Seeds of Brilliance: Developing growth mindset through relationships and community building by Dinh Nguyen

Seeds of Brillance

Developing growth mindset through relationships and community building Ayesha Akther • Courtney de Vos • Dinh Nguyen • Alla Shanneb 1

Nurturing the seeds of

brilliance Rejecting the teacher-centred tradition that has been dominant since Antiquity, our group explored studentcentred education that encourages growth mindset. Through our unique individual education and cultural backgrounds, we each understood the power of community as a bridge that connects learning to learners. As the community is the crux of our big ideas, we wanted to model it in our investigation after all, we wouldn’t ask students to do anything we wouldn’t do. We recognized the benefits of the support networks that are apparent in every well-built community.

Step one of our project tasked each of our group members with exploring their own individual community-based learning idea: a seed of brilliance. Looking at different aspects of community (on a micro to macro range), we did research on our own, and then met up to discuss our thoughts and progress. Members of the community would nurture our seed by giving us support, feedback, and different perspectives that would

help us realize future actions in our research. Step two of our initiative had us expand our community and invite others to help us nurture our seeds. We presented our ideas to our BEd collogues, and through discussion and feedback, they inspired new perspectives in each of us. Step three is opening our work up to a larger community through this magazine. This is not the end of our project, but more so a checkpoint. Through this publication, we hope to inspire others to improve on and adapt our ideas to their classrooms. As the heart o f

wholesome communities - the kinds we want for ourselves and in our classrooms - is genuine inclusivity that values individual narratives and lived experiences, the side-effect of it in practice is the creation of strength-based learning and a culture of belonging that can bring out students amazing potential and individual brilliance. The community based approach for each of our investigations is grounded in the Citizenship Education Framework that can be found in the intermediate section of the Ontario social studies curriculum. As developing relationship skills, recognizing and coping with stress, encouraging creativity and critical thinking, and developing confidence and self-esteem in order to nurture a sense of identity and belonging are aspects of education our project aims to address, it is also compatible with the Social-Emotional Learning Skills section of the Ontario Physical Education Curriculum for the intermediate level. We have witnessed in our small community the power of relationships and support through this project, and we are hopeful that it will translate directly to our classrooms, and ultimately through classrooms of growth mindset, enable students to acknowledge their own brilliance.

Inclusive classrooms through individual narratives

Project reflection

Dinh Nguyen

Building Student Motivation through Community Members and Resources

Prioritizing Growth Mindset through Classroom Culture and Mentorships

Project reflection Courtney de Vos

Project Relection and overview

Fostering Growth Mindset using the Citizenship Education Framework

Alla Shanneb

Ayesha Akther

Project reflection

inclusive Classrooms Through

Individual Narratives Dinh Nguyen |

In an education system that allows for really large class sizes, it can often be difficult for teachers to give each of their students the attention they need. My investigation aims to weave discourse into the classroom and set a foundation for community and relationship building that could assist in bringing out each learners’ seed of brilliance. I aim to create inclusive communities by giving my learners a platform to share, discuss, develop, and celebrate who they are.

I start by encouraging personal narratives.

The students are invited on their own time, or when they have finished classwork to write me a letter about themselves. They may include anything they want me to know. They also include a recommendation or suggestion of something they want me to try. This could range from books, YouTube clips, to food. I engage with their suggestions by trying them or researching to craft personable replies. I write back to my students afterward like I would a pen pal. The recommendation they include serves as an invitation for discussion, or for me to recommend something I think they’d like. This process intends to build rapport and bring out the students’ passions and interests. The focus on recommendations and questions creates opportunities for inquiry-based learning that can lead to community collaboration and learning skills development that ultimately has students taking accountability for their education. A student’s love for the game Dudgeon and Dragons (D&D) for example, might lead to the creation of a storytelling campaign (language) that can be integrated with drama (role-playing), math (probability of dice rolls and character statistics), art (character art), and the development of critical thinking skills. The best part is that like many student passions, D&D leaves room for learner-led peer teaching and learning, as the student would be challenged to put the campaign together and present the concept to the class. On a simpler scale, the inquiries from letters might just lead to teacher-guided, studentdirected research and knowledge expansion. For example, a student might ask an innocent question like “why is the sky blue?” This could lead us to a discussion that includes research into scientific reasons as to why the sky is blue, and what colours might the skies on other planets be. At the very least the letters would provide topics that could be integrated into teacher-created lessons, and give teacher formative data on their students’ writing. There is no expectation for this project, the idea to let the process take us wherever it appropriately takes us. That said, I am hopeful that it will build rapport and inspire discourse that could eventually be shared with the rest of the community and ultimately create genuine inclusion that inspires

