Category: 5302 Concepts of Educational Technology

5302 & 5304: Contributions to the Learning Environment

Posted on by karinst8ler
Stephen Lewis
Kimberly Purvis
Photo by Mikel Parera on Unsplash

5302 & 5304 Grades: 97/100 (97%)

As I entered the second semester of the ADL graduate program, I was much more confident and prepared to take on the role of learner and leader. I am proud to say that I went to the first class with the necessary reading completed and my first blog post done. While I was very prepared physically, I was not prepared for how much I would grow this semester. While I eventually slid back into the habit of submitting my work on time rather than early, I realize that it is because I needed the time to process the heavy, higher-order thinking. Again, I am proud of what I accomplished and grateful for the opportunity to learn.

Key Contributions

Glows & Grows

Glows:

This semester started off rough for me – I received my first “B” on an assignment. On the Why assignment in 5304, I mistakingly modeled my work from an exemplar instead of thinking it through for myself. Therefore, my grade reflected my lack of thinking. Using the growth mindset thinking I learned in 5302, I took some time to reflect. Why did I do poorly?

  • I realized that I was so worried about the workload this semester that I was rushing to get the work done instead of committing to learning.
  • I also realized that I didn’t really know why I wanted to go paperless.

As usual, the structure of this program is such that over the semester, I gained clarity on my Why. The final blog post for 5302 reminded me of Simon Sinek’s Golden Circle. It was then that my ideas came together, and I gained clarity on my Why.

Grows:

In my contribution for learning in 5303 and 5305, I shared that I turn my “grows” into goals that I can implement! Those goals were:

  • Build confidence: I can implement my plan innovatively! I know that I have the right pieces in place.
  • Increase flexibility: I am going to listen to feedforward regarding my innovation plan for the paperless office. It will keep me from getting stuck. I definitely have room for improvement here.

I believe that both goals remain consistent with my work in 5302 and 5304. As I grow as a leader, I will continue to build confidence in my abilities. Also, I will continue to hold my ideas loosely that I am open to change – then I can refrain from getting stuck.

Collaboration 

I am proud to be a part of two collaborative groups for 5302 and 5304. The larger group consists of Charlie, Kelvin, Ileana, Erica, Andrea, Kim, Stephen, Danielle, Pedro, Andre, and others. I am a self-identified empath. That is, I enjoy helping others so much that I have to work to identify my own needs. This semester, I kicked up my involvement in the larger group. For example, I took notes during each 5302 and 5304 class and shared them with everyone in our chat. I also supported my peers who had questions, shared my work with my peers, and participated heavily in class and on discussion boards.

In our smaller group, I continue to develop professional and personal friendships with Stephen and Kim. The three of us – coined by Stephen “The Three Amigos” – rarely go a day without chatting. I continue to grow with each assignment we share. In the final blog post for 5302, I talk about what I learned from blogging, though I believe it holds true for collaborative work as well. That is, I’ve learned not to compare. Stephen and Kim both come with strong skillsets and unique backgrounds. These skillsets and backgrounds are different from mine. While I could compare to them, I would most certainly miss out on the opportunity to learn alongside them. As I continue to practice non-comparison, I think about how important that skill is as a self-differentiated leader. I also recognize that employing growth mindset thinking will improve my self-talk.

To continue to hone my collaborative skills, I am going to consider taking notes and sharing them with everyone in the course in Blackboard.

Revisions

I made revisions constantly based on comparison and feedforward from my peers and from class, 1-on-1 meetings, and feedforward from Dr. H and Dr. Grogan. Examples include:

  • As I tighten up my ePortfolio for my final grade, I improved my front page.
  • I continue to edit my blog format.
  • I improved my Why assignment! My confidence grows daily.
  • After meeting with Dr. Grogan, I felt much more confident in how to employ my Influencer Strategy. 
  • In an e•mail with Dr. H, I clarified the expectations for the Growth Mindset assignment.
  • Finally, my drafts were continually changing with the support and feedforward of my group. 

This semester, I read every book, watched every video that I found, and read most of the other required readings listed in the Classroom Modules in Blackboard. My intention in grad school – and in life really – is to keep learning, reading, reflecting, and connecting as long as I can. I see this as a constant need for improvement. I met all of the various course deadlines.

