibodeaux. We are all going to fail at something in our lives sooner or later; the failure does not define you, how you react to that failure does. Failing forward makes failing seem a little less scary; it allows you to learn from the experience and take action to grow in that area. The COVA (choice, ownership, voice, authenticity) model used in the DLL program gives me much freedom as a student, which can be exciting but also rather intimidating at times. The COVA model can seem intimidating because the lack of precise expectations can be perceived as having a bigger chance of failing. As I continue my journey through this DLL program keeping the growth mindset in mind and looking at those failing forward strategies will make me more receptive to the COVA model. Being more receptive to the COVA model will give more meaning my learning which will in turn give more meaning to my teaching.
What is growth mindset?
In order to comprehend the purpose of developing and supporting a growth mindset in myself and within the students in my classroom, it is imperative to be familiar with the fundamental ideas about growth mindset as described by psychologist, Carol S. Dweck in her book, Mindset: The New Psychology of Success. (2008) This book has rapidly gained popularity as the ideas addressed can be applied not only to students, but to many different aspects of both our personal and professional lives. Dweck (2008), defines growth mindset as the “belief that your basic qualities are things you can cultivate through your efforts.” (p.7) The opposite mindset has been labeled as a fixed mindset, which Dweck (2008), defines as the belief “that your qualities are carved in stone” (p.6) The following graphic by Nigel Holmes is referenced in the book as it further explains the differences between a fixed and growth mindset. (p. 245) |
AuthorMiss E. Garcia Archives
September 2018
Categories
All
|