5 dinh nguyen

pROJECT rEFLECTION

dINH nGUYEN Inspired by David Tranter, Lori Carson, and Tom Boland’s “The Third Path,” from the conception to the investigation, to the implementation of the project, my focus is on building relationships with the belief that it would inspire academic success and wellbeing for our research group and my students. Relationships in education form communities that nurture a strength-based approach. That is to say that they encourage creativity, and value and celebrate each of their members’ seeds of brilliance to create cultures of belonging through genuine inclusivity. My initiative to grow inclusive communities through giving learners a platform to share, discuss, develop, and celebrate their personal narratives is planted on the Citizenship Education Framework in the intermediate section of the Ontario social studies curriculum. Through writing and responding to letters my students are actively participating in building positive relationships. Each question or suggestion that is posed in our letters gives us a chance to collaborate and engage in problem-solving. Questions from the students and challenges from my responses set the foundation for inquiry-led learning. One of my students recently told me that school was boring and asked if I could recommend a new sport for him to try. Instead of naming a game, I challenged him to create his own sport. This will require him to collaborate with his friends (community relationship building and participation) and do research on how sports are created. This challenge leaves wide open a window for the student to consult and nurture his creativity. It is my hope that the student will develop research skills, and inspire the community by inviting the rest of the class to celebrate his creation. I can see the possibility of integrating this newly created sport into Physical Education lessons once it’s completed. Another student revealed to me that his father was a diplomat and he had been to school in a variety of countries. Our letters sparked a conversation that got him to reflect on his identity as a global citizen and his role in all of the local communities that he belongs to. As we continue to write to each other, I hope to work in questions such as “Do you stop becoming a member of a local community once you move away?” Recommending to the students, news articles or YouTube clips about Indigenous people living in Toronto, but still identify themselves as members of their faraway birth communities are options that might add perspective to the question. Both of my students demonstrated “Attribute” through collaboration and critical thinking. They continued to develop their sense of self-respect, as well as respect and empathy for members of the communities they belong to (including our classroom). Regardless of how little my students write to me, I always replied with more than one page filled with questions and prompts to start conversations. My students’ letters have also inspired the content I teach in my lessons. Acknowledging one of their love for mythology, I recently used the Jungian archetype of the snake as a focal point in a short poem to teach my class about metaphors. The students concluded that because snakes were seen as tricky, slimy, and venomous, its symbolism of women and marriage in the poem was a negative one. I then told them that in my culture, snakes were seen as healing entities and that the shedding of their skin meant new life and rejuvenation. They saw the poem in a new light and witnessed the power of metaphor. All of the students who wrote me letters and got replies were more attentive than usual; they created much discussion within the lesson. Much like how the community-building project in my class has inspired my teaching practice and my development as a teacher, so has my project group. From instructional practice to confidence building, the feedback from our weekly meetings has helped me and my ideas evolve. When I first began to implement the project, I only received two letters: one was a drawing of a face with a mustache, and the other consisted of one sentence that outlined three things the student liked. Through discussion with my support group, I ended up moving the location of my mailbox to be more accessible to my students, and actively mentioned the letterbox when my students and I don’t have time to finish one-to-one conversations in class. I had much insecurity about my project at the start. In a class filled with so many brilliant minds that present elaborative activities, mine was so simple. Through discussion and positive feedback, my group helped me understand that the logistics of my project were sound. Simplicity in this context became understood as a sign of focus and complexity. The community supported me in such a way that it allowed me to realize that my project was simple because I knew my goals well and had a concentrated and direct path to achieving it. 7

Building Student Motivation through

Community Members and Resources Alla Shanneb | An inspired project by an aspiring teacher What does motivation mean? Well, according to dictionary.com, motivation is defined as “the state or condition of being motivated or having a strong reason to act or accomplish something”, for example: We know that these students have strong motivation to learn. What drives learning? What pushes a student to complete an assignment or study for a test? My proposed project idea attempts to explore possible answers to these questions with the help of the school’s community members.

My inspiration I have a student in my practicum class, who we’ll call Scott. Scott is constantly unmotivated and disengaged in the classroom. When Scott actually completes a test or a project, it is evidently clear that he’s a bright student with high potential. What upsets me, however, is seeing his constant lack of motivation and disinterest in the lesson, regardless of the subject. He is the main reason behind my project and I have thought of him in every step. My next step is to implement the strategies proposed in this project in my practicum and, specifically, with Scott.

My Objective The objective behind my project is that the student begins to see learning as a dynamic experience that exists beyond the classroom walls. They experience a shift in their understanding of school from mandatory lessons and tests, to experiencing truth motivation and excitement towards their learning. This also includes learning to take responsibility for their own learning and gradually not relying on the teachers or caregivers for a constant push. This objective is carried out throughout the following three experiences:

A. Family Involvement B. Mentorship Program with Higher Achieving Students/Students in Higher Grades C. Learning Taking Place Outside the Classroom D. Student Autonomy

Obtaining Permissions Of course, it is important to obtain the permissions required in order to implement these experiences. Obviously, the most important permission to obtain is the parents’ (I also include that in each step below). The next permission to obtain is the administration’s; that is, the principal’s and/ or the vice principal’s. It is also important to keep them regularly updated on any new developments that occur. 9

Student-Teacher Motivation Etiquette

Family Involvement

The not-so-secret ingredient of any successful learning environment is a healthy and interactive relationship between the teacher and the students. I believe that that is the first and most important factor for nurturing motivation within students. It is also important that teachers set up supportive and accepting safe spaces in the classroom. Furthermore, a teacher must be able to embrace a student’s expression of emotions, experiences and culture. Finally, a teacher must set up a classroom that is accepting and, in fact, valuing imperfections and mistakes.

The objective behind having the student’s family involved is to provide the student a wider lense onto which he or she views their education or learning. This is especially true when a student’s older sibling(s) provides feedback and advice on the subjects they have studied in previous year. Examples of family members that this experience could apply to are: older or younger siblings, parents or caregivers, and cousins. The main idea behind getting a family member involved in the student’s daily school life is to have someone from his or her home life build a connection to the student’s school life and to promote follow-up questions with the student. This also develops accountability for the student towards his or her education and schooling. Potentially, therefore, this experience yields two outcomes: the student develops a stronger bond with their family member(s), while also gaining the important perspective towards their own education.

one student will participate in this experience; it will be an all-class activity. The reason behind this is that if only one student invites a family member, then this student could become a subject or ridicule or unwanted attention by his or her peers.

An important factor to mention here is that not only

• A binder or log book in which the family is invited to

Students are more likely to be motivated by teachers who take the time and effort to develop the following motivational elements:

Elements •A healthy and interactive Student-Teacher Rapport • A good understanding and knowledge of students personal interests • Awareness of students’ passions • Awareness of students’ personal values • Active Awareness of students’ needs

Steps

1. Safe and Supportive Spaces 2. Embracing Student Expression

Importance placed on time. Not all steps will occur at once. One step must fully finish before the next can begin.

