I have incorporated the "Power of Yet" into my classroom for several years. Title I schools contain a large population of students who believe you must be born smart and not that hard work and perseverance will foster intelligence, especially in math. There are many ways in which a teacher can promote agency in her students. One way is to allow students to productively struggle in their work. Many times, especially in Title I schools, teachers and paraprofessionals will "hold the students' hand" through difficult tasks and problems which does not allow student agency to begin developing. When these students get to middle school, they are conditioned to ask for help before trying. When the teachers try to let the students "productively struggle", the students give up because they do not know where to begin. Productive struggle is a must for students to build stamina and to develop a growth mindset.
Another strategy is to provide academic feedback. If students understand where their mistakes and misconceptions are, they will be more willing to take another look. The only assignments I do not allow corrections on are unit assessments. My students are allowed to make corrections on all other assignments. Giving them this opportunity causes them to look back at their work and find their own errors and misconceptions, make that correction and learn from their mistakes. I am very confident in these two strategies and utilize them daily to build as much student agency as possible.
Hi Angie,
ReplyDeleteI am glad that the growth mindset that Dweck advocates for her in her TED Talk titled "The Power of Yet" has resonated with you for years. I am glad that you are providing your students with opportunities for productive struggles each day. Most of all I appreciate how you are pairing your productive struggle mindset with academic feedback so that students have support throughout their learning process. They know what they are doing during the struggle that is working and what they need to do to grow.
Thanks,
Dawn