Module 6

 Module 6 Effective Teaching Skills

Module 6 discussed the importance of Universal Design for Learning and implementing growth mindset practices into classrooms to promote engagement, and success for all students. Developing a growth mindset in students develops resilience, perseverance, and motivation when faced with challenges and adversity. Students with fixed mindsets think their skills and intelligence are fixed and beyond their control whereas 

Jigsaw with magnifying glass with concept of growth mindset Shutterstock, n.d.

students with a growth mindset believe their intelligence and skills can grow and develop (Standford, 2015) . They are open to learning, and trying new things and recognize that they can learn from their mistakes. Carol Dweck demonstrated that teachers can foster a growth mindset environment where students can develop the strategies they need to overcome obstacles and persevere (2015). Studies have shown that students with a growth mindset will perform at a much higher level than those with a fixed mindset (Stanford, 2015).

Working in elementary schools, my preferred growth mindset charts/posters are the ones that use kid-friendly language. The following chart is one I chose as it not only uses kid-friendly language but the phrases are similar to phrases and comments I have heard from students in real life. I also like that the image of the brain includes a colourful side to indicate growth. This colour coding enhances students' understanding of the concepts. I think this chart would work well in any K-5 classroom and while younger students may not be able to read all the words, I would teach them growth mindset language and concepts, revisiting the chart often and using the vocabulary consistently to ensure the visual becomes an anchor for them.

Growth Mindset Poster. Image from Walmart.com

 

 

Universal Design for Learning

Universal Design for Learning is an instructional framework designed to meet the needs of diverse learners and promote inclusivity. The approach is designed to proactively meet the needs of student diversity by minimizing barriers and maximizing learning opportunities for all students (CAST, 2010). Every student has individual needs, interests and strengths. The key principle guidelines driving the UDL framework is the integration of multiple means of engagement (the why of learning), representation (the what of learning), and action and expression (the how of learning) into all learning opportunities (CAST, 2010).

  

Individual Choice and Engagement

While giving students choice seems like a logical way to engage students, implementing this principle with younger students can be challenging as younger students need a high level of structure and guidance. I chose to explore this checkpoint further to identify ways I can implement choice for students more often in the classroom. As stated on the CAST website, it is not always appropriate to give students a choice of topic or learning goal, but there are ways to implement choices in how to achieve a goal (2018). When given choices, students are more likely to be engaged, feel connected to their learning and develop a sense of self-determination (CAST, 2018). CAST identifies three checkpoints for increasing choice and engagement: Recruiting interest, sustaining interest and persistence, and self-regulation.

Some ways to incorporate choice in learning include: Giving students autonomy to choose (with guidance if needed):

• The level of perceived challenge
• The type of recognition received
• The content used for practice
• The tools used for research and expression
• The color, design, or graphics of layouts, etc. 
• The timing for task completion 

In addition to providing choice:

• Allow learners to participate in the design of classroom activities and learning opportunities
• Allow students to set their own goals when possible.
• Allow students opportunities for small group and individual work.
  
• Allow students some choice in topics, when possible, to increase engagement and motivation.
• Incorporate areas of interest into their lessons to increase authenticity.
• Create collaborative learning opportunities with set goals, roles and responsibilities. 
• Prompt students to remind them of the goal and the value of achieving the goal to increase perseverance.
  
• Break long-term goals into short, more manageable goals.
  
• Provide/teach the use of checklists and graphic organizers for staying on task.
  

(CAST, 2018).

Other ways to increase engagement are minimizing distractions in the learning environment and providing a safe space, as well as ensuring learning tasks are relevant and authentic for students (CAST, 2018). 

Reflection:

For our case study, I was able to learn more about cerebral palsy, a disorder of which I knew very little.  While Daniel was the focus in this case study, there were several behavioural and academic challenges in the class and using the Universal Design for Learning framework, as well as integrating growth mindset theory, would be beneficial for all students.  Prior to this course, I was aware of the UDL framework but had not heard of the detailed checkpoints which were highly beneficial for expanding my knowledge and deepening my understanding.

References:

CAST (2010). UDL at a glance. [Video]. YouTube.com. https://www.youtube.com/watch?v=bDvKnY0g6e4&t=34s

CAST (2018). The UDL guidelines. CAST. Retrieved July 24, 2022 from https://udlguidelines.cast.org/

Shutterstock, n.d. Jigsaw with magnifying glass with concept of growth mindset. [Image]. Shutterstock. https://www.shutterstock.com/catalog/licenses

Stanford (2015). Teaching a growth mindset - Carol dweck. [Video]. YouTube.com Retrieved July 23, 2022 from https://www.youtube.com/watch?v=isHM1rEd3GE