3. Valuing Mistakes and Imperfection

Elements For the full and effective implementation of this step, the following elements and materials must be provided: • Parents’/caregiver’s signed approval of the family member who will be assisting the student • An invitation that the students constructs, inviting the family member to spend the day with the student at his or her school • A binder or log book in which the student must keep all their artefacts and reflection pieces

Mentorship with Higher Achieving Students and Students in Higher Grades keep class notes and observations of their day at the student’s school

Steps 1. Family members arrives at school, prepared to spend the day or at least half of a day following the schedule of the student 2. The family member is asked to keep a log or class notes throughout the day 3. All instructions and explanations are to be directly from the student; school staff and student’s teacher should try and not get involved 4. Towards the end of the day, the student and family member are given time to share their notes 5.Throughout the following few days post the family member’s visit, the student is encouraged to follow the commitment level of the family member in terms of classroom participation and note-taking skills

Similar to the family member experience, this experience involves a high school student, ideally from the same school as the student. The objective behind this experience is for the student to expand their perspective when it comes to their education and schooling. It also helps the student to hold themselves accountable for their own education. In some cases, both this experience and the previous family member experience can be combined when a family member of the student’s is also a student in a higher grade; for example, an older sibling in a higher grade who attends the same school. Because of the convenience of being in the same building, this interactive experience should be set up on a regular basis. Ideally, the intermediate student will become more receptive and open to the high school student’s advice and suggestions because they will not come from a place of authority (for example, if a teacher were to a teacher). It is

also important to note that this experience is beneficial for the high school student, because it will provide him or her the opportunity to develop important and valuable qualities such patience, empathy, and teaching skill.

Elements • Parents’/caregiver’s signed approval of the older/high school student • Parents’/caregiver’s signed approval of the intermediate student • Permission from school librarian to use library facilities during an agreed upon time • A binder or log book in which the student must keep all their artefacts and reflection pieces • Agenda in which the student is asked to keep record of his or her homework, assignment due dates, and overall progress • For the high school student: a log book or binder in which

he or she keeps notes and observations of the intermediate student’s overall progress

Steps 1. First meeting: intermediate student’s homeroom teacher explains the objective of this experience, and outcomes of each weekly meeting 2. The intermediate student records weekly goals they wishes to accomplish; the high school student makes a copy of those goals and give advice on how to meet them 3. Follow up meeting: intermediate student explains if and how he or she has worked towards meeting those goals and objectives 4. After a trial month, the intermediate student’s homeroom teacher attends a check-in student progress meeting. Depending on the results, the teacher can re-adjust the requirements and expectations and set new guidelines for their student. 11

References Lind, J., Poppen, M., & Murray, C. (2017). An intervention to promote positive teacher-student relationships and self-determination among adolescents with emotional disturbance. Career Development and Transition for Exceptional Individuals, 40(3), 186-191. Motivation. (n.d.). Retrieved February 28, 2020, from: https:// www.dictionary.com/browse/ motivation Parker, F., Novak, J., & Bartell, T. (2017). To engage students, give them meaningful choices in the classroom. Phi Delta Kappan, 99(2), 37-41. Rosen, L. (2017). The distracted student mind- Enhancing its focus and attention. Phi Delta Kappan, 99(2), 8-14.

Learning Taking Place Outside the Classroom Learning outside the classroom has tremendous benefits, including better memory, stronger motivation to complete the assigned work, and higher inspiration for the student to start thinking of their subjects of study as applicable to the outside world. Sitting still for a long period of time is quite draining on the students, and that in itself sometimes deprives them from any motivation or will to complete school work.

an active and participating student outside the classroom. An important note to consider is that learning outside the classroom also means learning outside the allotted school time.

Guidelines for effective implementaThe implementation of this particular ex- tion of learning outside the classroom

perience can take many forms depending on the layout of the school building, the location of the classroom, and the subject being taught. The overall idea, however, is that the learning happens outside the classroom. Teacher and students leave the physical bounds of the classroom and take learning at another location, whether it’s at the library, sitting on the school grounds grass, or the school gym. Of course, this is not simply a onetime event during which a teacher holds a lesson outside, then learning returns inside the classroom once again. What it is is a gradual adaptation the teacher implements in her classroom, in which the students gradually readjust their perspectives towards classroom learning and eventually learns how to become

• The rules and culture that the teacher has implemented in the classroom must remain effective while the learning happens outside the classroom • Stepping outside the classroom does not automatically mean time off from classroom and learning requirements; students will understand this better with long-term application • Understand that it is a gradual process that needs long-term implementation • With long-term application, both teacher and students will form a better understanding of what materials to bring with them when taking learning outside the classroom.

Student Autonomy It is part of human nature to be independent and have some sense of control of your surroundings. This is especially true for students in the intermediate stage. When they believe that their freedom has been taken away from them and that they will not have a choice in how their day will play out, their attitude and perspectives suddenly start to shift. Their motivation takes a deep hit and their motivation depelets. I believe that a teacher, as much as possible, should include the students’ voices and opinions in the construction of the class content material. This way, a sense of accountability is placed onto the student because he or she knows that they have chosen the work they have been asked to complete, and that increases their motivation. It is important to remember that, initially, some students will want to copy each other when it comes to making a choice. I believe that should be allowed because, gradually, and over many occurences of providing choices, students will begin to make choices based on their own learning needs and current academic level, and not

to simply imitate their peers. This is an important trait that students should develop in the intermediate stage: being aware of their own learning and taking responsibility to develop and advance it. A few important guidelines to implement successful student choice in the classroom: • Make sure that students have frequent chances to exercise their choice. It should not be a one-time occurence. • All choices provided should equally aim in the development of the students’ learning • All choices and materials provided should be of equal content and academic level • All choices should appeal to the students; ideally, a teacher should know his or her students well enough to develop content and choices that would appeal to every student in the classroom

pROJECT rEFLECTION Alla Shanneb Since starting this teaching program back in September, a lot of my preconceived notions towards teaching and education have been challenged. But I would say that the biggest lesson I have learned this past academic year is the importance of seeing my students as dynamic beings who have big and challenging lives, both in and outside my classroom. These students have full rounded lives that have many contributing factors to their mental and physical well-being. When they enter my classroom, these students bring all of those factors along with them. It is my job, I believe, to be aware of these factors, and to keep those factors in mind when designing my lessons and classroom content.

