Mas󰉃󰈩󰈹y & G󰈸o󰉓t󰈊

Min󰇷󰈼󰈩t
ITEC 7602/ Fall 2021
St󰈸a󰉄󰈩g󰈏e󰈻 󰉄󰈡 p󰈸󰇵󰈦ar󰈩 󰈗󰇵a󰈹n󰈩󰈸󰈼 t󰈢
mo󰈝󰈎󰉄󰈢r 󰉃󰈋e󰈎r 󰈢󰉒󰈞 p󰈸o󰈈r󰈩󰈻󰈼
to󰉒󰈀󰈹d 󰈚󰇽󰈼te󰈸󰉙.
Go󰈀l 󰈠󰇵󰉅i󰈝󰈈
Setting S.M.A.R.T goals is a great way to
support students in learning process. Setting
short incremental goals gives students and
teachers the chance to monitor progress
towards these goals (Finely, 2018).

Teachers can co-plan with students

throughout the process to help students
monitor their progress towards their goals and
help clear up any misconceptions or mistakes
along the way.

By setting S.M.A.R.T goals students and

teachers alike can look back to the goal that
was set to determine where the mistakes or
misconceptions where formed.
For󰈚󰈀󰉄󰈏ve A󰈻󰈼󰈩s󰈻󰈛󰇵n󰉃
Formative assessment is another
strategy for helping student
monitor their own progress. It can
direct a student’s attention to the
learning process. Formative
assessment also has the potential
to get students to see the
“malleability” of their own learning
(Yan et al, 2021).

When teachers co-plan with

students after a formative
assessment, students have the
potential to receive real-team
feedback on their learning.
Sel󰇾-󰈤󰈩󰇿l󰇵󰇹󰉄i󰈡n 󰇽󰈝󰇶 Eva󰈗󰉉󰇽󰉄i󰈡n

Self -reflection on the learning process

cannot be understated. Reflections make
explicit connections to the student and
their learning (Daffern, 2020).

By reflecting, students are taking the first

step on towards monitoring and assessing
their own learning. When students gauge
their own personal mastery of a lesson,
students begin to internalize the learning
as something being done by them and not
to them( Daffren, 2020) .
Evi󰇷󰈩󰈞c󰇵 o󰇾 I󰇶󰈩n󰉃󰈏󰇿yi󰈝󰈈 L󰈩󰇽r󰈝e󰈹
St󰈸u󰈈g󰈗󰈩󰈼 󰇽n󰇷 󰈦re󰈻󰇸r󰈎󰇼󰈏󰈞g
so󰈗󰉉󰉄󰈏on󰈻 󰉄h󰈸o󰉉󰈈h 󰇹󰈢-󰈦la󰈝󰈞󰈎n󰈇
For󰈚󰈀󰉄󰈏ve S󰈩󰈗󰇿- As󰈻e󰈼s󰈚󰈩󰈞t
Formative iterative formative
assessment is necessary for
preparing students to monitor their
progress and for teachers to
prescribe solutions when students
struggle.

In this example, I adapted the unit

topics into “I Can Statements” or
learning objectives that students
would use throughout our
co-planned unit to self-assess and
a meet with me. As I co-planned
with students we discussed their
progress on their learning
objectives and I had the
opportunity to clear up any
misconceptions they may have had
or if they could not fully explain the
learning objective.
Sel󰇾-󰈤󰈩󰇿l󰇵󰇹󰉄i󰈡n 󰇽󰈝󰇶 Eva󰈗󰉉󰇽󰉄i󰈡n
An important strategy for students to
feel confident in monitoring their own
progress is goal setting and
self-reflection.