Supporting Contributions

Leadership Responsibility, Participation, and Communication

I have always loved to write. One of the reasons I decided to go to grad school was because I wanted to write with purpose. Early in the ADL program, I used each discussion board topic as a chance to blog. This is the basis of my learning in ADL – the opportunity to reflect and connect “dots,” or big ideas. By modeling my learning process, I believe I help others grow. Not a week goes by without a comment on one of my discussion board posts about how much someone enjoys my writing or how much they learned. That’s not to brag, more to reflect the importance of the active role I take in my own learning. Really, the active (or inactive) role any of us takes in our learning.

As I said, I love to write. However, I feel like I am unable to put into words how much the ADL program means to me. The connections I make – from people to ideas – continue to push me to be a better leader, communicator, and person.

Lizard Brains and Long Threads: Making Connections to Identify “My Why”

Posted on by karinst8ler

Photo by amirali mirhashemian on Unsplash

The Head Won’t Go Where the Heart Hasn’t Been

Every time I watch Simon Sinek (2009) share his talk Start with Why I gain something new and different. Because of this, I’m glad that this video is part of the final discussion post for this semester because it weaves a thread through the ideas in the ADL program so perfectly. It all comes back to the Golden Circle: People don’t buy what you do, they buy why you do it. Why? When trying to make any change – whether applying new learning in a grad school program or implementing meaningful change in an organization – leaders must speak to the why or the purpose.

This is based on how the brain works: The why and how both speak to the limbic brain or the part of the brain that is linked to behavior. Also known as the “Lizard Brain,” the limbic brain is void of language capabilities and based heavily on feelings, particularly anger and fear. On the other hand, the neocortex deals with the what of things. That is to say, it deals with rational thought and language. When it comes to behavior change, the limbic brain is far more dominant, therefore it’s safe to say that is the portion of the brain we want to reach. The ADL program truly exemplifies these concepts.

Why ePortfolios?

It’s about learning.

Whenever I navigate to Dr. H’s site, I am reminded why we are learning what we’re learning. Dr. H both is a true influencer: He models all of the concepts he expects and creates every “assignment” himself before asking us to make our own. Take the ePortfolio as an example. Dr. H’s ePortfolio is a valuable exemplar of how we may move into continued professional use of our own ADL ePortfolio. As I consider why the ePortfolio is such a meaningful tool, I look to the ISTE standards (International Society for Technology in Education, n.d.):

ISTE Standards

1.1 Empowered LearnerStudents leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
1.2 Digital CitizenStudents recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.
1.3 Knowledge ConstructorStudents critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.
1.4 Innovative DesignerStudents use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.
1.5 Computational ThinkerStudents develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
1.6 Creative CommunicatorStudents communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.
1.7 Global CollaboratorStudents use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

I know that I incorporate each standard any time I work in my ePortfolio. For example, any time I reconsider and tinker with the look and feel of my website, I use innovative designer skills. Also, when I have to solve problems, I employ strategies of computational thinkers. Finally, every aspect of my ePortfolio challenges how I communicate creatively. Just think of the implications if all students used an ePortfolio1

How have you incorporated elements of the COVA model into your ePortfolio?

According to Thibodeaux et al. (2017, p. 1), “research indicates that ePortfolios make learning visible and encourage learners to engage in deeper, integrated learning.” This is due to the application of COVA – choice, ownership, and voice applied to authentic learning environments. How have I incorporated these concepts in my ePortfolio?

Choice: WordPress or Wix? Blues and greys or Reds and Blacks? Header AND Footer? Every choice I make is 100% up to me.

Ownership: Early on I was handed the reigns to my ePortfolio and told to build it to my liking. I LITERALLY own my own name as a domain: karinstateler.com.

Voice: Yesterday, a classmate commented on the way my site continues to improve every time she sees it. I love tweaking and experimenting. Concerning my blog, I started to make each discussion post a blog before I copied it onto the discussion board. Because of my early focus on writing, I notice a development in my ideas and my ability to share them.

Authentic learning environments: As Dr. H says, “Nothing we do in class is make work!” The learning environment is authentic because I’m applying it at my office.

What is the most valuable lesson you have learned thus far?

Reflect to Connect – What I’ve Learned From Blogging:

I’ve always loved to write. In fact, one of the reasons I’ve loved grad school so much is that I can write with a purpose instead of just journaling my thoughts and feelings in a stream of consciousness. What have I learned from blogging?

