from The National Research Council:  How People Learn (National Research Council (NSC, 2000)

• Constructivist
• “Learner centered” environments (p. 23)
• Understanding what information is being taught, why the information is being offered, and what it looks like when a student has mastered the material
• Using formative assessments to understand what knowledge the students come to the classroom with and how the student is progressing through the material
• Making the learning relevant to the student
• Setting expectations for community and collaboration in the classroom (NSC, 2000)

“Growth Mindset” is constructivism with a more focused viewpoint:  Dweck (2010) emphasizes how to convince people that they control whether they are “fixed mindset” or have a “growth mindset.”  There are strategies that let students know they are in control by giving them practice with successful tools.  In Charles MacArthur and Zoi Philippakos’ Writing in the modes: A self-regulated strategy approach, the authors offer multiple motivation, self-regulation and reflection tools that allow students to see their own control of their learning (2012). With good tools and students able to see their own growth, the learning feels more successful, motivating more students to keep investing time and effort towards their own growth.

I am confident in using strategies to help students see how they can control their own learning and growth.  One thing I am daunted by, however, is moving away from the monolithic “the students must meet standards/outcomes” idea.  Right now, most classes are shaped where there is a definite starting point and ending point in order to move through a progression of classes in a way that makes sense and builds learning.  However, these established beginning and ending points do not account for students’ development levels and executive skills.  So, to let every student start where needed, that means that although every student (who invests time and effort) will grow, their end points will vary according to where they began.  What happens to the progression of classes then?

The answer is competency-based or “personalized learning” (Rodel Foundation of Delaware, 2015), but that domain is beyond the bounds of this eportfolio.