Growth Mindset Videos

I’ve been collecting more and more resources on developing a “Growth Mindset.”  Today I wanted to share with you some videos that could be used to teach students about the value of embracing challenges and finding a way to learn from mistakes.

A little bit more advanced (vocabulary-wise) than the book, Your Fantastic Elastic Brain, this video from SciShow, “Your Brain is Plastic,” shows the importance of continuing to learn and making connections in your brain.

“Growth vs. Fixed Mindset” has great graphics that highlight the main differences between these two mindsets.

This 10 minute video of Eduardo Briceno at TEDx Manhattan Beach would be good to show older students, parents, and teachers.

Here are some more mindset resources, and a link to the post I did last week  about a lesson I did with my 1st graders about mindset.

Photo Mapo

Sample image created with Photo Mapo app

Sample image created with Photo Mapo app

I have a bad habit of downloading apps that look interesting and then forgetting to try them.  Photo Mapo is a free iOS app that should not be overlooked.

Photo Mapo allows you to integrate any photo with a map and short description.  It offers 13 different styles, and you can determine what shows on your “postcard”, such as the zoom level of the map, the date, or the latitude and longitude.  To choose the map to go with your picture from your camera roll, you can have Photo Mapo determine the actual location where the picture was taken, or you can type in your own address.

To create the sample above, I used a Creative Commons image that I saved to my camera roll from Wikipedia, then I typed in “Rome, Italy” for the address, and wrote a short description.

How can this be used in the classroom?

  • students can add these to research reports on countries, people, or famous landmarks, including “travel guides” or “scrapbooks” (Use the Scrap It app or Pic Collage for a great app-smash!)
  • use these to create a visual representation of classrooms you have virtually visited through Twitter or Skype connections
  • use it to record a field trip (map zoom level can go down to street view)
  • create geography quizzes or mystery questions
  • have students use it to show how a particular location has changed over time
  • combine with Aurasma and Tellagami to make your postcard tell a story when scanned

I’m sure my creative readers can think of even more ideas!  Please add them to the comments below!

 

Why My Daughter Won’t Be a Teacher When She Grows Up

My daughter, who is 11, has a pretty standard response prepared for people who ask her what she wants to be when she grows up.

“A teacher – or maybe an engineer,” she says.

I smile inside.  I smile because I think she says, “teacher” for my sake – which means that she: a.) sees how much I love my job and b.) doesn’t think it’s a bad aspiration.

If I really thought she would like to be a teacher some day, I would not discourage her.  Many of my colleagues disagree.  They have told me that they would never allow their own children to become teachers.  I understand their frustration and disillusionment.  It’s not an easy career by a long shot (but, really, what career is easy?) –  and it can be taxing both financially and emotionally.

My own teachers in high school registered disappointment, one by one, when I told them I had decided to pursue a career in education.  Despite the fact they had inspired me, some of them obviously felt themselves to be personal failures for not convincing me to go to medical or law school – or to become a college professor at the very least.

I was undaunted by their discouragement, and I’m sure my own daughter would be, as well.

No, my daughter will not be a teacher.  Not because I will prevent her – but because I suspect she doesn’t really want to be a teacher.  Unlike me, she never spent hours teaching her dolls and stuffed animals when she was in pre-school.  Her patience with children younger than her has never been exceedingly long.  And, she never goes out of her way to explain difficult concepts to others; in fact, she rolled her eyes when I asked her to explain how to play Flappy Bird.

She will not be a teacher because that is not her passion.  She may not see that yet, but that’s okay.

Could teaching become her passion one day?  Possibly.  If it does, I will whole-heartedly support her.  But I will also support her if she decides to become an artist, a rock star, an astronaut, or a stay-at-home mom.  If she is willing to put in the work and sacrifice to follow her dreams, who am I to stop her?

In my post on The Science of Character, I included this quote, “Instead of asking students what they want to be, we should be asking them who they want to be.”

I asked my daughter to look at the Periodic Table of Strengths on the site, and her goals for the future her are: creativity, enthusiasm, kindness, fairness, appreciation of beauty, and optimism.

If she becomes that person – and, truly, I feel she is already well on her way – then I will feel that we have both been successful.

27 Fun Facts About Fun

screen shot from 27 Fun Facts About Fun

screen shot from 27 Fun Facts About Fun

When I saw the video, 27 Fun Facts About Fun, on the Mental Floss YouTube channel, I knew right away that it was destined to make its way into one of my Phun Phriday posts. With a little over 8 minutes of trivia about everything from mini-golf to hula hoops, host John Green presents all of the information that you never knew you wanted to know about fun.  The most surprising thing I learned? That kickball rules used to allow for 14 people to stand on the one and only base at a time.  That must have been a really large base…

Using Origami to Foster a Growth Mindset

origami

Have you ever tried to teach origami to a large group of first graders?  It can be a challenge, to say the least.

Every year, when my 1st graders study Japan, I attempt an origami project.  Every year, I do it differently.  And every year I berate myself for doing it wrong.  No matter how slowly I give instructions or how many times I demonstrate under a document camera, there are several students who end up frustrated while other students grow increasingly bored with the repetitive instructions and having to wait while I help others make a valley fold.

Last year was a little better when I let the students use iPads and sites that showed videos of origami folding so they could work at their own pace.  But many of them immediately chose projects that were too difficult and gave up after finding themselves overwhelmed.