I’ve learned about myself as a learner.

Like most learners, I like to organize ideas in a way that makes sense to me. I like to outline and move information around. Also, I like to find odd connections with thoughts and resources I’ve read before.

I’ve learned that I like time to process.

I can be quick and witty, sure. But I always appreciate and sometimes truly need time to process. For example, sometimes I’ll organize my thoughts and close my computer. I find that going for a walk gives my brain time to sort ideas and I always come back with a fresh perspective or one solution to a quandary.

I’ve learned not to compare.

My journey is different from everyone else’s. I instantly think of my two closest classmates. They are in different situations than I am, have different career experiences, and possess different strengths. While I certainly can compare to them, I think I would miss out on the learning opportunities presented in every discussion board conversation.

Getting Clear on My Why

I’ll be really honest here: The first assignment we had to do for 5304 – Develop Your Why – is one of the most difficult assignments I completed so far in this journey. This is because I didn’t really know why I want to “go paperless.” That is, I don’t always connect with this concept. Why? Well, it sounds kind of… boring. I look at my peers tackling online blended learning for adults or creating ePortfolios with their peers and I think, “Paperless? That’s so 90s.” I also believe that this is the most important assignment I’ve done. Through blogging, reflecting, discussing, reading, and connecting, I finally think I get Why I want to go paperless and Why it truly IS important: It’s about learning.

My ^New Why: Our growth-oriented mindset is pervasive – it goes beyond the traditional approach to meet students where they are using a learning environment that fits their needs.

It’s about learning.

References

International Society for Technology in Education. (n.d.). ISTE Standards: Students. ISTE. Retrieved March 7, 2022, from https://www.iste.org/standards/iste-standards-for-students

Sinek, S. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound. YouTube. Retrieved March 7, 2022, from https://youtu.be/u4ZoJKF_VuAThibodeaux, T., Cummings, C., & Harapnuik, D. (2017). Factors that Contribute to ePortfolio Persistence. International Journal of ePortfolio, 7(1), 1-12. http://www.theijep.com/pdf/IJEP257.pdf

Connect → Collaborate → Comprehend → Create

Posted on by karinst8ler

“Technology is just a tool. It’s a powerful tool, but it’s just a tool. Deep human connection is very different. It’s not a tool. It’s not a means to an end. It is the end – the purpose and the result of a meaningful life.”

Melinda Gates, Philanthropist (Gates et al., 2013).
Created by Karin Stateler

Professional Learning Networks for Continual Professional Growth

In a digital age with information literally at our fingertips, it is important to model continual professional learning for students and peers as we move toward organizational change. One way to encourage such learning is through Professional Learning Networks or PLNs. What is a PLN? According to Three Steps for Building a Professional Learning Network (Crowley & Chaffey, 2014), it is a “vibrant, ever-changing group of connections to which teachers go to both share and learn,” including, “organizations, communities, and individuals who help me learn and grow as a professional.” They are not only useful to keep up with everchanging technology but as a way to create authentic learning environments for students and network in your career.

Why Professional Learning Networks Work for You

As all learners young and old begin to question facts, PLNs create learning partnerships between and among professionals and learners (Fullan et al., 2014). They also re-structure the learning toward purposeful knowledge creation (Fullan et al., 2014). Finally, the right PLN utilizes, “digital tools and resources that enable and accelerate the process of deep learning” (Fullan et al., 2014, p. 10).

How to Build or Choose the Right PLN

How should you go about building or choosing the right network for your needs? It’s simple – be intentional and dig deep! It is important that learners invest “time to find and connect with people they trust, who have shared interests and passions” (Crowley & Chaffey, 2014). Also, I suggest being open to change. Maybe you decide that a network that served you for a long time no longer meets your needs. On the same token, maybe you discover a new network that meets a different need as you grow in your career. It is important to remain reflective, as with any endeavor. Finally, take it slow! I need to remind myself often that I can’t eat the elephant all at once.

Selecting My Professional Learning Networks

Like I suggested, it is important to know yourself and your personal and professional needs. For me, the main categories I looked at so far are:

  • Educational Technology
  • Social Emotional Learning
  • Leadership

Now that I considered the categories I want to explore, Three Steps for Building a Professional Learning Network (Crowley & Chaffey, 2014) suggests three steps for identifying PLNs to meet my needs:

Annotated Bibliography of Professional Learning Networks

Step 1: Find the professionals.

