Revised Growth Mindset Plan  

Four months ago, I had my first introduction to Carol de Week's theory at the beginning of the EDLD 5302 course in the Master of Education in Applied Digital Learning (ADL). By then, the sensation caused by meeting her was like a profound awakening, a rescue to the valorization of my potential since I was able to understand that failure is not a permanent state but a process of evolution and transformation, equipping me with feelings of security, perseverance, and adaptability. Thus, I began the path towards learning, taking it to each interaction context. To do this, I developed a Growth Mindset Plant to alleviate my students' anxieties in the face of the difficulties of not learning and the lack of optimism and appreciation of their potential.

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My understanding of cultivating a growth mindset in my learning environment has continued to evolve over the past four months of studying EDLD 5313. I am constantly incorporating new insights and practices into my teaching. Today, I am excited to present an updated version of my Growth Mindset Plan! This revision is based on the latest research from Case Western Reserve University, which suggests that a growth mindset alone may not yield significant and measurable results. I have, therefore, adjusted my approach to align with these new insights into mindset interventions.
 

¿How can you help your learner develop a growth mindset?

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In the universe of education, there is a magical and exciting world inhabited by little beings full of energy, overflowing imagination, and an insatiable thirst for knowledge: kindergarten children. On their initial journey through formal learning, these young explorers invite us to immerse ourselves in their fascinating universe, where curiosity is the compass and creativity is the engine of learning, where there is an invaluable opportunity to sow the seeds of mentality. Of the growth in the hearts and minds of the youngest. It is easy for them to create activities, projects, and games where we often fall into the trap of focusing only on the final results. However, it is essential to remember that authentic learning occurs in the process.

In my classroom, to develop a growth mindset, I try not to exclusively praise the end product, such as a finished piece of art or a completed puzzle, but rather to highlight the effort, perseverance, and progress children demonstrate along the way. I recognize and praise hard work, creativity, and the strength of the idea that learning is a continuous journey of growth and development. I provide opportunities for them to direct their learning through research in writing projects. On many occasions, they can choose exploration activities in the Science subject where they can make decisions about their learning and control over their development. By providing these opportunities, they are empowered to develop confidence in their abilities and a belief in their ability to grow and learn, developing the skills and mindset necessary to face future challenges confidently.

 

What other factors should you consider if you want to impact a growth mindset?

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One factor that we could take into account and that we consider essential to developing a growth mindset in children at an early age is the collaboration between school and parents since the family can provide a safe environment where they feel valued, accepted, and supported. We are helping them cultivate confidence in themselves and their ability to face challenges and learn from mistakes. Additionally, I could adhere to specific approaches to my learning philosophy, recognizing that learning is enriched by interaction with others. Be open to new perspectives and points of view, recognizing that learning comes from diverse experiences. Practice perseverance and understand that progress requires constant effort and dedication. Another critical point to consider is to recognize the individualities of the students since each one has different strengths, weaknesses, interests, and ways of learning. By valuing and respecting these differences, we can shape our approaches around creating spaces where you feel important and valued for who you are and represent.

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How will you model the growth mindset and the message of "Yet" to your learners?

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To model a growth mindset, I will explore the complexities of my learning process, including moments of confusion and failure. By sharing these experiences with my students, I show them that challenges are a natural part of the improvement process. By recounting specific cases of initial struggle and subsequent success, humanize the learning process, showing that obstacles are opportunities to grow, not indicators of inability. I will help my students develop self-regulation skills, such as planning their time, controlling their emotions, and having goals. I will model for them that throughout their lives, they will have to face many challenges, but the most important thing is to have tools and resources like Growth Mindset to help them face their fears and the complexities of their thoughts.

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Embracing the power of " NO YET" is essential to modeling a growth mindset. Recognizing that a goal has yet to be achieved but that there is the possibility of doing so in the future is essential to maintaining a positive attitude towards learning and self-improvement. The " NO YET" warns us that progress is a persistent cycle and that each obstacle is an opportunity to develop and move to the next level. By assuming the " NO YET" we accept the possibility that achievement is not an ultimate goal but a path laden with conceivable outcomes and possibilities yet to be found.

