Growth Mindset and Goal Setting

Growth Mindset and Goal Setting Presentation

Slides 22-26.  While the whole presentation has some amazing content for why we take on goal setting, which I plan to use as early as summer school, I found the reflection slides useful.  The prompts of how to get students started, key elements, and a benchmark example.  This kind of visual example is better learning for me and I plan on using it with students.

Reflective Memo

   The Tale of Two Kinds of Goals

   When thinking back upon MGI 2016, it seems to be the perfect storm of having to do a great deal of reflecting, and having focused my Action Research Project on reflection!  I'd better walk the walk here and practice what I am going to be asking my students to do this year.  When I say two kinds of goals, what I mean is that I approached the blog writing/formal post goals one way, in the academic way, but realize that I also had personal goals that did not get expressed or reflected upon in a post. So here it goes...

   Academic Goals

   I was much more confident about what to expect academically from MGI this year.  Last year having been my first year, feeling out of place as an elementary teacher, and not having done the action research kind of work before, I was swimming in a place of discomfort.  When the time came this year to write goals I though only of the academic part.  Wasn't that why I was here?  I jumped right into it with goals for my project, even written in the SMART format!  Such a good student.
Here is the link to that first formal post:
Formal Post 1
   I didn't change much about these goals over the course of the week.  They seem to match what I hope to accomplish this year and I feel confident about the way they were written.  The work towards those goals was the part that was pleasantly surprising as I look back on the week.  "Once in a while you get shown the light, in the strangest of places if you look at it right", sings Jerry Garcia, and I think that I saw light that I did not expect to include in a discussion about my academic work.

The Quipu Beads

   I don't make jewelry or do much art.  I'm a word kind of guy, especially in writing.  I can get all twisted up when speaking at times, so I rely on written word.  This Quipu bead task was unexpected and provided some anxiety.  But I went with it, just like I would expect students to do.  Each day adding a new set of beads provided some well needed breaks but also a chance to try and showcase what I was feeling in a different way.  Professional readings about the multiliteracies was not something I thought much about during the week, yet here I was, forced to communicate in a different way.  I think the symmetry of the beads is noteworthy as that is the kind of brain I think I have.  Make a random collection of beads?  No way.  So what do the beads mean for my week?

Purple = wishing our new team name, Tenacious D, had something to do with Prince.  It's the anchor of my Quipu though, just like my Team would prove to be.  A place where new connections were made, old ones reestablished, and chances could be taken.

Blue stars = the multiple pathways I had learned about early on in the week.  The 3 Pillars, PLPs, and student led goal setting.  If I was going to focus on having students reflect on goals, I'd better embrace this fact they might not focus on what I wanted them to.  Sitting with students and having them wish they had more say in their work, more time to make it their own, and more relevance to themselves. As I heard numerous times during the week, it's not where you start, it's where you finish.  It's about the process of reflection, not simply what the goal is!

Silver = Lots of jumbled and bumpy significance.  Multiple pathways are not clear cut, nor is the work going to be easy.  I met with two students who came to talk about their PLP work with me.  Here's the reflection post:

Student Conferring 1

I was surprised by the lack of enthusiasm in the students and was fearing for my own teaching pitfall of starting something and not giving adequate time to do it correctly and well.  So I found myself wanting to stick to my academic goals, yet feeling a bit unsure of how to go there.  Which digital format do I use?  Do I have students reflect on new goals each week?  How much does the goal matter?

Pink = Cloudy yet round.  Signified an evolving clarity in what I was thinking about at the end of this day.  Abstract was written.  My goals had not changed.  What continued to change was my thinking about students and forming relationships with them.  Now I think I am particularly good at the relationship with student part, at least on a personal level.  Academic level?  Hmmmmm...not so sure. Last year I did a lot of goal setting but it was rather directed from me.  "Be the guide on the side, not the sage on the stage" said a professor of mine.  Ok, but can I do that with goals?  What if they pick something I don't feel is worthy??  See the second part of the reflective post:

Reflective Post 2

Particularly the part where I was reminded to listen to your students, and don't be afraid to let them suggest changes in your practice.  Many MGI staff helped me begin to see the significance in focusing on the reflection process, and not so much on my thoughts on the goal.

