How does developing a student growth mindset positively impact fourth grade students?

Seminar Title

How does developing a student growth mindset positively impact fourth grade students?

Student Growth Mindset

4th Grade

4th Grade

Other

All Disciplines

"Art isn't my thing!" is a statement that one of my students made the first day of school. He declared his inability to create art unequivocally a fact. This prompted my most exciting research discovery that I've ever made! As a result of my research, my students have become more engaged in their own learning, have attempted new and challenging things and are finding the grit and perseverance that they need to stick to difficult learning. I believe that my research is relevant to every person in all facets of life. My main goal was for students to develop a growth mindset about academics, but it is so much more than that. Developing a growth mindset will become an underlying attitude about life and all of the possibilities that it holds. If you are looking to engage in a deep discussion about how developing a growth mindset has helped my students, this is the session for you!

The question guiding my research is as follows: How does developing a student growth mindset positively impact fourth grade students? A typical problem that I have observed in my classroom is students shutting down when a task is too difficult instead of persevering. Their attitude suggest that they "can't" do or learn something new because of what skill set they were given at birth. A review of literature suggested that developing a growth mindset will give students an attitude and way of thinking that will help them persevere through difficult tasks, see mistakes as opportunities to learn and positively face challenges. A trademark of a growth mindset is having the belief that they can succeed if they work hard, seek the help of others and use strategies to solve difficult problems. As a result of my literature review, there are key areas that I added to my instruction. I taught my students about neuroplasticity and the ability for the brain to grow when challenged. I used growth mindset language and values within my teaching to develop a way of thinking that allows for mistakes to be seen as learning opportunities. Finally, I intentionally challenged the students to develop grit and perseverance when faced with learning material that was difficult. I used a fall survey to assess the students mindset and thinking towards learning. I also used a field log to record any statements that indicate a growth mindset or growth mindset language/values. As a final assessment, in January I will give the students the same survey that they completed in the fall and compare their responses after growth mindset instruction and immersion in a growth mindset classroom environment. Through my research I have learned how to include lessons in growth mindset into my weekly lessons. These lessons have rolled into our classroom environment as underlying values and language that are used frequently. This language is used in addressing learning difficulties and when students are disengaging because of a daunting challenge. I used a specific format of lessons that i thought were very effective. I would like to revisit the lessons and some of the supplemental activities and books to create the best sequence of delivery. I found that my students quickly picked up on the language and values of a growth mindset in many areas. I have specific students that showed dramatic growth in their thinking and their ability to over come fear of failure to try new things. The results were overwhelmingly positive for the students at school and for some at home, as well. As a result of my research and implementation of lessons in growth mindset, I will continue to support the development of a growth mindset (values/language/thinking) through lessons, activities, videos and books as part of my curriculum. I will continue to research new activities intended to develop a growth mindset.