Texas Computer Education Agency

TCEA is one of the largest global, nonprofit, member-based technology education organizations in the United States (TCEA, 2020). They support technology integration in schools through conventions, conferences, and events (TCEA, 2020). TCEA also provides innovative information for its members (TCEA, 2020). I was fortunate to attend the TCEA conference in Dallas in 2022!

International Society for Technology in Education

ITSE is the largest global, nonprofit, member-based technology education organization. They support technology integration in schools as a way to transform teaching and learning (ISTE, 2022). Their main areas of focus are professional learning, membership, events, community, and publishing. ISTE also provides standards akin to state standards and common core that focus on technology integration in the classroom.

Education Service Center Region 11

Region 11 provides “professional development, technical assistance, and management of education programs” to ten counties in Northeast Texas (ESC Region 11, 2021).

Step 2: Find your niche groups.

Region 11 North Texas Canvas User Group

ESC Region 11 also provides quarterly training in which Canvas administrators, district leaders, and teachers network to share best practices with Canvas integration in their schools. I attended one in fall 2021 and met many peers! My goal is to attend another meeting this March 2022.

Future Ready Leadership Academy

This year, I joined the inaugural group of aspiring leaders in Grapevine-Colleyville ISD by joining the Future Ready Leadership Academy. We meet monthly to discuss books, learn about leadership roles in the district, and discuss common leadership outcomes in GCISD. I am responsible for completing a capstone project that supports a district WIG. I plan to share my Professional Innovation Proposal, my Why, my Influencer Strategy, and how I plan on Installing the Four Disciplines of Execution.

Step 3: Find your PLN peers and mentors.

Mentors

  • Janie Stach: Director of Digital Learning in GCISD
  • Shylene Sanchez: Director of Technology Services in GCISD
  • Karen Seimears: Apple Coach with Grand Prairie ISD.
  • Tara Cahill: Executive Director of Technology in GPISD

Peers

  • Karsyn Jackson: Digital Learning Team Lead
  • Sarra Smith: My co-Digital Learning Specialist

Other Sources of Learning

Twitter

Podcasts

References

Crowley, B., & Chaffey, S. (2014, December 31). Three Steps for Building a Professional Learning Network (Opinion). Education Week. Retrieved March 3, 2022, from https://www.edweek.org/leadership/opinion-3-steps-for-building-a-professional-learning-network/2014/12

ESC Region 11. (2021). General Information / About Us. ESC Region 11. Retrieved March 3, 2022, from https://www.esc11.net/domain/3

Fullan, M., Langworthy, M., Barber, S. M., & Pearson. (2014, January). How New Pedagogies Find Deep Learning. Michael Fullan. Retrieved March 3, 2022, from http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf

Gates, M., Duke University, & New York Times. (2013, June 14). Gates’ Commencement Speech. The New York Times. https://www.nytimes.com/video/us/100000002282497/gates-commencement-speech.html

ISTE. (2022). Be Bold with Us. ISTE. Retrieved March 3, 2022, from https://www.iste.org/about/about-iste

TCEA. (2020). Advancing Teaching and Learning Through Technology | About TCEA. TCEA. Retrieved March 3, 2022, from https://tcea.org/about

From Cog to Metacognition: My Story

Posted on by karinst8ler

Just a small-town girl

I grew up somewhat poor in a small town with a strong sense of community and family. When I entered school, I was quickly labeled gifted. It was the mid-eighties, and well-intended self-esteem culture ruled the day. I was constantly told how smart I was and how well I followed directions. I lived for those moments. However, when I was corrected for inappropriate behavior or when I received a sub-par grade, I felt an intense sense of shame. In one particular instance, a teacher shamed me to the point that I spent my entire recess by myself on the tire swing crying. That memory is so vivid that I remember what I was wearing – a purple Alaska t-shirt with walruses on it and a pair of acid-washed jeans with a post-manufacture hole in the knee.

Welcome to the real world

While I did go through some rebellious phases, my behavior was overall lauded. I learned how to fit into the mold. My grades in middle and high school were such that I easily got into Michigan State University. Moving from such a small town to a large university was a culture shock. I was no longer “one of the smart kids,” rather I was one of 45,000 students. Also, I had no clue how to learn, study, or manage my time.

