Unexpected Growth Mindset Moment {SOL 5.17.16}

I stood at the entrance gate to the rink and watched them walk toward me, their ankles wobbling and the expressions on their faces revealing their uncertainty.

Most of my 4th graders had never ice skated before. Sure, it sounded fun, but now that the skates were laced up and the rink was before them, many began to doubt themselves.

"You've got this," I told them as I helped them move forward toward the rink.

They walked through the gate, stepped onto the ice, and began to shuffle their feet.  The rink's wall provided the support many of them needed to get going.

After our last student had stepped onto the ice, I stood back and watched.

Some students began to let go of the wall and tried to skate unsupported. Many fell, but all got back up, often with the help of friends.

Some students began to skate in partnerships, linking elbows or holding hands to help each other move around the rink.

Some students held tight to the wall, moving at a snail's pace...but moving nonetheless.

Before long, many (if not most) of the students had left the wall and had picked up speed. Some tried doing something fancy -- skating backwards, taking little jumps, mini-spins.  

You could literally feel the excitement in the air as these kiddos realized they could skate and that it was actually fun!

As I stood on the safety of the hard concrete and took it all in, I realized that what I was seeing before me was true growth mindset at work. It was the microcosm of our classroom applied to a new experience.

I stood as the encourager, choosing words that supported and reminded the kids of their ability to succeed. 

Everyone began using the wall as a support, but each let go at their own time.  Some took off right away, getting the hang of it and challenging themselves with fancier moves.  Others needed to hold on to the wall for a bit longer as they found their own groove that led to their success. Many needed the help of a friend to get going.

Words of "I can't do this" changed to "Look at me!"

I couldn't have planned this lesson if I tried.

Are You Smart?

Last year, I dabbled with teaching my 4th graders about growth mindset.  We practiced adding the word "yet" to the end of most everything we said and by the end of the year, my students became quite good at it.  I've heard that some of them even carried this vocabulary on with them to 5th grade, which is awesome to hear.

This year, we are diving full force into growth mindset and it is very exciting!  As part of this, we are learning about the brain and how it works.  Learning about the brain and growth mindset must go hand in hand.  Students need to understand that the brain is constantly changing with each learning experience.  If they struggle with something, lots of practice can actually alter the structure of the brain until it is no longer a struggle.

Who would have thought that a bunch of 4th graders would be learning about things like neurons, synapses, malleability, and neuroplasticity -- and actually understand it well enough to be able to explain it to someone else!  I know that I wasn't learning about this when I was in 4th grade way-back-when....But I wish I would have.  It may have changed my life.

Last week, I gave my students a short survey to find out what they knew about the brain and learning, a sort of pre-assessment.  Their answers were astonishing and have given me much food for thought. There was one question that received the most answers and I wanted to share some responses with you:

Question:  Are you smart?
*   No, because my brain thinks slow.
*  No, because I am not good at math.
*  No, because every time I let info in, other info gets out.
*  I am smart only when it comes to reading.
*  Yes, I am smart and I believe others are too.  Everyone is smart at something!
*  Yes, I am smart and I am going to keep getting smarter and I am proud of that.

I hope you can see, as I quickly did, that there is plenty of room for growth mindset here.  These last two students demonstrated that they already have a growth mindset hard at work, and boy what a difference it makes!

Have you taught your students about growth mindset?  If so, I'd love to hear how it's going!

Growth Mindset: How the Packers' Loss Turned into Our Learning Win

I sat and watched in disbelief as the game ended...

My beloved Green Bay Packers had just blown a 12 point lead to lose the final playoff game against the Seattle Seahawks.  Whereas I had already started planning the green and gold appetizers I would serve at my Super Bowl party, I was now it total...utter...shock.

How did this happen?

According to NBC Sports, the statistics were definitely in the Packers' favor to win when they were ahead.  The Seahawks only stood a 1.8% chance of coming back from the 12 point deficit with 10 minutes left in the game to beat the Packers and earn their trip to the Super Bowl.

1.8%.

That's IT.

Returning to school the next day, my good friend Bridget and I were talking about the game and she asked, "How can we turn this loss into a learning moment for our students?"  Surely, our young southeastern Wisconsin students would be majorly bummed that the Packers blew it.

This got me thinking.

This past year, I have been learning a lot about growth mindset and implementing it in my classroom. I have written about how a growth mindset has helped us in math and how the word "YET" is now a part of our daily classroom vocabulary.  The Packers' loss -- or rather, the Seahawks victory -- was a perfect way to talk about growth mindset.

When my 4th graders arrived and we we had our "Thirty Second Share" about our weekends, I took the time to address the football game.

I asked my students how many of them thought the Packers were going to win.  Almost every hand went up.

Then I shared the statistic with them.  I explained (in very 4th grade words) what probability was and that some experts had predicted that the Seahawks only stood a l.8% chance of coming back and winning the game.  To make it even more concrete, I explained that that was like less than two pennies out of a dollar.

"Ohhhh...."

"But they did it," I said.  "The Seahawks worked hard and put forth a great effort and won the game.  They didn't care if they only stood a 1.8% chance of winning.  They just did what they had to do and the rest took care of itself."

Then I asked students to think about someone in the room who they felt was an awesome reader.  You know the ones -- they always have a book in their hands,  talk about books, seek out new books, actually read during silent reading time. How do we think they became that way?

It wasn't by sitting back and doing nothing.

Sure, maybe they were born with some talent, but if they didn't nurture it with effort, nothing would come of it. What about someone in our classroom who is good at math?  Did math just come easy to them?  Nope, they put in a lot of hard work and effort to get to where they are today.

I then asked my students to think of something in school that is giving them some trouble and to consider the amount of effort they were making in that area.  Were they able to see that maybe, just maybe, they were having trouble because they weren't putting in their best effort? That a little extra effort could be the difference between success and staying the same? Between being that awesome reader and one who just gets by? Between understanding fractions and failing at them?

So the word "EFFORT" has now joined the word "YET" as a regular part of our classroom vocabulary.  It's right there, on the front board, as a constant reminder of what's important to help us learn.