In this example, as a part of a

co-planned unit, students learned the
content in their learning objectives,
they completed the reflection and set
a goal before taking their formative
assessment. The reflection as well as
the scores from their formative
checks gave me the opportunity to
review topics they were struggling
with and help them make changes to
how they were choosing to learn the
content.
*The “4” column cut off for some reason in the picture.
 Des󰈎󰈇󰈞 󰇽n󰇷 I󰈛p󰈗e󰈛󰈩n󰉃󰇽󰉄i󰈡n 󰈢󰇾
ad󰈀󰈥󰉄󰈏ve 󰉃󰈡󰈢󰈘s, 󰈻󰉄ra󰉃󰈩󰈈󰈏es, 󰈀󰈝󰇶
le󰈀󰈸󰈞󰈏n󰈇 e󰉖p󰈩󰈸󰈏e󰈞c󰈩󰈻 󰉄󰈢 su󰈥󰈦󰈡r󰉃
ma󰈻󰉄󰈩r󰉘 󰇿󰈢r a󰈗󰈘 l󰈩󰇽󰈸󰈞er󰈻
Col󰈗󰈀󰇻󰈢ra󰉃󰈎󰉐󰇵 an󰇷 A󰇸󰈀d󰇵󰈚i󰇸󰈀l󰈗󰉙 Cha󰈗󰈘󰈩n󰈇󰈏󰈞g
Giving students collaborative tasks that
promote learner struggle gives all students the
opportunity to learn from one another through
the an academically challenging task, but also
through collaboration with their peers.

In this example, students were given an

inquiry-based activity a “OneNote Breakout”.
They worked together in groups to try and
figure out clues to open the next section in the
OneNote. If students struggled, they could ask
other groups for assistance or work with me.
This activity was within the zone proximal
development for most of my students and
through collaboration they were able to
persevere through the challenge promoting a
growth mindset as they cheered when they
figured out the passwords.
Uti󰈗󰈎󰉜󰈏n󰈇 󰉄he P󰈡󰉒󰇵󰈹 of “Y󰈩󰉃”
By intentionally using the word, “Yet” it can have
the potential to fundamentally reshape the “fixed”
mindset of some students and encourage them to
think differently about the learning process and
their own intelligence.

In my own classroom, exercising the power of yet is

an everyday occurrence. Students will say things
like, “I’m not good at writing prompts,” and I will find
myself adding “yet” to the ends of their phrases. I
also have student repeat the “fixed mindset”
phrase back to me, but add “yet” at the end
themselves. Using this kind of language
encourages my students to think more about the
possibilities of their learning rather than limitations
in their learning.
Pra󰈎󰈻󰈏󰈞g i󰈝 󰉄h󰈩 P󰈸󰈢󰇸es󰈻 󰈡󰇿 L󰇵ar󰈝󰈎󰈞g
In my school, there is a significant amount of
weight put on grades and performance as 35% of
the population is considered “gifted”. With these
demographics in mind, the focus on having high
grades rather than the process of learning itself is
a challenge within my school.

To combat these mindsets “fixed” on

performance and grades, it is important for me to
praise students as they move through the
process of learning rather than the result. In my
class, praise is given for innovative
problem-solving, collaboration, perseverance
and reflection. When teachers praise the process
of learning rather than the results students focus
their efforts on how they are learning which leads
to high levels of motivation and performance.
 Res󰈡󰉊󰈸󰇸es
Daffern, A. (2020, August 25). Mastery reflection. Aaron Daffern. Retrieved from
https://www.aarondaffern.com/post/mastery-reflection.

Finley, K. (2018, December 27). 4 ways to encourage a growth mindset in the classroom. EdSurge. Retrieved
from https://www.edsurge.com/news/2014-10-24-4-ways-to-encourage-a-growth-mindset-in-the-classroom.

Guido, M. (2016, December 22). 10 ways teachers can instill a growth mindset in students. Prodigy Education.
https://www.prodigygame.com/main-en/blog/growth-mindset-in-students/ .

School of Education Online Programs. (2020, December 10). How to foster a growth mindset in the classroom.
American University. Retrieved from https://soeonline.american.edu/blog/growth-mindset-in-the-classroom.

Zi Yan, Ronnel B. King & Joseph Y. Haw (2021) Formative assessment, growth mindset, and
achievement: examining their relations in the East and the West, Assessment in Education: Principles, Policy &
Practice, DOI: 10.1080/0969594X.2021.1988510
 Tha󰈝󰈕s!
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