I will also show my students that " NO YET" means a starting point when things go wrong. It is an attitude towards life (work-study). It is a window to the future, a possibility to create and believe in new tools. Moreover, skills to assume achievement with better fulfillment. I have been fortunate to see the power of the word Not Yet, which in my classroom translates into: "Super Power." Seeing a cry arrive at the beginning of the school year. For having untied shoes, forgetting Wednesday's folder, or being unable to write their name to say: Teacher, have you seen what reading level I am reading at? I think that is what Carol Dweck referred to when she said: "Students have a second chance to Become Smart." To effectively model a growth mindset, I would first dive deep into my learning journey, going beyond simply talking about my achievements.

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Consider how the growth mindset can change the acceptance of feedback and students' attitudes toward cheating.

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An essentially changing aspect of a growth mindset is its significant impact on how students deal with feedback and dilemmas like cheating. Especially in kindergarten, where students still develop their values and define meaningful concepts, cheating manifests differently than in more advanced educational levels. "cheating" can often arise more from misunderstanding or lack of understanding than from a deliberate intention to deceive. For example, a child may copy her partner's answers simply because he does not yet understand the task or knows how to complete it correctly. They are more focused on exploring and experimenting with the world around them and have a different awareness of academic standards and expectations than older students.

However, working with students to foster a strong understanding of the importance of honesty and personal effort from an early age is essential. This shows that assuming a growth mindset teaches that true success does not come from shortcuts or dishonest practices but is built on effort and constant commitment to learning. By embracing challenges and setbacks as essential parts of the growth process, students are less likely to resort to dishonest tactics, understanding that true mastery is achieved through dedication and a willingness to learn from mistakes.

Facilitating open dialogues about the implications of cheating within a growth mindset context encourages students to internalize integrity values ​​and recognize the long-term benefits of authentic learning. By combining the concepts of growth mindset and academic integrity, you can foster an environment where students are receptive to feedback and motivated to approach their studies with honesty, perseverance, and a genuine commitment to understanding and mastering the content.

Developing a growth mindset in kindergarten is crucial in transforming attitudes toward feedback. A student who adopts a growth mindset uses positive and constructive language that highlights the positive aspects of his or her classmates' work and avoids damaging (bullying) or discouraging criticism that can demotivate. They can also ask questions to understand and appreciate the feedback, being a role model for positively receiving feedback. In Conclusion, adopting a growth mindset in our classrooms can help transform attitudes toward feedback and foster a positive and collaborative learning environment.

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How can the growth mindset help limit some of your student's preoccupation with grades? What role does grit play?

The growth mindset can help limit concern about students' grades by shifting their focus toward learning and personal development instead of focusing solely on results. It empowers students to value the growth experience rather than the outcome. In addition, the growth mindset helps alleviate the fear of mistakes or failure and teaches the student to see them as a path that must necessarily be taken to learn and grow, that is, to accept challenges and understand that making mistakes is a natural part of the process. Learning.

As for sand work, it could be related to the example that the development landscape resembles a park or beach where students can try, make mistakes, and learn without fear of judgment or grades. In this unique circumstance, the arena addresses a protected climate conducive to self-knowledge and improvement. Empowering students to see the growth experience as playing in the sand encourages them to investigate, try, and learn more freely and without fear of deception.

My goal is to establish a gritty environment where the learning process is celebrated, challenges are seen as opportunities to grow, and all victories, regardless of their magnitude, are recognized and valued. This approach involves recognizing and applauding academic achievements and profoundly appreciating the effort dedicated and progress made. In promoting this mindset, I convey to students that grades are only one part of their educational journey, not the sole determining factor of their success. By understanding that learning is a dynamic journey with its ups and downs, students are encouraged to view the process as rewarding, thus fostering a resilient and positive attitude toward their academic pursuits.

How can we prevent the growth mindset from becoming a fad or being improperly implemented? Consider how grit can be misused (Hint rigor).

 

As with many educational trends, there is a risk that a growth mindset will become a fad or be implemented incorrectly in classrooms. To avoid this scenario, adopting robust and evidence-based approaches to implementation is essential. Educators play a critical role in promoting a growth mindset in the classroom. Therefore, it is essential to provide them with professional development and ongoing support to internalize and put growth mindset concepts into practice with effective strategies. This may include training opportunities, resources, and time for reflection and discussion. It should not simply be an optional activity, but rather, it should be coherently integrated into school curricula. It is essential to understand that when we equate it with the arena, the growth mindset is not about reducing academic standards but promoting a positive attitude towards learning and personal growth in an environment that still values ​​effort, excellence, and academic achievement.

