When I decided to pursue a master's degree, I conducted thorough research on the different specializations available in the market. It was inevitable not to come across the title of "Applied Digital Learning" at all universities. It's definitely a trend that no professional should ignore. However, those of us who feel that we don't belong to this new digital generation may feel a certain fear of embarking on a journey where we can feel overwhelmed from the very beginning.
To my surprise, the master's program is so well-designed that the term "Growth Mindset" resonated perfectly in the minds of all of us. I was unfamiliar with this term, and from the beginning, I was attracted and captivated by the entire philosophy it entails. I recognized myself in all of Carol Dweck's videos and delved into my students' minds and behaviors, gaining an even deeper understanding of them. Even better, I am better prepared to help them face challenges and conquer them successfully.
From there, my Growth Mindset Plan was born, which aims to shift fixed thinking or strengthen the growth mindset of my students, following the four fundamental steps suggested by Scott Jeffrey. This plan is intended to foster a positive attitude towards challenges in the learning process.
Not only did I become familiar with the term 'Growth Mindset,' but also with how important the confidence a teacher instills in any student, especially the younger ones, is. And for this, the use of 'Yet.' It may seem insignificant, but it can have an impact on the outlook of any goal our students have set for themselves. And from there, we can extend the impact to anyone or loved one to whom we can impart the assurance they need to keep trying.
The COVA approach (Choice, Ownership, and Voice through Authentic Learning) is another term I hadn't encountered before. In addition to the recommended and consulted reading, I had the opportunity to put this concept into practice and witness its results because, in my opinion, the methodology of this course is based on this concept. All students have the freedom to choose our projects, and what we want to put into practice, which makes us feel a greater degree of commitment and ownership (Choice and Ownership). We also put it into practice with discussions; we are independent in choosing whom we comment to or with whom we group to work as a team. Each one has the authority to participate when and where they want (during Zoom classes, in breakout rooms, in discussions, in teams, etc.). And progress and evolution are natural process that occurs based on each individual's Authentic learning. Those who read, research, participate, propose, create, investigate, progress, and genuinely show their results. I loved this concept.
I see it in the methodology of one of my daughter's teachers as well. The teacher wants to teach about amphibians; she asks the students to invent an animal that has two or more characteristics of amphibians. They choose (Choice) the amphibian characteristics they like the most, create their own animal (Ownership), represent it, and present it to the class, explaining its characteristics and which real amphibian traits they took inspiration from (Voice). And genuinely, they learn the lesson of the class (Authentic Learning). Without a doubt, I will implement this in my classes.
The amount of recommended and consulted reading during this first semester has been truly extensive; however, it could not have been otherwise since the learning must start from reliable sources. As I mentioned earlier, from the first topic where we began with the Growth Mindset to the development of each reflection and assignment, culminating in the creation of an ePortfolio, it has been a challenging journey in each of its stages. Challenging to the abilities I had at that time and truly rewarding to recognize and validate the path I have traveled not only on this journey but also since I set out to recreate my Learning Manifesto. I conclude the first stage filled with gratitude for our teacher, Dr. Harapnuik, who provided us with all his support to successfully reach the end of the journey through his Zoom classes, videos, messages with clarifications, feedback for any questions, and his complete willingness to apply the COVA concept in all his lessons. Also, special thanks for everything received from my teammates and classmates. It wasn't easy for any of us, but feeling accompanied made it more enjoyable.
References
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dweck, C. (2015). Carol Dweck Revisits the ‘Growth Mindset’. Education Week. http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html.
Jeffrey, S. (n.d). A Complete Guide to Changing Your Fixed Mindset into a Growth Mindset. https://scottjeffrey.com/change-your-fixedmindset/#How_to_Change_Your_Mindset.
Morehead, J. (2012). Stanford University’s Carol Dweck on the Growth Mindset and Education. OneDublin.org. URL: https://onedublin.org/2012/06/19/stanford-universitys-carol-dweck-on-the-growth-mindset-and-education/.
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