In schools, students are expected to meet an absolute bar of proficiency in many subjects. For instance, in math and reading, students are assessed almost every year between 3-8 grade and are expected to meet the proficiency bar. Now, what I'm not saying is setting the goal for proficiency for all students is bad- it's not. However, when students don't meet that absolute bar they shouldn't be made to feel awful. Their growth should be showcased and celebrated instead. Also, students should reflect on their progress to build the personal reflective habits that lead to students possessing a growth mindset.
One way I have seen schools lean into and live out growth mindset with their students is by utilizing standards-based grading. In this system, homework, participation, etc. is not graded. The only things that students receive marks on are what they prove they know independently. After each assessment, students reflect on their progress for each learning target and have the opportunity to re-take any learning targets they missed until they master it. Of course, students have to show effort by making note-cards, coming to tutoring, etc. before they re-take it to instill that students must take action to grow and not simply re-take the test until you get lucky.
Overall, it's worth. It shows that the brain is malleable- it can be shaped and changed depending on the actions we take to improve it. It also reiterates that our abilities are not innate- we're not simply born with the ability to do "good" math, but rather we must work hard each day to do "good" math. Creating a school environment of growth mindset for everyone (administrators, teachers, students, etc.) goes a long way to enabling experimentation, failure, and innovation.
No comments:
Post a Comment