I am really working on developing a growth mindset in my students this year. On Monday I mentioned that I was trying to think of a visual to use in my classroom to remind my students that they should focus more on learning than on being perfect. This bulletin board is the result. It is not what I initially had in mind, but I think it gets the message across. I found this graphic that helped to lay the groundwork. Apparently, it is based on The 7 Habits of Highly Successful Teens by Sean Covey. From that graphic, a 98-cent huge disc and some neon green tubey kind of ribbon from Michael’s, some blue straws from Ikea, and a cute piece of clip art from MS Word, I came up with the bulletin board below. In case you can’t tell, the student has climbed the ladder from the safety of the Comfort Zone to walk the tightrope of the Courage Zone. Someone (I can’t remember who, so let me know if it was you!) gave me the idea to give the students neon-colored post-it notes so they can write something that they have done in the past that was out of their comfort zone and stick it to the board.
For more resources on teaching about a Growth Mindset, here is my Pinterest Board on that topic.
Yesterday’s post was about making mistakes. A lot of our students are afraid to try anything because they think they will do it “wrong.” But there are lots of activities that don’t have a right or wrong way to do them. Sometimes creativity and having fun are important parts of learning, too.
I saw a link on my Twitter feed the other day to a post done by Eric Sheninger called, “Students Yearn for Creativity, Not Tests.” It’s from March of this year, and I can’t believe I missed it back then. However, that’s the great thing about Twitter – the treasures come around more than once.
Featured in the post are a few videos created by students based on an assignment they were given which involved reading Sir Ken Robinson’s book, Out of Our Minds: Learning to be Creative. One of the student videos really resonated with me because of so many other experiences I’ve had in recent weeks that emphasize the value of making mistakes. The video is by Sarah Almeda, and I highly recommend you watch the video, “Let’s Make Some Good Art” and her “afterword” video which appears at the end of the post. Her tribute to the educators who fostered her creativity in the latter one is very inspiring.
This year, I really plan to make it my mission to motivate my students to take more risks and challenge themselves. As Sarah says in her video, though, schools inherently discourage this by punishing mistakes and only rewarding “right answers.” I have a couple of ideas for changing this in my classroom as I continue to teach my students about having a Growth Mindset (check out my Pinterest Board if you would like some more information about this).
This weeks’s TED Radio Hour was all about making mistakes. And one of the speakers, Margaret Heffernan, mentioned this about schools: “… we do bring children up to imagine that there is a right answer, and that intelligence is about knowing that right answer, and therefore if you get a wrong answer, you’re stupid. So what we do is we teach people not even so much to have a passion for the right answer, but have great talent for second-guessing what everybody wants the answer to be.” As Sarah Almeda draws in her video, this is the inevitable outcome in schools that foster this type of thinking:
Even James Dyson, in an interview with Science Friday, said the following: “In life, you don’t have the right answers available all the time. You have to work them out. So I would actually mark children by the number of mistakes they make because they’ve experienced failure and learned from it. Whereas the brilliant child who gets it right the first time because they remembered the answer isn’t necessarily the one who is going to change the world or succeed in life.” (I’m assuming he meant that students who make more mistakes would get higher grades as opposed to the current system.)
How can we change our current system? We need to create a learning environment that encourages taking risks in thinking and finding the value in mistakes. As teachers, it will help for us to admit our own mistakes and to tell how they changed us. And, though there are times that only one right answer is acceptable, we should also give our students plenty of opportunities to engage in thinking that is open-ended.
I have a small idea germinating about a tangible way to show this in the classroom that I may share later this week…
Once again, circumstances in my life have neatly meshed together without any conscious effort on my part;)
I have been seeing a book called, The Most Magnificent Thing, touted on many blogs. Not sure I actually wanted to pay for it, I went ahead and requested my local library to add it to the e-books selection, as it wasn’t currently in their inventory.
In the meantime, I attended a staff development yesterday during which we discussed a book called, Letting Go of Perfect. It’s about how to help young people deal with perfectionism.
When I checked my e-mail in the afternoon, I had a notice that my requested e-book was available. I quickly downloaded The Most Magnificent Thing, and realized that the main character definitely has an issue with perfectionism, but finds a great way to cope with it. This delightful picture book portrays a young girl who has an exact idea in her head of what she wants to make, but can’t quite seem to create a tangible version. She gets quite frustrated, but gets a little distance from the project and then returns to improve it.
