Facilitation Innovation

Striving to create significant learning environments means that every aspect of the environment must be considered. While growth mindset is one environmental aspect, it is only one part of the whole. Interestingly, in a recent meta-analysis at Case Western Reserve University it was “found that the overall correlation between growth mindset and academic achievement is weak” and “the relationship between mindset and academic achievement was stronger for children and adolescents than for adults (Burgoyne & Parker, 2018).” This finding is important to my growth mindset plan and innovation plan learning outcomes because my learners are adults. 

While the connection between growth mindset and academic achievement may be weak, that does not mean that growth mindset does not impact learner motivation. “Belief in yourself is more closely linked to achievement than any other motivation throughout school. The reason is that confidence, which refers to belief in your capacity, is tied intimately to success (Cambria & Guthrie, 2010, p. 17).” I think that growth mindset absolutely connects to belief in one’s individual capacity. If we believe in our own capacity to learn and improve, then we are motivated to put in the effort. This belief in capacity for growth and improvement is something I strive to nurture in attendees at RH PL events.

One of the barriers to developing a growth mindset among adult educators is an unwillingness to change. In my Minding the Mindset plan I outline how I will model a  growth mindset through story-telling and sharing my own journey and ways I continue to improve my understanding and practice of foundational literacy. I will also share growth mindset resources with my learners, build in reflection opportunities, provide organic feedforward, and use mindset-oriented coaching questions. I believe that these approaches will nurture growth mindset and motivation in PL attendees. However, they will only work if additional environmental factors are taken into consideration.

Growth mindset will flourish in a learning environment that is supportive. Learners need to have trust with the PL facilitator and their peers in order for there to be the level of vulnerability required for true inquiry and experimentation to happen. This is a challenge when PL facilitators are often only connected with the learners for one event. We must use intentional course design to implement learning activities and experiences that build community quickly. We can also rely on pre-existing relationships among attendees to provide that trust during peer-to-peer practice activities. This will allow each person to be more accepting of feedforward and willing to look more reflectively at their own practices. 

Connecting PL learning outcomes to the learners’ passion for their own positive student outcomes can also contribute to a significant learning enviornment and a willingness to embrace a growth mindset. Growth mindset is a positive thing, however the overall goal is to guide educators to be willing to embrace the learner’s role themselves. This can be difficult for educators sometimes, but it is necessary if we are to be successful in our efforts to teach others. As Ghandi (1995) said, “Live as if you were to die tomorrow; learn as if you were to live forever.” Learning is a life-long journey; having a growth mindset will make the journey more impactful and pleasant. 

References

Burgoyne, A., & Parker, K. (2018, May 22). Study finds popular ‘growth mindset’ educational interventions aren’t very effective. MSUToday. Retrieved March 4, 2023, from https://msutoday.msu.edu/news/2018/study-finds-popular-growth-mindset-educational-interventions-arent-very-effective

Cambria, J., & Guthrie, J. T. (2010). Motivating and engaging students in reading. The New England Reading Association Journal, 46(1), 16–30. 

Gandhi, R. (1995). The good boatman: A portrait of gandhi. Viking.