The inspiration behind my project is a Grade 7 student in my practicum classroom, ‘Scott’. Despite my associate teacher’s efforts to try and boost Scott’s motivation and enthusiasm in the classroom and learning, Scott has continued to show similar levels of disinterest and disengagement, regardless of the subject, time of day, or teacher. While designing my lesson plans, he continues to be a big puzzle piece that I am still figuring out. My plan is to begin implementation of the elements and steps proposed in this project during my five week practicum beginning after March Break. I then plan to record observations, results, and reflections based on my findings and new learn-

ing points. By implementing my project, alongside observational notes, application and tangible results, I hope to be able to bring my project to life. To tie my work to the Ontario Curriculum, I have found a great reference and resource in the Health and Physical Education grade 1-8 curriculum. In it, a great focus has been placed on SEL: Social Emotional Learning. Under the skills needed to develop healthy and positive student social emotional learning, positive motivation and perseverance is important: Students will have opportunities to practise processes for solving problems, setting goals, resolving conflicts, and making decisions. They will also

continue to develop their awareness of emotions, intentions, and motivations as they communicate and interact with others (Ministry of Education, 2019). I believe that I have made considerable effort into making sure to include all of the elements listed above: setting goals, making decisions, building awareness of emotions and motivations. In conclusion, I would like to express gratitude for the opportunity this project has provided me in terms of allowing the exploration of a topic set in my practicum reality. I look forward to the application of my elements and steps in the upcoming weeks during my five week practicum period. 13

Prioritizing Growth Mindset through

Classroom Culture and Mentorships Courtney de Vos | Big Idea: Students will develop a growth mindset which they can continually build upon and transfer into other settings

After reading through my reflection you will realize that my project is a simple one. I wanted to develop a program that would allow me, as a grade 7 classroom teacher, to prioritize and intentionally build growth mindsets within my students through the use of community building: classroom culture and community mentorships.

Project Description I present this program as just one possible opportunity to improve growth mindset in an approach that is based on research as well as the personal strengths and experiences that I have as a teacher. The initial pilot project is meant for my grade 7 classroom; however, I value and have designed the project hoping that, if successful, it can benefit parents and other teachers, as well as, potentially be replicated in other classrooms. In the context of the Group Project, my individual project is positioned between the micro and macro scopes of the other individual projects of my group members. My project is micro, in that, it focuses on my students and classroom, however, it reaches towards a more macro-level as it incorporates parents and community mentors and it is designed with the potential to be replicated in other classrooms to produce a school culture of growth mindset. This project was created using backwards design. After identifying a need of my students, I identified what I wanted the Big Idea and Goals of

my project to be. My next step was to develop a way to assess the goals of the project and this led to the creation of the approach and steps of the project which will be described in a later section.

• Create personal SMART goals that cause them to challenge or push their limits

Main Goal: Students will view challenges (especially what they currently consider as “weaknesses”) as opportunities because they have grown in their confidence and skills to pursue these opportunities. Students will value the role community has in developing this mindset and encourage their classmates in their growth. Sub goals: It starts with ME: Teacher will prioritize and intentionally approach all aspects of learning through a framework of developing a growth mindset in individual students and establish a Growth Mindset Classroom Culture. This will be done through devoting regularly scheduled time and lessons to facilitate the developing of a growth mindset and enabling students through the provision of skills and ongoing assessment.

• Increase autonomy through a gradual

Students will understand and value having a growth mindset With the support of the classroom teacher, classmates, and mentor, students will, • Believe that they are great and are capable of great things • Rely on student’s voice to guide process • Identify current strengths and areas that create barriers to their learning • Identify and use strategies to re-conceptualize barriers as opportunities

• Develop skills to approach all types of opportunities

release of responsibility including tracking their own growth

• Intentionally highlight, identify and cel-

ebrate “hiccups” in the process (revise goals or pursue additional skills)

• Reflect on their growth as a stepping stone for the future

• Celebrate their individual and combined

class growth process and excitedly anticipate future growth

• Experience a sense of belonging through

a shared experience of barriers, strengths, and growth as well as see their uniqueness in their specific strengths and growth

• Value being a positive contribution to the

growth mindset classroom culture by sharing their growth and through supporting and celebrating their classmates

• Be empowered through mentorships with

people who have lived experience (personal stories) about growing from what they once considered a barrier

• Identify if it is possible to replicate this project and initiate it in other classrooms (Understood, 2020)

Continued on next page 15

Project Components 1. Establish and Maintain a Classroom Growth Mindset Culture A key component of this project is helping the students realize the need and value of having a growth mindset. Students need to understand why we are complet-

ing the program, see the personal value in the project, and share in the desire to contribute on an ongoing basis. In order to foster this, the teacher needs to exhibit, es-

tablish and maintain a Classroom Growth Mindset Culture. This is an environment that facilitates essential learning conditions for the intermediates students to learn

growth mindset together. This is why this program would begin in the first week of the school year and be carried through until the end of the school year.

to challenge ourselves in new situations rather then fear new situations. At this point I would share my own personal story of my experience with a fixed verses growth mindset.

work, and valuing the growth process as well as the result.

that they consider as “weaknesses because of past failures.” These characteristics could fall within various areas including: academic, social, athletic, artistic, personality, and skills. In the first few weeks of the school year, students would create the Strength Chains using looped construction paper and writing their strength/perceived weakness on them. Then the students will work together to discuss how each strength or perceived weakness could actually be used in a new or different way to help them in future situation. For example, one of my links could be failure and to grow on it I have developed a personal growth mindset and am using my past “failure” experience as a way to help my students grow. I would then create two new links: “developed a growth mindset,” and “sharing my story” to the link on my chain that says “failure.” As students work through this, they will not only see their characteristics in new positive ways but they will also share in the building up of others and belonging when they see that a lot of their links are shared with other students. When commonalties are found, we will connect students’ chains to each other making the chains into an interconnecting lattice pattern which will then hang in the classroom as a reminder and motivation throughout the year (Understood, 2020).