Clear = I'd like to think it was all clear as the week neared it's end, which it wasn't, but it seemed like a fitting bead to put.  I had gained clarity on how to phrase my Action Research question and clean up my abstract.  I did have an excellent conversation with Life about my idea and how to begin structuring my thinking about writing the meat of the work.  What is the academic benefit of reflection?  Are there more than one?  What is significant about how students communicate their thinking.  All of these were part of my thinking this day.  Connecting with colleagues, just like connecting with students, really matters.  That was some clarity.

Green = It's go time!  That was an easy choice.  I really enjoyed sharing the beads at the closure parts of each day because it forced me to face the fears of talking about something I had never made before.  It forced me to talk about myself.  Wow, it really is about where you end up and not where you started.  It really is about the process of reflection, and maybe not so much about the specific content of what I am reflecting on.

Personal Learning

   I have to include this part as MGI has been as much about taking personal risks for me as it is about academic work.  Personal meets content.  That's the beauty of teaching.  It's super scary being in a place with such amazingly talented people.  For the second straight year I found that the growth and risk taking in that area is directly connected with the work I will ask students to do.  Walk the walk.

Take a chance and walk through the door.  If you don't take the chance, then you never can get the benefits of what is on the other side.  This applies academically, from taking chances to meet with students and ask them about their work, to really listen to them as they make their next steps.  It's also personal, like asking others to throw a frisbee or sing in front of a crowd.  You never know, and getting past that door is the first part.  

Sometimes you take a risk and you actually succeed!  Put your best foot forward, be brave, be silly, work together, and you may just win even when you thought there wasn't much of a chance.  In the classroom I can tell students that I tried, and I hope they will too.  In the classroom I can have students just begin with one step, and then they are off and learning.  Who knew how that scavenger hunt would turn out!?  Who knows what students will realize if given the chance.  Coffee and donuts may await! 

Colleagueship.  Yes, take time to listen to your students and take time to get to make those relationships.  Making connections with colleagues is just as important.  What you learn from others is as strong as what you can learn in class.  Sometimes, though, you won't be feeling so successful and you will watch others shine.  Others will always be better.  It's ok to watch, but it may have been better to give it a go with what you have to offer.  Again risk taking.   

And sometimes what you have to offer can make you feel good.  Bring yourself, your own set of skills, your own talents and participate.  Do it your way but make sure it's your best effort.  

Two kids of goals, academic and personal.  I guess it shouldn't be surprising now that it's happened but the interconnected nature of this year's experience really is special.  This blogging has been what I want it to be for my students as they dive into collecting evidence and reflecting on it.  A natural place of individual expression of thinking and work.  Let it evolve, let it represent you.  

Formal Reflection #3

   The biggest feeling of success that I feel as this year's institute wraps up is that I was more comfortable with the process of creating an Action Research Project.  Last year I was a fish out of water, not sure how an elementary teacher fit in to this Institute.  Writing a researchable question and abstract was a foreign task to me.  So this time around I was more familiar with the process and it allowed for more time spent in other ways.  I really enjoyed the connection making time and the time to talk more big picture.  Not something that I usually do as a thinker.  I also found that I had more mental space to make sense of what Middle Grades is.  I look forward to continue to connect with people from the Institute digitally and in my own building on the PLP thinking and work that I have done and that they are doing.  I look forward to sharing the work that my class does on their blogs around goal reflection with colleagues and other classrooms.  

Abstract:

 I will research how student reflection on goal setting improves with the use of structured digital tools and intentional instruction around evidence collection and reflection.  Students will use personal blogs to record content and transferable skills goals, collect specific evidence on their goals, and reflect thoughtfully upon their learning progress.  Students will collaborate with each other through their blogs and the commenting process as well as share work with a wider school and family audience. Student data will be collected using a variety of means to allow for a broader range of student expression and ensure access to the work for all students. Instruments will include student surveys, individual student interviews, and student work analysis.

Readings Links and Ideas

Self-awareness plays a critical role in improved learning because it helps students become more efficient at focusing on what they still need to learn. The ability to think about one's thinking increases with age. Research shows that most growth of metacognitive ability happens between ages 12 and 15(PDF, 199KB). When teachers cultivate students' abilities to reflect on, monitor, and evaluate their learning strategies, young people become more self-reliant, flexible, and productive. Students improve their capacity to weigh choices and evaluate options, particularly when answers are not obvious. When students have difficulty understanding, they rely on reflective strategies to recognize their difficulties and attempt to rectify them. Improving metacognitive strategies related to students' schoolwork also provides young people with tools to reflect and grow in their emotional and social lives.

