Strategy 3:
Help girls focus on and value the process of learning by supporting their strategies for problem solving and letting them know their skills can improve through practice. Support girls to develop a growth mindset—the belief that intelligence can develop with effort and learning. (references). |
Tips
- Teach girls that working through problems and having experiments fail is a normal part of the scientific and engineering process.
- Provide time and space for girls to grapple with and process ideas before stepping in to provide support and direction.
- Ask questions that get at the process of learning rather than a finished product (for example, how did you get to that answer? or how did you decide what step to do next? or I like how you connected your learning to this activity).
- Provide feedback on things girls can control—such as process (problem solving, critical thinking, information processing, communicating results), strategies (trying new approaches to solve problems, reverse engineering, switching perspective, collaborations), and behaviors (effort, persistence, challenge seeking).
Fixed v. Growth Mindset
Nothing puts an end to learning faster than when an insensitive comment is made, whether intentionally or inadvertently. This might happen if a teacher has a "fixed" rather than a "growth" mindset around human capacity. Students also may insert discouraging thoughts or ideas into a learning environment--especially when the structure for interaction has not been fostered proactively to promote constructive interaction. |
Consider these questions related to the potential for communication that promotes growth with ALL learners in your setting.
- When we think about students not doing as well as others, what causes do we ascribe to students' results --whether positive or negative?
- What relationship do we see between a student's choices or outcomes and our own actions and responsibilities?
- What words and tone do we use to communicate with students about opportunities for growth?
- How can teachers and counselors provide for a high level of student interaction while also ensuring a safe and nurturing environment for everyone?
- How can we prepare students for group work or discussion so that all students, regardless of their confidence or personality characteristics, become engaged in the learning?
Growth MindsetLearn more about "growth mindset" by listening to and/or reading from one of the sources linked here and see the resources below to learn more about structuring effective group work.
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PLC Activities
Share with your team: How do you provide feedback that explicitly encourages persistence? When do students get formative feedback with further opportunities to improve on their learning outcomes (demonstrating a growth mindset)?
Consider the following:
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Resources |
Productive Struggle and Math Rigor
Strategies to support productive struggle: Celebrate Mistakes Growth Mindset activities Dweck, C.S. in Ceci, S.J. (Ed); Williams, W.M. (Ed), (2007). Is math a gift? Beliefs that put females at risk. Why Aren't More Women in Science? Top Researchers Debate the Evidence. (pp. 47-55). Washington, DC, US: American Psychological Association, 254 pp. ISBN: 978-1-59147-485-2. Feldman, K., Kinsella, K. (December, 2005). Practical strategies to improve academic discussions in mixed ability secondary content area classrooms. Improving Academic Discussions. Morrell, C. and Parker, C. (2013). Adjusting micromessages to improve equity in STEM. Diversity & Democracy. Vol 16. No. 2. NCWIT handout: 8 ways to give students more effective feedback using growth mindset Santiago, A. and Peterson, K. (September 21, 2016). The importance of growth mindset: Action steps for educators. National Girls Collaborative Project Webinar. Includes a link to the recorded webinar and presentation slides. The Harriet W. Sheridan Center for Teaching and Learning, Facilitating effective group discussions: Tips. Brown University. Halvorson, H. (January 27, 2011). The trouble with bright girls: For women, ability doesn't always lead to confidence. Here's why. Psychology Today. Heath, J. (nd). Engage now! Do your students talk at each other or with each other? From Mr. Heath's online Teacher Page |