My personal favorite connection exercise is the Renaissance “moral compass” activity, which highlights every student’s individuality and brings attention to psychological likenesses. It analyzes two sculptural versions of David by Donatello and Michelangelo. I divide the class into four quadrants, identifying them by temperaments prevalent during…[Read more]
I have a Google form called the Art Experiences Questionnaire (I used to give out a printout on the first day of class), and I ask students to describe their previous experiences with art, such as studio or art history courses in high school, trips to art museums or galleries, self-taught creations, and relatives with art. In class, students share…[Read more]
This approach is quite intriguing. Understanding the “why” can significantly impact how students react when encountering challenges. Last semester, I provided my students with a logo for their devices that read, “Remember why you started.” This served as a reminder whenever they were tempted to give up, remember the” why,” and despite the cha…[Read more]
Higher education’s primary goal is to provide students with the necessary skills to secure employment and cultivate a sense of civic engagement. Higher education offers numerous advantages, including financial stability, knowledge, skills, and attitudes that empower individuals to contribute positively to their communities.
General education…[Read more]
I support the idea of providing students with the opportunity to connect concepts with issues that are important to them, as it will also promote civic engagement. Yesterday’s workshop mentioned that when learners see purpose and relevance in what they are learning, they are more likely to engage and put effort into mastering the content.
I want to implement a retake exam policy to create a growth mindset-supportive learning environment. Many students tend to perform poorly on the first exam but show improvement in the remaining exams. However, due to the initial low grade, the student is at risk of failing the course. A retake exam policy will allow students to successfully…[Read more]
Lucien Smith wrote:Working in the health and wellness industry for two decades I have worked with people to get healthier in their everyday lives, becoming stronger and more resilient moving from “I can’t” to “I can, I will, and I have”. A beautiful sight indeed to facilitate and be a part of that process of self-discovery. I was fortunate…
I have the students write a “letter to my teacher”, in essay format and submitted on BB, where they introduce themselves, major, career goals, responsibilities (jobs, caring for children or other family members), commute time, what they are excited about for the course, nervous about, anything else they want to share etc. I respond to each one…[Read more]
I am thinking about showing the growth mindset video by Pearson Higher Education on orientation day. I find this framework motivating as it emphasizes the importance of putting effort into learning. It highlights that as students dedicate effort to learning, they will be able to make progress, which is individualized. Students often tend to…[Read more]
I plan to create a growth mindset-supportive learning environment using various strategies and techniques. One method will be to create an introduction video like Dr. Kevin Kolack’s, where I can outline my expectations for the students. Additionally, I will provide timely, constructive feedback to help students self-reflect and develop action…[Read more]
In the upcoming semester, I intend to implement the SMART goal strategy as well as activities aimed as helping students evaluate, use, and prune resources available to them as they move through the course. Additionally, to encourage deliberate practice, I intend to design a grading system that rewards practice alongside outcome.
I employ a few strategies to help emphasize and cultivate growth mindset in my students. First, I explicitly state in my syllabus that I firmly believe that every one of my students is able to meet the challenges of the course (statistics). Second, I employ a flipped-classroom format emphasizing deliberate practice in class that allows students to…[Read more]
I remember taking a college-level pre-calculus course the summer before my freshman year for college. I struggled with it and not for a lack of trying. I visited the graduate instructor’s office hours weekly and spent hours trying to work out the problems. As this was a 6-week summer course, somewhere beyond the midpoint, I noticed the graduate i…[Read more]
For most, but not all students, I think their answer to the question of the purpose of higher education would be related to being able to choose a career of their interest and to be economically secure. This seems to be true now more than ever. As others have said, taking courses outside of their major opens up their minds and worlds and broadens…[Read more]
Modeling growth mindset involves not only sharing personal experiences of failure and growth, but also being willing to admit lack of knowledge or expertise in real time. For example, when confronted with a question outside of ones expertise, an instructor should candidly admit that they lack knowledge of this particular subject/area/topic but…[Read more]
I have had a similar experience where I made a mistake during a class discussion and had to correct the wrong information the following day. It takes a lot of humility and self-awareness to acknowledge a mistake in front of the students, fearing they will lose confidence in my competency as an instructor. Accepting mistakes openly can motivate…[Read more]
I believe that demonstrating a growth mindset through my attitude and actions when receiving course evaluations from students is crucial. While some feedback may be positive, there are instances of harsh criticism. Upon carefully reviewing and reflecting on the assessments, I acknowledge negative emotions while showing self-compassion and…[Read more]
To own up to mistakes and failures in class, to not be overly ashamed of things I don’t know. To be mindful of overt self-talk in those situations. I remember I used to be terrified of saying something wrong and then having to correct myself late in class. Now, when I make a mistake, I come back and own it without making too much of a fuss. Other…[Read more]
I incorporate several of those mentioned here in some of my classes, including ungrading, scaffolding and allowing multiple submissions of the same assignment.
I was advised by a mentor to use metacognition and self-assessment activities as a way to promote self-reflection and I think these contribute to a growth mindset. I ask a series of m…[Read more]
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