7 Strategies That Improve Metacognition

1. Teach students how their brains are wired for growth.

The beliefs that students adopt about learning and their own brains will affect their performance. Research shows that when students develop a growth mindset vs. a fixed mindset, they are more likely to engage in reflective thinking about how they learn and grow. Teaching kids about the science of metacognition can be an empowering tool, helping students to understand how they can literally grow their own brains.

2. Give students practice recognizing what they don't understand.

The act of being confused and identifying one's lack of understanding is an important part of developing self-awareness. Take time at the end of a challenging class to ask, "What was most confusing about the material we explored today?" This not only jumpstarts metacognitive processing, but also creates a classroom culture that acknowledges confusion as an integral part of learning.

3. Provide opportunities to reflect on coursework.

Higher-order thinking skills are fostered as students learn to recognize their own cognitive growth. Questions that help this process might include:

• Before this course, I thought earthquakes were caused by _______. Now I understand them to be the result of _______.
• How has my thinking about greenhouse gases changed since taking this course?

4. Have students keep learning journals.

One way to help students monitor their own thinking is through the use of personal learning journals. Assign weekly questions that help students reflect on how rather than what they learned. Questions might include:

• What was easiest for me to learn this week? Why?
• What was most challenging for me to learn? Why?
• What study strategies worked well as I prepared for my exam?
• What strategies for exam preparation didn't work well? What will I do differently next time?
• What study habits worked best for me? How?
• What study habit will I try or improve upon next week?

Encourage creative expression through whatever journal formats work best for learners, including mind maps, blogs, wikis, diaries, lists, e-tools, etc.

Reflection Link to article

• comment on why specific samples were selected or
• comment on what they liked and did not like in the samples or
• comment on or identify the processes involved in developing specific products or performances or
• describe and point to examples of how specific skills or knowledge improved (or did not) or
• identify strengths and weaknesses in samples of work or
• set goals for themselves corresponding to the strengths and weaknesses or
• identify strategies for reaching those goals or
• assess their past and current self-efficacy for a task or skill or
• complete a checklist or survey about their work or
• some combination of the aboveReflection sheets

Probably the most common portfolio reflection task is the completion of a sheet to be attached to the sample (or samples) of work which the reflection is addressing. The possibilities for reflection questions or prompts are endless, but some examples I have seen include

Selection questions/prompts

• Why did you select this piece?
• Why should this sample be included in your portfolio?
• How does this sample meet the criteria for selection for your portfolio?
• I chose this piece because ....

Growth questions/prompts

• What are the strengths of this work? Weaknesses?
• What would you work on more if you had additional time?
• How has your ______ (e.g., writing) changed since last year?
• What do you know about ______ (e.g., the scientific method) that you did not know at the beginning of the year (or semester, etc.)?
• Looking at (or thinking about) an earlier piece of similar work, how does this new piece of work compare? How is it better or worse? Where can you see progress or improvement?
• How did you get "stuck" working on this task? How did you get "unstuck"?
• One skill I could not perform very well but now I can is ....
• From reviewing this piece I learned ....

Goal-setting questions/prompts

• What is one thing you can improve upon in this piece?
• What is a realistic goal for the end of the quarter (semester, year)?
• What is one way you will try to improve your ____ (e.g., writing)?
• One thing I still need to work on is ....
• I will work toward my goal by ....

Evaluation questions/prompts

• If you were a teacher and grading your work, what grade would you give it and why?
• Using the appropriate rubric, give yourself a score and justify it with specific traits from the rubric.
• What do you like or not like about this piece of work?
• I like this piece of work because ....

Effort questions/prompts

• How much time did you spend on this product/performance?
• The work would have been better if I had spent more time on ....
• I am pleased that I put significant effort into ....

Overall portfolio questions/prompts

• What would you like your _____ (e.g., parents) to know about or see in your portfolio?
• What does the portfolio as a whole reveal about you as a learner (writer, thinker, etc.)?
• A feature of this portfolio I particularly like is ....
• In this portfolio I see evidence of ....

As mentioned above, students (or others) can respond to such questions or prompts when a piece of work is completed, while a work is in progress or at periodic intervals after the work has been collected. Furthermore, these questions or prompts can be answered by the student, the teacher, parents, peers or anyone else in any combination that best serves the purposes of the portfolio.

