Book Review

Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools. by Mary Cay Ricci

Mindsets in the Classroom is a well written book for school leadership and teachers alike.  It address Carol Dweck's (click here for book review) notions of fixed and growth mindsets.  Mary works from many angles, student/parent/teacher/administrator.  She presents a school wide systematic approach to embedding a growth mindset.  

In all honesty I have been working under the fixed mindset for the majority of my career.  With teaching of Mathematics I would regularly see the differences in students skill in my subject.  As I've aged I can see more that 'skill' is often exposure.  Those best at arithmetic most likely have had more exposure.  Reading more about growth mindset the more benefit I see it in for a school community.  

At it's heart growth mindset is about grit and determination.  Seeing the challenge of learning and not shying away.  I prefer a world where attitude takes you further than talent.

Mindsets in the Classroom begins by establishing the research on malleability of intelligence, quickly challenging educators to consider their own beliefs around IQ; “The first stop along the path to building a growth mindset culture is to begin to build a school culture that values intellectual growth with a staff who has internalized the belief that intelligence can be cultivated.” (p. 13)

Ricci uses real life examples to illustrate her points.  A significant section of Mindsets in the Classroom is written for parents.  Having three young ones I found this to be riveting reading and picked up some good tips.  “When adults praise what a child ‘is’ such as tall or smart, the child attributes their accomplishment to a fixed trait they were born with.  When adults praise actions or tasks that children ‘do’, the children attribute accomplishment with their own effort.” (p. 20)

There is a strong emphasis on quality pedagogy to complement growth mindsets.  Specifically Ricci is critical of teaching that doesn't offer differentiation.  That one of the core responsibilities of teachers it the ability to recognise the learning needs of the students and provide appropriate learning to those individuals.  Tying in well with this was a comprehensive section on formative assessment, how to best use it, manage the data and react to what it says.  

I enjoyed this book.  I found that Ricci's ideas are well considered and easily communicated.  I will use this and Dweck's material as key source for some staff professional development.  I would recommend this book to any teacher or parent.  

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment." 

Follow Up Homework vs Prep vs Study vs Learning

Summary of the Discussion From Last Week
Thanks to those staff involved in our meeting last Tuesday.  It was great to see so many keen educators and innovative thinkers.  Here is a summary of my notes that I made on the day...

On Learning and Homework

• Discussion went through ideas of creation of habits and routines. 
• The idea of feeding forward and preparing for learning. 
• Homework club was discussed (how it's not well populated and that the various subject help is generally taken up by the more able students). 
• We talked about targeting homework - is it the strugglers that need it more to 'catch up'. 

On the Diary

• Discussion about the battle of homework (students not doing their x tables or spelling).
• We talked about the idea of the diary as a record of learning (not just homework). 
• Some discussion on the diary as a means of communication with home. 
• The use of the diary for formalising goals, recording results and storing affirmations. 

On the Keys of Good Homework Practice

• That it must be marked by teachers (so the students see us value it).
• Discussion on consequences for not having it done. 
• We discussed the notion of managing the load of homework for the students (not all due at one day). 

Also...

• We discussed what habits are made on homework at our feeder schools.
• We discussed the idea of "busy" work (material/worksheets that didn't relate to much in class). 
• We discussed the idea of projects and inquiries for homework. 

From here the SLT will make take some time to formulate our ideas on Homework for 2015 and beyond.  Please if you missed the meeting and have some contributions (or would like clarification of any of the above) please see me. 




This post relates to RTC # 6. conceptualise, plan and implement an appropriate learning programme part i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice.  And RTC # 8
demonstrate in practice their knowledge and understanding of how ākonga learn part ii.

 

 

Homework vs Prep vs Study vs Learning

Homework - Discussion Ideas
I grew up in an intimate relationship with homework.  Starting high school at a boarding school I believe that the hostel managers figured it was easier to control teenage boys if we were forced into silence sitting in the classroom for two hours six nights a week.  I certainly don't think the reason for these long periods of "prep" was about quality learning. 

The strange thing was, however, this is something that actually took place (well for me anyway).  I was malleable, I was in fear of the consequences of not quietly sitting there (bamboo cane).  Given that there was no iPods or mp3 players or even magazines - I took up revision of my school work.   I found that I was sharper and more able in my classes.  

Now we've evolved of teaching and learning to a stage where as educators we are doing new things - it is good to review homework. 

From an interesting article on Edutopia Glenn Whitman says;

"Homework can be a powerful learning tool -- if designed and assigned correctly. ...It should be challenging and engaging enough to allow for deliberate practice of essential content and skills."

From the NZherald website there was an article which found that 69% of kiwi kids do actually do homework and the average amount of time per night of homework was 53mins for under 13 year olds and 1 hour and 13 minutes for over 13 year olds.

Finally there is a Waihi College Board of Trustees 'Statement on Homework' which states...

• Year 7 & 8 pupils may expect to have about one hour of homework
• Years 9 & 10 pupils may expect to have about one and half to two hours of homework
• Senior pupils could expect an average half an hour per subject per period.   

We will have a meeting afterschool Tuesday 12th in the staff room to discuss various points around homework.   All staff are warmly invited.