1.8 Course Policies & Activities (Required to earn certificate)

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  Posted by CUNY Mindset Initiative on March 11, 2024 at 11:01 am

  💬  Reflection/Discussion:

  • Which specific policies and activities do you intend to try in order to create a growth mindset-supportive learning environment? Why?

• Heidi Diehl (she/her)

  Member

  August 20, 2024 at 11:48 am

  I love your approach of giving students metacognitive questions to consider as they read–both a way for them to reflect on what’s challenging and rewarding about close reading and a way to thread personal connections and value to their coursework.
  Mowmita Jabir (She/her)

  Member

  August 20, 2024 at 11:48 am

  I would like to integrate SMART goals, especially focusing on the “Achievable” aspect, start by assessing students’ current skills and knowledge. Next, I would organize collaborative goal-setting sessions where students identify what they find challenging and what they believe is achievable, ensuring that goals are realistic based on their abilities. Breaking down larger goals into smaller, manageable steps, aligning with from basic understanding to more complex application. I would also implement regular reflections to help students evaluate their progress and adjust their goals as needed. I hope this approach not only helps in setting realistic and attainable goals but also enhances students’ learning experiences by progressively developing their skills.
  Dr. Abu Kamruzzaman (he/his)

  Member

  August 20, 2024 at 11:50 am

  Just a test
  Karen (She/her/hers)

  Member

  August 20, 2024 at 11:53 am

  I can use it sort of like a debriefing (from simulation) such as what went well, and what might need improvement.
  Elana Effrat (she/her)

  Member

  August 20, 2024 at 7:58 pm

  Hi Cassandra-

  I also have a community agreement/class expectations at the start of class, but run it with all the students present. Do you find it better to ask the students in advance individually?

  I too am thinking of how to incorporate SMART goals into the start of the semester (it’s part of my marketing class, but not until the third week).
  Abeer Shariff

  Member

  September 10, 2024 at 4:58 pm

  As an academic advisor, to create a growth-mindset learning environment, I would make sure by the end of the advisement session, the student leaves knowing all the information needed to succeed in their major. Whether it is what pre-req they would need, for a certain program or recommended a program that would benefit the student (ASAP, SEEK, CLIP… etc). In order to grow, they need to know what they have available for them to use/participate in.
  Cynthia Chris (she/her)

  Participant

  September 11, 2024 at 11:59 am

  I have always favored in writing assignments, having students write drafts, get feedback (and perhaps a low-stakes grade), and revise (for a higher stake grade). But in larger classes, it sometimes just isn’t practical to require this. In classes where I have multiple low-stakes grading opportunities (anything — quizzes, discussion board, very short writing assignments/response papers, etc.) I tend to drop the lowest score. So a student who just had a tough week and didn’t come to class prepared for a quiz, or who got overwhelmed in life and missed turning in a small assignment, catches a break, and I try to explain my approach here as recognizing that they may be juggling several courses, jobs, family care obligations, etc. — and that none of us is on top of 100% of things 100% of the time.
  Diana Samaroo (she/her)

  Member

  October 16, 2024 at 11:30 am

  Scaffolding laboratory reports is a method I have used.  It allows students to focus on specific sections for a few weeks – get feedback, revise and improve; before moving on to another lab report section.