You’re probably shouting all kinds of helpful teacher advice at the computer right now, including, “Give up the origami project, you fool!  It’s not like they need to know that as a real-world skill!”

That is very true.  But perseverance can be a good skill (until it becomes stubbornness).  And learning from mistakes is a good skill.  Being aware of your own ability level and how far you should push yourself is a pretty good skill, too.

As I’ve been learning about the advantages of a growth mindset this year, I’ve been trying to share this with my students.  It’s become part of our daily vocabulary in some of the grade levels, but I haven’t approached it that way with my younger students, yet.  I decided to use the origami lesson to help me do that with my 1st graders. (Here is a great growth mindset chart that you might like to include in your classroom.)

Last week, I asked the 1st graders to think of an activity that was easy, medium, and hard for them.  For each activity, they drew a picture to represent it.  For example, if reading is easy for a student, she might draw a book.  If math is hard, he might draw a multiplication sign.

Then we all made a simple origami rabbit.  I asked them to think about how the activity compared to the ones on their “Levels of Difficulty” sheet.  We talked about how it was easy for one student because he has a lot of experience with origami, and that it was perfectly fine that it was hard for another student because this was her very first time doing origami.  We stapled their projects to their sheets.

This week, I read Your Fantastic Elastic Brain to them (which they loved – perfect level for them!).  We related it to the origami experience and discussed how important it is to stretch your brain, and not just stick to the things that are easy for us.

Then I gave them some origami sites, and they worked in partners to do whatever project they chose.  I reminded them that if they should choose a project based on their experience.

“If you’ve done lots of origami before, should you pick an easy one?”

“NO!”

“If you’ve never done it before last week, should you pick a hard one?”

“NO!”

I told them that I was not going to help them, that they would need to figure it out on their own, unless they needed help with a word.

I let them go, and held my breath.

“This one is too hard,” one of the students said after a few minutes.

“Let’s keep trying,” his partner said.  “I think we can do this.”  They unfolded and re-folded several times.  After 10 minutes, they did it.  They were so proud!

A student working by himself nearly did cartwheels around the room once he figured out his project.

Similar stories played out all around the room.  There were some sighs of frustration, but no giving up and no tears.  I was able to walk from table to table, giving encouragement, praising perseverance instead of frantically trying to get everyone to the same place.

At the end of class, the students couldn’t believe time had passed so quickly.  There was a unanimous vote to continue working on origami next class.

In a way, I felt like I’d just completed my own origami project. It only took me about 5 years to finally get it right.

Origami Elephant created by Sipho Mabona, picture from My Modern Met

Origami Elephant created by Sipho Mabona, picture from My Modern Met

 

This is Your Brain on Engineering

GoldieBlox, the company devoted to encourage more females to develop interest in STEM, has had its controversies.  But I think they’ve done an excellent job with their latest PSA, a video that parodies the “This is Your Brain on Drugs” campaign.  The ad creatively shows the use of its toys to highlight the entertainment value of engineering and design.  However, it also sprinkles in some sobering facts about the relatively low participation of our gender in engineering careers.  I like that GoldieBlox offers explanations, resources, and links about each of these facts on its site.

For more information on STEM resources for girls, you might want to visit my recent post on Women Role Models, or this one that gives several links to books, games, and sites.

Tribes: We Need You to Lead Us

tribes

Recently, one parent loaned me a book by Seth Godin.  Tribes: We Need You to Lead Us would probably not have taken me quite so long to read if I wasn’t stopping to take notes every 5 seconds! I found a lot of applications to teaching and learning that I definitely found valuable.

One of the popular conversations in education these days is the need to teach our students how to deal with failure.  I’m going to save my thoughts on that for another post.  But I found that Seth Godin had some interesting things to say about the tendency to fear failure.  According to him, “what people are afraid of isn’t failure.  It’s blame.”  He goes on to say that any thing that is really worth doing is going to generate conversation – and probably criticism.  He urges, “If the only side effect of the criticism is that you will feel bad about the criticism, then you have to compare that bad feeling with the benefits you’ll get from actually doing something worth doing.”  I think that’s a great message that we should convey to our students.

Along those same lines, Godin gives the secret of being wrong. I hope he doesn’t mind if I divulge that right now.  “The secret of being wrong isn’t to avoid being wrong!  The secret is being willing to be wrong.  The secret is realizing that wrong isn’t fatal.”

I deal with this in the classroom daily.  Students will be afraid to even attempt an answer sometimes.  I sometimes coax them into it by asking them to think of the worst thing that will happen if they are wrong.  Or I point out a recent incident (and trust me, there are many) when I was wrong and I surprisingly did not self-destruct. Invariably, I can convince the student to take a risk by using those techniques.

I have many other notes, but I will leave you with one last thought that I read near the end of the book.  As is often the case in my life, the timing could not have been more perfect.  You see, the day before I read this particular passage, I took my 5th grade class on a tour of Rackspace, a company located near us that has been named one of the top companies to work for.  In a section of Godin’s book called, “Ronald Reagan’s Secret,” Seth Godin gives the example of Graham Weston, executive chairman of Rackspace, who needed to convince his employees of the wisdom of a recent business decision. Instead of giving a speech to persuade them, however, Weston met with every single employee “who was hesitating about the move and let them air their views.  That’s what it took to lead them: he listened.”

So often, that is what our students need.  They just need someone to listen, to assure them that their voice has been heard.

Teachers like that, too – every once in awhile ;)