Take my introduction chemistry class for example. I skipped the lecture-style class half of the time. There were 600 kids in the class and I knew that the professor wasn’t taking attendance. I barely cracked the book and cheated my way through the homework. Meanwhile, I was surprised when I failed my first test. I remember holding the test and crying in the elevator back up to my dorm room. 

Just another brick in the wall

Because I was “smart” – or rather, good at playing the game – I figured out how to fit into the mold at Michigan State, too. In my education classes, I learned about how to learn and quickly applied those concepts to other coursework. And just like a good little cog, I graduated and entered the workforce.

What is the purpose of school?

The current purpose of school really can’t be separated from the original purpose of school. According to Seth Godin (2012), schools, as they exist now, are products of the Industrial Age. You see, there weren’t enough workers for the age of mass production. “Not enough people were willing to move off of the farms and do what they were told” (Godin, 2012). If industries could get more workers, they could pay them less and make more profit. We can also apply this concept to consumption. Industry wanted to train us to buy stuff, to fit in, and become consumers so that we would buy all of the stuff they made (Godin, 2012). Enter “high school for everyone.” Students go into the school as young, moldable minds. Then, the system uses routine, grades, and standardization in an attempt to create minions molded to fit into careers. These careers support the system as it is, capitalism, consumption, and the cycle of “stuff.”

The problem is, people aren’t mass-manufactured products.

Humans are complex. They have unique genetics, experiences, and complex minds. And, “although the teacher may help his student in many ways, it is the student himself who must do the learning. Knowledge must grow in his mind if learning is to take place” (Adler & Van Doren, 1972, p. 11). While the attempt to mass-produce humans to fit a societal mold has worked for a select few, in the long-term it is not sustainable for either humankind or for the planet.

Photo by Possessed Photography on Unsplash

Enter technology: “Now we don’t need a human in front of us to teach us to do something” (Godin, 2012). Once COVID hit, I could see technology as the springboard for meaningful educational change. I started using videos to engage with students. That video creation pushed my career forward – now I’m part of the Digital Learning team in GCISD. When I discovered the ADL program I thought, “This sounds perfect!” I was excited to ride the wave of technology into the future. What I expected was school as I have experienced it before. What I’m learning is how to change the world.

Connecting the dots

What is Applied Digital Learning at Lamar University? With constructivist theory at its base, the ADL program seeks to “create a significant learning environment by giving learners choice, ownership, and voice through authentic learning experiences” (Harapnuik, 2021) According to constructivist theory, “effective learning is an active process in which the learner takes responsibility for making meaningful connections. The teacher guides the learner in making those connections through the creation of a significant learning environment” (Harapnuik, 2021). How have our professors applied these concepts to revolutionalize learning?

Walk the Talk

My learning has been revolutionalized through extensive metacognition. As I learn concepts on educational change, I directly apply them to my work. I chose the focus – Paperless Office, Paperless District. I also get to choose how I demonstrate my learning – read more about my journey with WordPress! Finally, collaboration is a necessity. I rarely go a day without chatting with teammates or reviewing the discussion boards. Technology is but the vehicle for my learning. This is probably the most difficult, fulfilling work I have ever done in my life. It is uncomfortable because it is so different from what I expected and know about schooling. 

It is rewarding because the concepts we are connecting aren’t just “facts.” Rather we are completing meaningful projects that could make real, significant changes in the world.

How do you eat an elephant?

The COVA model could work toward fixing the issues identified with traditional models of teaching and learning.  How can move forward with this change? I can see it. I can taste it. But do I have the patience and strength to make this change? These ideas aren’t new, but they are big and would require significant systemic change. Michael Fullan (2014) suggests “moving toward the danger” on your own terms. He refers to the delicate push-pull balance between the psychology of the system Industrialism created and the promise of technology. Giovanni Corazza (2014) suggests spurts of thinking outside of the box. He states that, “a quick jump out of the box is more insightful than a lifetime of standard thinking” (Corazza, 2014). In other words, you eat an elephant one bite at a time.

Day Two

Thinking about it overwhelms me to a degree that I can’t express here. I just want to change it all now! Quickly! I recognize that it’s because we are in the messy middle. Dr. Brené Brown (2020) calls this “Day Two” or “The Messy Middle.” She likens the messy middle to Act Two in any hero’s journey. During Act Two, the protagonist tries to find, “every comfortable way to solve the problem, every easy way to solve the problem, and every way to solve the problem that does not require hero’s vulnerability” (Brown, 2020). Only when the hero reaches the “lowest of the low do they realize that they can’t solve the problem without vulnerability” (Brown, 2020).

