Podcast Series: Innovations in Education

Explore the full series of eSchool News podcasts hosted by Kevin Hogan—created to keep you on the cutting edge of innovations in education.

How we created a growth mindset in math

Historically, students have been led to believe that they are either destined to be good at math or that they just “aren’t a math person.” At Springfield (MO) Public Schools, we wanted all of our students to feel empowered as mathematicians. Through Jo Boaler’s research, we were able to identify key changes that needed to take place in order for that to happen in our district.

Our approach to teaching mathematics began as a journey toward equity in math class. We began focusing on conceptual understanding, strategy-based fluency through number talks and open tasks that support multiple entry points and solutions. In the past, much of our math instruction was focused on procedural rules that didn’t allow students to build flexibility with numbers. Despite the constant focus on fact retrieval, teachers continued to note that students didn’t have mastery of basic facts year after year, and it showed in our standardized test scores. We began offering professional development around strategy-based fact practice and eradicated time testing from our classrooms.

Related: How our district is making math relevant…Read More

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5 tips for nurturing a growth mindset

After 29 years in education, one thing remains the same: Every time I walk the halls during class in any school, I encounter what I call “the hallway kid.” This kid always manages to get out of class; whether he’s running an errand, going to the office, or heading to the restroom, this student finds a way to roam the halls.

Stereotypes aside, good teachers do not fall prey to student labels. Long before Carol Dweck’s work defined the benefit of nurturing a growth mindset, good teachers remained committed to finding ways to squeeze every ounce of potential out of the most resistant student, especially the one who bought into a self-defeating label. Dweck’s work compares the effects of how a fixed mindset, or the belief that skills, talents, and intellect are unchangeable, to that of a growth mindset—the belief that skills, talents and intellect can be developed through hard work and persistence.

The power of words
What Dweck’s work has brought to the education profession is a strategy to boost a child’s potential based on the power of language. No single word is more critical to this strategy than the simple word “yet.” When I visit classrooms, it is common to hear teachers talk about what students should not say. The most common outlawed phrase is “I can’t.”…Read More

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3 ways I instill a growth mindset in my students

For my math students, having a growth mindset—the belief that intelligence can be developed through application—removes the idea that some students are good at math and some students never will be. This is crucial in math classrooms, especially as students progress through their academic careers. When their mindset shifts, their approach to math changes. They see a challenge or a new learning experience as an opportunity. Rather than simply giving up, students will plan out their approach and use their background knowledge to find a way to solve the problem.

It’s no secret that math can be challenging for everyone, so mistakes should be celebrated. This way, students can embrace and overcome math challenges rather than fixate on their inabilities. Just because a student is in a low-skilled small-group lesson doesn’t mean that student can’t persevere.

If educators instill a growth mindset in students at an early age, they’ll use this approach for the rest of their lives. The good news is that you can start teaching a growth mindset at any point in a student’s academic career. Here are three ways I make sure my students are developing a growth mindset.…Read More

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How I found more satisfaction in teaching

Early in my career, I got upset and disappointed when students made mistakes in class. I couldn’t understand why they weren’t understanding when I was teaching everything so clearly and putting so much time into scaffolding my lessons. As a new teacher, I worked hard to deliver concise lessons at the front of the room, and I became resentful when students asked questions or did not understand.

My attitude was exacerbated by the fact that there are some students who process information easily and master new ideas quickly, while other students struggle to grasp the same material. I assumed many children were not listening, not taking good notes, or not studying. My attitude made me annoyed when helping students one on one, because I was continually repeating what I had just taught at the front of the room.

This attitude created a very negative atmosphere in my classroom. In my first few years as a math teacher, students cried often in my class. I chalked this up to my being strict and having high expectations. Eventually, my poor attitude toward the learning process became pervasive and manifested itself into anger. I often considered leaving the profession.…Read More

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How I found more satisfaction in teaching

Early in my career, I got upset and disappointed when students made mistakes in class. I couldn’t understand why they weren’t understanding when I was teaching everything so clearly and putting so much time into scaffolding my lessons. As a new teacher, I worked hard to deliver concise lessons at the front of the room, and I became resentful when students asked questions or did not understand.

My attitude was exacerbated by the fact that there are some students who process information easily and master new ideas quickly, while other students struggle to grasp the same material. I assumed many children were not listening, not taking good notes, or not studying. My attitude made me annoyed when helping students one on one, because I was continually repeating what I had just taught at the front of the room.

This attitude created a very negative atmosphere in my classroom. In my first few years as a math teacher, students cried often in my class. I chalked this up to my being strict and having high expectations. Eventually, my poor attitude toward the learning process became pervasive and manifested itself into anger. I often considered leaving the profession.…Read More

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How schools can help teachers reach instructional excellence

Part of a school leader’s job is to create conditions in which teachers work collaboratively to achieve excellence in their instructional practices and in student learning.

But with near-constant demands, how can school leaders assess teachers and work with each one individually to ensure instructional excellence? The answer lies in administrative support and teacher mindset.

“The success of every student is really dependent on the quality of the teacher,” said John Wink, superintendent of Blue Ridge ISD in Blue Ridge, Texas, during an edWeb leadership webinar. “How do we get excellence in every classroom? It really starts with the mindset of the teacher.”…Read More

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Can growth mindset theory reshape the classroom?

Growth mindset holds that every learner has the potential to excel. How could it impact education?

Great teachers have long known what research is beginning to prove: an individual’s mindset — as much, or even more so than ability — can have a profound impact on their success in school and beyond.

But until recently, noncognitive skills like perseverance and self-motivation sat at the periphery of an education debate centered on the measurement of skills like reading and math. That is beginning to change.

Books on noncognitive skills pepper best-seller lists. Policymakers have taken note of a growing body of research that proves our abilities and intelligence can be developed. The recent revamp of the federal K-12 education law, for the first time, introduced terms like “well rounded” into the policy lexicon, opening the door to inclusion of non academic factors in accountability plans.…Read More

Does your school have a growth mindset when it comes to change?

Want your tech rollout to be successful? First, you need the right mindset

Most educational organizations want to improve teaching and learning by leveraging technology. The terms blended learning and its subset, flipped learning, are touted extensively as useful educational goals.

However, there are a number of fundamentals that need to be in place in order to increase the likelihood of organization wide success. This contrasts with the success of the “lone experimenters”; the innovators and early adopters who will implement change no matter what the environment is like.

Fundamentals fall into a number of categories. I will consider one — mindset — in this article. Two previous articles examined infrastructure and leadership.…Read More