Open communication ensures everyone recognizes, deeply understands, and embraces growth mindset principles. In this way, a shared commitment is created to maintain the impact of the growth mindset on students, promoting an environment where growth is not simply a concept but a lived experience for all members of the educational community.

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How can we prevent the growth mindset from becoming a fad or being improperly implemented? Consider how grit can be misused (Hint Rigor).

 

As with many educational trends, there is a risk that a growth mindset will become a fad or be implemented incorrectly in classrooms. To avoid this scenario, adopting robust and evidence-based approaches to implementation is essential. Educators play a critical role in promoting a growth mindset in the classroom. Therefore, it is essential to provide them with professional development and ongoing support to internalize and put growth mindset concepts into practice with effective strategies. This may include training opportunities, resources, and time for reflection and discussion. It should not simply be an optional activity, but rather, it should be coherently integrated into school curricula. It is essential to understand that when we equate it with the arena, the growth mindset is not about reducing academic standards but promoting a positive attitude towards learning and personal growth in an environment that still values ​​effort, excellence, and academic achievement.

Open communication ensures everyone recognizes, deeply understands, and embraces growth mindset principles. In this way, a shared commitment is created to maintain the impact of the growth mindset on students, promoting an environment where growth is not simply a concept but a lived experience for all members of the educational community.

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The growth mindset is a good start, but is it enough?

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Placing the entire burden of a student's success on the growth mindset would be unrealistic and potentially harmful. While a growth mindset is an essential factor that can influence academic performance and personal development, it cannot address all the challenges and factors that influence a student's success alone. Here are some reasons why you cannot put all the responsibility on the growth mindset:

Some authors, such as James Heckman, economist, and Nobel Prize winner, have extensively researched the importance of non-cognitive factors, such as perseverance and socio-emotional skills, in success throughout life. His work highlights that while a growth mindset is essential, it is not the only determining success factor.

 Paul Tough suggests that while a growth mindset is essential, more is needed. It is an excellent start to motivate students to work hard in their studies. However, if you do not address other factors that may affect the student's academic progress or not receive adequate support and educational practices, your underlying philosophy is.

In conclusion, the growth mindset is an excellent start. But to succeed, it must be seen as a systemic process intertwined with other diverse elements and disciplines within a complex system that influences human development and academic performance.

How can we get our kindergarteners to rekindle or adopt a learner mindset?

On this exciting journey where every day is an adventure and every moment is an opportunity to learn and grow, a fundamental question arises for educators and parents: How can we get our kindergarten students to revive or adopt a learner mindset? At this stage, where cognitive, emotional, and social development is crucial, cultivating a student mindset is essential for long-term academic and personal success. An important element to achieve this is showing the model we want to build in our children. Adults act as role models for children, so we must display a growth mindset and attitudes toward learning. Establishing open and collaborative communication with parents can strengthen support for learning at home. Providing resources and suggestions to foster a growth mindset outside the classroom, such as family learning activities, inspiring readings, or reflective conversations, helps cement the message that learning is an ongoing journey that extends beyond the classroom walls. . . By empowering them to recognize individual differences in each child's learning styles, strengths, and challenges, we will generate emotions, joys, and satisfaction that inspire them to revive a growth mindset.

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How can we get our students to rekindle or adopt a learner mindset?

​

On this exciting journey where every day is an adventure and every moment is an opportunity to learn and grow, a fundamental question arises for educators and parents: How can we get our kindergarten students to revive or adopt a learner mindset? At this stage, where cognitive, emotional, and social development is crucial, cultivating a student mindset is essential for long-term academic and personal success. An important element to achieve this is showing the model we want to build in our children. Adults act as role models for children, so we must display a growth mindset and attitudes toward learning. Establishing open and collaborative communication with parents can strengthen support for learning at home. Providing resources and suggestions to foster a growth mindset outside the classroom, such as family learning activities, inspiring readings, or reflective conversations, helps cement the message that learning is an ongoing journey that extends beyond the classroom walls. . . By empowering them to recognize individual differences in each child's learning styles, strengths, and challenges, we will generate emotions, joys, and satisfaction that inspire them to revive a growth mindset.

 

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