Object Lessons In order to create the Classroom Growth Mindset Culture, the teacher will plan a series of Object Lessons to that teach Growth Mindset Concepts using everyday objects and activities to help students personally relate to the concepts and therefore value the concept and how Growth Mindsets help. The first object lesson identifies why we are learning growth mindset. The object lesson involves two “pillars,” (held by two physically strong people). When a student tries to pull on the pillars, they cannot move them, there are barriers keeping them from moving the pillars. These barriers result in frustration and feeling of failure which mimics the failure my students and I faced. I will highlight that the next time we see pillars we wouldn’t try to move them because we “learned” we couldn’t. This is fixed mindset. However, I will challenge students to embrace the struggle and try to think of an approach using their critical thinking skills and the tools I provide them: a rope. When given a rope to wrap around the pillars, the student is able to move them with ease. I would explain that, through learning growth mindset and using the right skills and tools, we can use our strengths and “weaknesses” to approach our barriers.in new ways and develop a growth mindset where we have the confidence 16

Object Lessons will be a regular part of the classroom schedule and will include a class discussion on that particular topic in relation to Growth Mindset. These lessons will take place at the beginning of each week and be the start of that week’s Growth Mindset Session. Throughout the week, the ideas learned in the object lesson will be woven through the daily schedule, used in teachable moments, and be reflected on at the end of the week in an open-ended class discussion. Growth Mindset is something that takes time to develop and students need to really see and experience it for themselves, therefore, by prioritizing this Growth Mindset Program, I am trying to optimize on the student’s ability to acquire a growth mindset and associated skills. Part of the teaching of growth mindset includes helping students recognize the greatness within them, valuing it, and taking action on it in a way that makes sense to them. Other Object Lessons in the series include embracing imperfections/mistakes, identifying strengths and viewing challenges from a strength-based perspective, challenging oneself, identifying purpose in their

Another important and early Object lesson is one that will enhance the classroom culture through building a community of belonging. As mentioned, the project will help students see their personal value, their strengths, their potential, and the value of their personal investment in the project which will help them see themselves as wanting to be involved. Another layer of belonging and community that is built through object lessons is teaching the students that everyone is different in what they find challenging or defeating. Some students may be struggling with inattention, anxiety, perfectionism, aggression, and etc. Despite the diversity in what students struggle with they all share the experience of feeling defeated. There is unity in our shared struggles and through developing Growth Mindsets, we as individuals and a united class can help each other re-conceptualize our barriers and excitedly use our strengths to approach new situations as opportunities for growth (Gamwell, 2020). In order to teach this, students will make Strength Chains where students will identify characteristics about themselves including characteristics that they consider as strengths and especially characteristics

2. Student-Centered Growth Portfolios Immediately following the weekly Object Lessons, students will spend time working on their Growth Portfolios. During the first few sessions the teacher will describe the portfolios and the steps used to work towards developing a growth mindset while guiding each student in identifying and making goals based on the characteristics identified in their strength chains. The steps included in the growth portfolios includes a series of worksheets or online modules to help students work through their personal growth areas. Steps include: Seeing their greatness and believing they are capable of great things; identify strengths; identify areas that create barriers to their learning, identify and use strategies to reconceptualize barriers as opportunities;

create personal SMART goals that cause them to challenge or push their limits; develop skills to approach all types of opportunities; track their own growth; intentionally highlight, identify and celebrate “hiccups” in the process (revise goals or pursue additional skills); reflect on their growth as a stepping stone for the future; and celebrating their individual and combined class growth. Examples of portfolio pages are included in presentation. Students will direct what their growth areas and goals are with the support of the teacher and mentors then gradually students will be released to allow an increase in their autonomy and responsibility in their growth portfolio. Students will be encouraged to

actively work on their steps and goals throughout the week, at school and home. At the end of each week, students will reflect on their growth that week(s), achievement of goals or further identified areas for growth. Students will record this reflection on an ongoing growth chart in their portfolios. They will also contribute in an end of the week class sharing time where students will share their growth for the week and a summary of class growth will be written a class growth leaf which will be added to the classes Growth Chart. The Growth Chart is a bulletin board that showcases the Growth Leaves allowing ongoing reminders of ongoing growth and celebration of growth (Understood, 2020).

3. Enhancing Growth Mindsets and Growth through Mentorship and Parent Engagement In order to enhance the value of developing growth mindsets and facilitate growth, parents will be made aware of the program and the priority placed upon it. It is important that parents are supportive of this project as the parental influence and mindset will weigh heavily on their child’s perspective, therefore, this program will be highlighted during the “Meet the Teacher” event in September. The final important component of the Growth Mindset Program is the use of Mentorship to facilitate and enhance student growth. Additionally, in order to facilitate the growth process, the use of mentorships will be a key component of facilitating the development of a growth mindset. The mentors will be a group of people who the teacher has pre-identified as trusted adults who have experience in working with children and youth, who have growth mindsets and are able to use their life

experiences to encourage students in their development of the growth mindset and related skills. Role models and hearing about the lived experience is important to solidify the program and help intermediate students relate their growth mindsets and skills into settings outside of the classroom (Gamwell, 2020). Ideally, the Mentors would be retired or Occasional Teachers who are willing to volunteer to devote a few hours of their time each week (or every two weeks). Mentors would be introduced on the “Meet the Teacher” event to allow students and families to meet Mentors in a safe setting. Following this introduction, mentorships will begin and mentors and mentees will be paired based on shared strengths, “weaknesses,” and interests. Depending on the number of Mentors, Mentor-mentee ratios may be as large as 1:3, however, ideally it will be 1:1. Mentors will enter the classroom every other

week during a dedicated time period. During their time, Mentor-Mentees will have a check in to see where the student is at in their growth: goals and challenges, while Mentor provides some guidance or share their experience based on that specific item. It is important that students also realize that they can contribute to the Mentorship, therefore, at each Mentorship session, the students will prepare coffee and snacks for the Mentors to enjoy. By having trustworthy Mentors, more students can have their individual needs met and students can see the real lived experiences of having growth mindsets in academic as well as non-academic settings which is important for students to enable them to attain this mindset and skills which will ideally transfer beyond the classroom. On the weeks where Mentors are not visiting, the students will write a brief letter to their Mentor, which the teacher will email to Mentors and will share responses form the Mentors back to the Mentees.