Other reflection methods

In addition to reflection sheets, teachers have devised a myriad of means of inducing reflection from students and others about the collection of work included in the portfolio. For example, those engaging in reflection can

• write a letter to a specific audience about the story the portfolio communicates
• write a "biography" of a piece of work tracing its development and the learning that resulted
• write periodic journal entries about the progress of the portfolio
• compose an imaginary new "chapter" that picks up where the story of the portfolio leaves off

Goal Setting Session

https://goo.gl/fhYfe4

Blogging on a regular basis to keep track of progress on work towards goals then the formal PLP reflection

Goals need to be about the process and continuous improvement, NOT achieving a specific thing that they either make or don't, and that they may not have enough control over to make it happen.

Team Summit 802>PLP link

Learning Plan Revision 2

  Today is indeed Moving Day.  It's been enjoyable to continue collaborating with colleagues, reading and meeting with students.  It's been easy to create reflection blog posts and think big.  So it's time to move on for sure, with the destination of the Action Plan in mind.  Moving isn't easy, but it's all about modeling the risks we hope that our own students will take so here goes...

  Research Question:  Does student reflection on goal setting improve with the use of structured digital tools and intentional instruction on evidence collection and reflection language?

  See the screen of my revised learning plan below for the abstract and follow this link for the post that will house my Action Plan.  The screen shot only has the most recent changes and the addition of the title and abstract.

   I think the parts of my day that had the greatest impact on my decision to pose the above abstract was meeting with another group of students and my interview with Mark from Tarrant.  I know that I wanted to build upon my work with goal setting from last year and move further into working on student reflection.  The conversations with students and seeing their PLP work really helped me understand that digital collection tools are an excellent way of showcasing and cataloging student work and thinking.  They allow for personal creativity, style and content.  I also learned that without intentional instruction on how to collect quality evidence, the time to do it, and allowing for the creativity and individual choices of students, buy in and interest in the PLP process will suffer.  That has led me towards the idea of structured use of digital tools and intentional instruction and scheduling of PLP work.
   The second part of my day that had a great impact was meeting for an interview with Mark from Tarrant about my previous work with goal setting and reflection.  It was good to reflect!  His questions helped me see the parts of what I did last year that worked well and how my approach changed over the year to goal setting.  I realized that reflection work was not nearly as intentional as my work with goal setting.  That further pushed me towards this idea of reflection work.  I realized that through this conversation I had learned to listen to the children and work with their ideas.  Be a guide, not the one pushing down ideas upon them.  I need to take that approach to this reflection work, allowing students to follow their own path and process.  They DO need intentional instruction and tools though.
   So my biggest Ah-Ha from the week so far comes from a combination of work and conversations.  Perhaps Don summed it up best after he was listening to me talk with students about their PLPs - Listen to your students!  If we listen to them, then we can start to understand their needs.  We can start to understand their interests.  We can start to understand their process and how they can become excited and invested.

Action Research Plan

Improving Student Reflection and Documentation Through PLPs

Abstract:

 I will research how student reflection on goal setting improves with the use of structured digital tools and intentional instruction around evidence collection and reflection.  Students will use personal blogs to record content and transferable skills goals, collect specific evidence on their goals, and reflect thoughtfully upon their learning progress.  Students will collaborate with each other through their blogs and the commenting process as well as share work with a wider school and family audience. Student data will be collected using a variety of means to allow for a broader range of student expression and ensure access to the work for all students. Instruments will include student surveys, individual student interviews, and student work analysis.

Introduction and Rationale:

At last year's MGI I created an action research project around goal setting and reflection where I investigated how direct instruction on goal setting improved students' abilities to perform those skills. After reflecting upon the school year and my work on this project, I found that student goal setting skills, and their ability to write using the SMART outline, improved noticeably. What did not get addressed as planned was student reflection and metacognition. This realization has led me to this action research project where I will investigate how direction instruction in reflection and evidence collection improves students' abilities to perform those tasks.

With recent legislation requiring that students demonstrate proficiency in being self directed learners, student reflection is at the forefront of teachers' minds. According to the Performance Indicators, students must be able to, "Identify, manage and assess new opportunities related to learning goals." Student must be able to, "Demonstrate initiative and responsibility for learning." This is the driving force behind why I chose to take on this project. I also feel that with the goal setting work I did with my multi age class last year, one half of my class will be practiced in this area, ready to move into reflection, and be able to mentor and teach my incoming students. Our school has done a great deal of work around teaching the essential concept of having a Growth Mindset. We employed the phrase "not yet!" as a way of changing our thinking about perceived failure and motivating ourselves to persevere. The time is right for moving into quality reflection through writing, speaking and documenting work evidence on those goals.