This book fits in so well with the message that I am trying to get across to my students about the importance of having a growth mindset and learning from setbacks. It is very similar to Rosie Revere, Engineer.Both of these books appear on a wonderful list posted on the blog, “A Year of Reading,” of Picture Books for Genius Hour. (I recently added that list to the bottom of my Genius Hour Resources Page.)
Even the author’s biography at the end of the book emphasizes the importance of perseverance!
For more great picture books about “doing your own thing,” check out this post from Joelle Trayers. Also, Dot Day and the Global Cardboard Challenge are two great opportunities for your students to try to make their own most magnificent things!
In a few past posts, I have mentioned that I am making a determined effort to incorporate a growth mindset into our classroom environment. One of the attributes that is key to a growth mindset is to have “grit.” While reading this article on Edutopia, I came across a link for a great Prezi by Kristin Goulet, “Grit Pie,” that would be great to help illustrate this for students. I love this idea of helping students to realize that blaming others for their problems relinquishes control, and that owning up to their mistakes can actually make them happier with the thought that they have the power to fix them.
It may seem a bit paradoxical to be staring at a screen while you are trying to get fit, but there are more and more tools available out there to allow you to do just that. As you begin planning for the new school year, you might want to check out some of these tech resources for encouraging kids (and adults) to take brain breaks. Multiple studies have shown that these are valuable for both the mind and body.
I’ve mentioned GoNoodle on this blog before. I highly recommend this free online tool for an awesome way to motivate your students as well as track how many minutes they are spending on “moving it.” Erin Klein just did a great post on GoNoodle on her blog, and is offering a t-shirt giveaway, so head on over there if you want more details!
This summer, I found out about an extension for the Chrome browser called, appropriately, “Move-It.” You can set it to remind you at certain intervals to take a little exercise break. To use the extension, you need to be in the Chrome browser. Click on this link, the “free” button, and “add.” A small icon will appear in the top right of your browser. You can click on that icon to set the time periods for intervals. At the set time, your browser will open a new tab, and give you instructions for a short exercise. It’s a nice little reminder – though some teachers may find it annoying to have the pop-ups. (You can easily disable it by getting rid of the checkmark in the window or right-clicking on the icon to manage your extensions.) I did notice a couple of grammar errors in the pop-ups that might make for a fun editing lesson while you are “moving it.”
Finally, Collin Brooks has come up with a fun way for students to get moving at home by creating augmented reality fitness task cards using the free Daqri app. I love this idea, and hope you will take a look at the short video on this post where he explains how it works.
Since many people are returning to school during the next couple of weeks, I thought I would re-visit and share some of last year’s more successful projects in case you want to try one. Monday’s post was on the surprise “You Matter” videos that I asked parents to make for their children last year. On Tuesday, I wrote about the Global Cardboard Challenge. Wednesday’s post was about bringing a Maker Studio to your students.
Before I get deep into this post, I want to emphasize that I am not, by any means, an expert on this topic. If you look at the bottom of my Genius Hour Resources page, you will find many other far more qualified people to give advice.
Let’s start with the name. You don’t have to call it Genius Hour. Some call it Passion Time, Wonder Time, or 20% Time. Don’t get hung up on what it’s called – although you may find more resources on the web by searching for those titles.
Also, don’t obsess over the time; it doesn’t have to be an hour or 20% of your total time with your students. It can be more. It can be less.
Some teachers worry about the freedom or the departure from the curriculum. It doesn’t have to be a free-for-all. You can have guidelines, even particular generalized topics. For example, if you are studying landforms in science, one student might choose to investigate Pompeii and another might try to design a new vehicle for exploring the interior of volcanoes.
Other teachers are concerned that their students will choose topics that the teacher doesn’t know very much about. From personal experience, I can tell you that this is actually a gift. It’s in our nature to help kids too much, but when we can’t, they learn the value of struggling.
The point is to give your students time to pursue something that is of deep interest to them. It’s about choice and flexibility. It’s about voice and creativity. And, it’s about making things relevant for your students so they want to learn and find it meaningful. Along the way, students learn valuable lessons about research and problem-solving. They learn about grit and the importance of communication.
You can see from the entries in this LiveBinder maintained by Joy Kirr that Genius Hour can happen in any grade level from Kinder-12th, and that there are many ways to do it.
My best advice is to model it and scaffold it. You will tear your hair out if you just open up by saying, “I want you to pick something you want to learn about and come up with a presentation for the class.” Students usually have no experience with this kind of freedom, and some will have meltdowns just trying to select a topic. Take a look at my resources and see what would work best for your situation.