4. End of Year Celebration At the end of the year, the class will have a celebration party to reflect on the class growth and the individual growth. It is at this time that students will present their Growth Portfolio presentations. Students

will be provided with a new growth portfolio that they can choose to continue using for the summer or to begin using when they start the new grade. Students will have the opportunity to set a few goals to take

with them to their summer vacation or their next grade. Though the program is done when they leave grade seven, hopefully, through the growth and skills they have developed as well as the new portfolio, some students

will continue on this practice on their own. Or, if the program is successful, there is the possibility to educate the next grade level teacher on the project if they desire to implement it as well (Gamwell, 2020).

Assessment It is important to note that this program is based on Ontario Curriculum: Health & Physical Education, however; it is removed from the traditional incorporation of the curriculum within the Health & Physical Education setting and has been woven through the homeroom classroom and various subject areas.

Assessment for learning Teacher will observe the strength chains activities and assign a +/â&#x2C6;&#x161;/- for the degree and depth of individual student engagement in the strength chains characteristics and growth suggestions. Teacher will also provide feedback to help development of chains.

Assessment as learning At the end of each week, students are given the opportunity to participate in the sharing circle where individual and class growth is shared and

summarized on the weekly growth chart. Students will complete a personal rating scale based on their self-assessment of their engagement with developing a growth mindset, as well as provide a brief written reflection to support rating. This will be completed every other week to update the teacher as to where they see themselves in their growth process. Teacher will review growth portfolios, mentor notes, reflections, and self-assessments as well as involvement in the sharing circle and will use this information to provide a grade using a student and teacher created rubric,

where the teacher will also offer feedback or additional support as needed. It will also inform the ability for gradual release of setting and attaining goals and skills.

Assessment of Learning At the end of the year, students will reflect on their growth portfolios and present a brief 3-minute presentation to highlight some aspect of their growth that has the most meaning to them. This could be in the form of various media. Students will assist in designing the marking rubric within the second

month of the school year so they know what is expected at the end of the year. Students and teacher will individually complete the graded rubric resulting in an averaged grade. To accommodate for students of different needs the type of media and the depth or focus of sharing will be dependant on the individual student, allowing a lot of flexibility, however, it must be inline with the difficulty or engagement level that is reflected in the portfolio and previous assessments. Students will have the option to anonymously submit media in the event that their privacy is desired.

Curriculum Connections: Grade 7 Health & Physical Education One main focus of learning in the Intermediate Division H.P.E. is on Social-Emotional Learning Skills. This includes relationships and belonging, identity,

self-awareness, recognizing and coping with stress in positive ways, critical and creative thinking, self confidence, and building resilience. This also includes op-

portunities to practice problem solving, setting goals, and making decisions. The Growth Mindset Program I have outlined addresses all of these key concepts

in its purpose and design. In addition, the program design also includes developing skills to support their mental health (Ministry of Education, 2019).

Overall Expectations Strand A. Social-Emotional Learning Skills: A1. apply, to the best of their ability, a range of social-emotional learning skills as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade (Ministry of Education, 2019).

Specific Expectations A1.1 apply skills that help them identify and manage emotions as they participate in learning experiences in health and physical education, in order to improve their ability to express their own feelings and understand and respond to the feelings of others A1.2 apply skills that help them to recognize sources of stress and to cope with challenges, including helpseeking behaviours, as they

participate in learning experiences in health and physical education, in order to support the development of personal resilience A1.3 apply skills that help them develop habits of mind that support positive motivation and perseverance as they participate in learning experiences in health and physical education, in order to promote a sense of optimism and hope

A1.4 apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity A1.5 apply skills that help them develop selfawareness and self-confidence as they participate in

learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging A1.6 apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making (Ministry of Education,

Intermediate Connections • According to Erikson’s

Stages of Psychosocial Development, Intermediates are in the “Identity versus Role Confusion” stage where they are further developing their sense of identity. They are beginning to realize the complexities of life. School and community relationships are important as they test out their roles and their identities in those familiar social circles. When developing identity, successful tests solidify identity and failures lead to role confusion and a weak sense of self. The Growth Mindset program aids in helping them more accurately define their identity in familiar social circles while communicating that is okay if they need to re-adjust their developing identity (Learning Theories, 2020). 22

• According to Piaget’s theory will help connect concrete and mindset. All students have of cognitive development, Intermediates are entering the Formal Operational Stage where they are learning to think about alternate possibilities, counter acting held assumptions, abstract thinking and logic, strategizing and planning as well as the ability to apply concepts from one setting to another. The Growth Mindset Program is designed and really focuses on developing these new cognitive abilities by providing a relevant context to apply the thinking to. The program’s goal is also to transfer concepts to other settings. As intermediates are still developing these skills, the added support of classmates, teacher and mentors will enhance the cognitive development as well, the use of object lessons and growth portfolios

abstract thinking which should help them see the process of growth and the overall concept (Learning Theories, 2020).

• Experiential Learning This instructional method encompasses the aspects of universal design because it combines audiovisuals and activities with class discussions as well as individual planning, goal setting and reflecting in order to reach as may students as possible (Gamewell, 2020).

• Universal Design The topic applies to all students as they all share in having stress and all could benefit from developing growth

an area that they can grow within. This topic is differentiated in the specific areas of growth needed by individual students. This project began by looking at the students who seem to struggle the most and creating a program that aims to help them while at the same time helping the all the students and the class. By aiming for the “outliers” teachers are better able to reach all (bowling analogy). It is expected that students will push back and struggle with this program and it is in those teachable moments that this program is directly related and its importance will be revealed to students and once revealed and the emotion diffused, students can move forward (Gamwell, 2020).

