After implementing our lessons, the pattern of student learning behavior was that although students recognize the value of annotation and metacognition, they don't necessarily apply the tools implemented on their own. Therefore, we proposed to investigate the correlation between the students with a strong growth mindset and the students who continue to implement the strategies implemented in the lessons presented.
Step 1: At beginning of term survey students' growth mindset Step 2: Watch Carol Dweck's The Power of Yet Step 3: Students write self-reflection on their personal perception of their growth mindset Step 4: At end of term survey students' growth mindset Step 5: Look for correlation between students who identify as having a Strong Growth Mindset and/or a Growth Mindset with some fixed ideas and evidence of self-selected . Findings to date: Students (exemplified in 1a & 1b below) who identified as having either a Strong Growth Mindset and a Growth Mindset did indeed choose to self-select to annotate without instruction to do so, and showed accelerated progress in their ability to share their ideas about the readings through writing as well as metacognition while writing. Follow up with growth mindsetDescription of evidence at right
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Follow-Up with Growth Mindset
Curious to see how mindset correlated with student performance and growth, I made a number of interesting comparisons to further my thinking about our problem of practice. Overall, it appears as though growth mindset is key for students to take on challenging courses, to persevere through those courses, and to apply their work in those courses to improve their work and skills. Growth Mindset and Challenging Courses
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