Summary of Ongoing Feedback from Peers used to guide project development • • • • • • • •

Make sure you value the process as well as the product How does this address current challenges and considerations, as well as, guide future? Align Mentors and Mentees using interests How will you account for Student safety with Mentors? Suggestion: Use retired teachers and review Child protection policies How will this work with rotational classes? How much will this cost? School resources, printing budget, and need to pay for food supplies out of teacher pocket What if students do not feel comfortable sharing? Can some of the sharing be anonymous Some confusion between the connection of individual projects with the overall group project

References Learning Theories, (2020). Stage Theory of Cognitive Development (Piaget). Retrieved fromhttps://www.learn ing-theories.com/piagets-stage theory-of-cognitive-development. html Learning Theories, (2020). Erikson’s Stages of Development. Retrieved from https://www.learning-theories.com/ eriksons-stages-of-development. html

Gamwell, P (2020). Various Lectures on Inter mediate Learning Conditions [Class presentations]. Ottawa, ON: Univer sity of Ottawa, PED 3154 Ministry of Education, (2019). The Ontario Curriculum, Grades 1-8: Health & Physical Education. Toronto: Queen’s Printer. Retrieved from http://www.edu.gov.on.ca/eng/cur riculum/elementary/2019-health physical-education grades-1to8.pdf

Understood, (2020). Strength chains: Hand-on activity to help kids identify their strengths.Retrieved from https:// www.understood.org/en/friends feelings/empowering-your-child/ building-on-strengths/strengths c h a i n - f o r- k i d s ? u l = 1 * 1 a 1 m i 9 u * domain_userid*YW1wLW91UlVjSzlf bzZ1QW1Qb2xGMEtwRGc

pROJECT rEFLECTION

Courtney de Vos When presented with this Group Media Project, I did not consider it as an opportunity for growth rather I was stressed and faced a barrier with how open-ended the project was. I procrastinated and experienced anxiety about choosing a group and a topic. While in practicum, I saw my students exhibit the same feelings when working on their assignments. Though challenges and struggles are essential in growth, it bothered me to see the students struggle because they did not believe within themselves that they could succeed so they stopped working on their challenges, and I could not see a way to help them. I am aware that this happens to all people at times, however, my concern was that it was a deprecating pattern in my students and I have seen the same pattern in myself. In my PED 3142 Inclusive Classrooms course we learned about Piaget’s Theory of Cognitive Development which highlighted that my students and I were experiencing situations that we did not know how to navigate, which caused us stress that we could not constructively respond too, and resulted in acting out or avoiding the situations. Over time this can result in negative perceptions, feelings of failure, and avoidance to learning in school and in life. I can attest to personally experiencing the negative impact of this fixed mindset in very large and impactful areas of my adult life which I have since had to grow through. In time, I was able to develop a Growth Mindset through which I saw, not only my strengths but I also saw how I switched my mindset to see my struggles as positive opportunities, to be used in unique ways, and to be grown upon to create more strengths. Therefore, my personal lived experience of “failure” I have redeemed and reconstructed as a strength to assist and empower my students in their barriers through this project. In response to those experiences, I identified the need to help my students and myself re-conceptualize the things that challenge us. I spent time researching different challenges, for example, ADHD, and the barriers that exist to learning and how to embrace rather than avoid those situations. Through discussion with my Media Group, our PED 3154 speakers, my Associate Teacher, my other course readings and discussion, my research into programs and Ontario Ministry of Education documents, and correspondence with a professor/guidance counsellor, I was able to determine that my students and I lacked a growth mindset and the freedom this mindset can bring to learning. Growth Mindset is a term that I have heard since starting the program; however, I had not really understood it or explored it in depth until I was confronted with it. It is not a new concept and I have discovered resources and programming within my school that addresses aspects associated with growth mindsets. My research and conversations have led me to see that Growth Mindset concepts are considered important; however, their prioritization or optimally implementation have been a challenge and therefore many students do not have growth mindsets which is essential for intermediates who are in a stage of developing their sense of self and experiencing a myriad of mental health and social challenges. It is my belief that developing Growth Mindsets will provide intermediates a firm foundation for facing their situations and by prioritizing Growth Mindsets, the other challenges that I see now academically, behaviorally, socially, mentally, and etc. will be less overwhelming and more attainable. Therefore, my project is a simple one. I wanted to develop a plan that would allow me, as a classroom teacher, to prioritize and in-

tentionally build growth mindsets within my students through the use of community building: classroom culture and community mentorships. This project highlights many, if not all, of the key imperatives and conditions needed for learning. All students are seen as brilliant and capable of amazing thing. Each student is unique in their personal experiences however, they all belong in their shared experience of struggles and challenges and in a true culture of belonging they will work together to grow their strengths and re-conceptualize their “weakness or failures” as strengths or areas that guide growth. As the teacher I use the power of my personal story as well as the stories of mentors to guide and encourage students in identifying and developing their own stories while gradually releasing them as they identify and choose their own areas and goals to grow in. As the class works through this program, we will experience regular celebrations of growth. Within the context of my Group’s Media project, my project supports our overall theme “Nurturing the Seeds of Brilliance: Developing Growth Mindset through Community Building” with a focus on mentorships at a micro/macro level as it integrates community mentors and lays a foundation and the tools to carry the concepts learned in this program forward as the students progress through further education and life settings. A key component of the design of the Group project was to be able to share our individual ideas and get insight and feedback to guide further development of the project. This occurred through multiple group meetings as well as through the class feedback presentation. This feedback helped guide the development of my program and the specific feedback can be found written in my project details. After deciding on this topic, I created my Big Idea and main goals in order to guide my program components and reflect the practice of backwards design. Using my aforementioned research, I designed a program that would accomplish the Big Idea in a way that made sense for intermediates learners and using their needs. The classroom culture and community are key components in the program because they are important for Intermediates at their stage. The use of Object Lessons, Growth Portfolios, Mentorships, and Assessment types were all based on the needs of Intermediates in their age and stage and they allow effective instruction of the curriculum because the content requires the concepts and contexts laid out in the design of the project. Further details on instructional and assessment strategies as well as Curriculum Connections and their rationales have been outlined within the project details and are better explained within the context of the project. After reflecting on the process and product of this project, I really saw the program come to life through my own engagement in developing it and through the discussions with my Group. This project caused me to model the very things that I wanted to instill within my students. By identifying my strengths and reconceptualizing my weaknesses I was able to better see the projects vision and set goals for how to bring it into fruition. I was able to plan, in detail, object lessons and growth portfolios that helped me and will help my students as they go through this program. I also had new experiences of facing barriers within my project and my group’s project but was better able to see them as opportunities and not be limited by seeing them as barriers. I have really learned a lot about myself, intermediates, and growth mindsets in this project which I know 25 will serve me well when I implement the program in the future.

pROJECT rEFLECTION and overview

Ayesha Akther

Fostering Growth Mindset through an outdoor experiential learning program Classrooms aren’t the only place where learning happens, in fact, the best lessons are learnt outside the classrooms. Therefore, why not make that a regular part of the curriculum - is the idea that inspires my project. All educators are encouraged to foster a Growth Mindset within each learner so that they may flourish academically and socially, but in order to do that we need to provide them with an optimal learning environment and traditional classroom settings are not the ideal place; according to my observations. I have had the opportunity to volunteer and work at many schools,and have noticed that there is consistency across students learning experiences – very few students understand what they learn and how it relates to the real world – the same can be said of my practicum experience. All teachers (including myself) try their best to implement engaging and meaningful lessons in their classrooms, but often students simply do not have any motivation to participate and therefore are not engaging in active learning. This results in poor comprehension, retention and application ability, which absolutely makes sense because if they aren’t understanding what they are learning then they won’t remember it and therefore cannot apply that knowledge or skill. This in term often results in poor self-esteem and a Fixed Mindset. This is where my proposal of an Outdoor Experiential Learning Program (OELP) comes into play, a program that aims to bring together community and provide active learning experience for all intermediate learners. The program will go through three stages of development: planning, implementing and publicising – as identified using the Backwards Designing Process. The first stage is where intermediate teachersat a given school, along with community members, collaborate to identify areas of student interests and strengths, then they will take those elements into account when combining them with traits from the Citizenship Education Framework and OCDSBs Community of Character Model to design workshops and educational outings. 26

After receiving approval from administration, the second stage is where they implement OELP once a week ortwice a month, where students and community members can unite to engage in meaningful conversations and activities that are empowering. This will help foster growth mindset in all learners as they will be actively engaged and further inspire them to take charge of their own learning. Upon achieving successful results with OELP at a given school, educators can spread the idea to other schools and school boards, so that they could try and see if it will benefit their student population. For my proposed program, I have looked at various resource guides and curriculum documents that revolved around developing global citizenship and

fostering growth mindsetin learners and they encourage educators to implement those expectations into their lessons and activities, but what I found interesting was that very few mention the importance of student wellbeing in education. The OCDSB’s Framework for Student Well-being is a lovely document that I found to be very informative as it shows the relationship between Physical wellbeing, Cognitive wellbeing and Socioemotional wellbeing, and they have a direct impact to students’academic achievement. This Student Wellbeing framework complements the Citizenship Education framework very well, and that’s where I believe the OELP program will provide an impactful experiential learning experience for the students.

Through this nurturing and active program, students will be exposed to the wide range of learning opportunities that are available as well as receive firsthand experience on how the key concepts and skills they learn in the classroom are applied in the real world. OELP is a growth mindsetprogram moulded around the Citizenship Education Framework to provide the best experiential learning environment for all learners. Furthermore, I have not provided any specific details as to how this program should be approachedbecause every class is unique and therefore, I am in no position to provide recommendations as to what instructionalstrategies or assessments should be used because the possibilities are endless – what works in my class-

room may not work with another. Alongside, I want OELP to be an open-ended program where students can go on a wide variety of educational trips, where the activities performed,or topics discussed vary and range in breadth. They should range from building social skills, life skillsand academic skills to financial literacy, career planning and much more. Since this is a growth mindset program, why not have students lead a couple of workshops (with the help of an adult if needed) on topics that they are passionate about and this way they themselves get to build on their intrapersonal and interpersonal skills – skills that are highly valued and required in today's workplaces.

All of those necessary life skills and social skills that employers seek and value are not and often and cannot be taught in a conventional classroom settingsurrounded by walls at all ends.Furthermore, everyone differs in their learning modality and according to research very few people are successful passive learners, while most need active learning environments to retain and comprehend their thought processes.A successfully designed OELP will make learning happen and this will ultimately be reflected in students'academic progress at school, so I don’t see a need to make a separate assessment of and for learning for this specific program. But I personally would recommend my students to write a self-reflection (assessment as learning) on their experiences at the end of the day – most likely in the form of a journal or blog – because through reflection one is better able to tap into their innermost thoughts and make lasting memorable connections. Fur-

thermore, as students an choose to or not share their journals, they can always share their thoughts and provide suggestions on topics or events they would like to receive more experience on, this way educators can take that response and incorporate it to the best of their abilities for another session. Furthermore, this is a student-centred and strength-based learning approach that aims to bring together educators, students, families, community and more-experienced others to provide learners with an opportunity to develop and apply real-world skills and build life-long social relationships. Finally, as this is an open-ended experiential learning program and it is up to each educator or school as to how they would like to use implement it, there are endless possibilitiesas to the way OELP can be developed and incorporated – since every student is unique and so is every school community.

We do not learn from experience.

We learn from reflecting on experience.

"Mistakes are opportunities for growth"

"I am supported by my community" "My strengths are educational "

"I am brillant!"