Image from https://conorneill.com/.

 

Right now, we are on Day Two with so many world issues; education is just one of them. In other words, to change the problem that is school, we must work through the messy middle. We must get vulnerable. We must apply the concepts of constructivist learning through COVA + CSLE if we truly want to prepare our students for a future that doesn’t yet exist. And we must move forward with authenticity and humanity.

Only then will we be able to eat that elephant.

One bite at a time.

References

Adler, M. J., & Van Doren, C. (1972). How to read a book (C. Van Doren, Ed.). Touchstone.

Brown, B. (2020, September 2). Brené on Day 2 – Brené Brown. Brene Brown. Retrieved February 20, 2022, from https://brenebrown.com/podcast/brene-on-day-2/

Corazza, G. (2014, March 11). Creative thinking – how to get out of the box and generate ideas: Giovanni Corazza at TEDxRoma. YouTube. Retrieved February 20, 2022, from https://youtu.be/bEusrD8g-dM

Fullan, M. (2014, January 20). Michael Fullan: Technology, the new pedagogy and flipped teaching. YouTube. Retrieved February 20, 2022, from https://youtu.be/GCvwtiOH0co

Godin, S. (2012, October 16). STOP STEALING DREAMS: Seth Godin at TEDxYouth@BFS. YouTube. Retrieved February 20, 2022, from https://www.youtube.com/watch?v=sXpbONjV1Jc

Harapnuik, D. (2021, January 8). Applied Digital Learning. It’s About Learning. Retrieved February 20, 2022, from https://www.harapnuik.org/?page_id=8517

Harapnuik, D. (2021, August 16). What to Expect from the ADL. It’s About Learning. Retrieved February 20, 2022, from https://www.harapnuik.org/?page_id=8524

Seeking a Brave New Mindset

Posted on by karinst8ler

Last night, my husband and I were talking about all of the problems in public education. He is a science teacher approaching retirement – he only has 2.5 years left – and he has a lot of opinions. Right now, our biggest concern at this time is the teacher shortage. Due to increased requirements, fear of COVID, and rambunctious student behavior, people are leaving education in droves. And who can blame them? If I have one true career goal or vision, it would be to solve these problems.

Visionary New Schools

Over the course of the next 12 years, I want to be an integral part of a structural overhaul of the education system to one of individualized student learning through a blended model. Innovative, personalized, blended learning could:

  • Improve behavior by motivating students with a personalized, self-controlled learning environment.
  • Increase the respect, planning time, and pay of teachers by hiring fewer teachers and changing their roles.
  • Incorporate paraprofessionals to monitor students during flexible work time as needed.
  • Restore the joy and art of teaching by allowing teachers to focus on designing curriculum and assessing student needs in one-to-one or small group settings.

What are we waiting for? What’s the hold-up?

I know what my personal holdup is: FEAR. 

Imagine a wheelbarrow carrying rocks or dirt or whatever back and forth between two places. If that wheelbarrow followed the exact same path for a long period of time, over time a rut would build. As time passed, the rut would get deeper and deeper. Eventually, it would be hard for the wheelbarrow to veer off of the rut. The wheelbarrow would be stuck – it would require hard work to move it out of the rut.

Throughout childhood, our mindsets are developed much the same way. We learn patterns that are hard to unlearn. If those patterns are centered around growth mindset thinking – the belief that you can cultivate intelligence over time – that’s probably okay. Unfortunately, many people developed a “rut” in at least one area of their life that represents fixed mindset thinking – a belief “that your qualities are carved in stone” (Dweck, 2007, pp. 6).

I generally have a growth mindset. For example, When I was in the classroom I loved experimenting with lessons and tactics to motivate students. When they didn’t work, I went back to the drawing board. I also looked at feedback as a chance to grow. However, now that I’m in a leadership position, I feel like I’m back at square one and my mindset sounds very fixed. As I think about implementing my Paperless Office, Paperless District innovation plan, my mind is a flurry of negativity. “What if I can’t do it? No one will listen to me. Why do you think anyone should listen to you? Ridiculous!” So far, I’m keeping the voices at bay. However, I really want to work to change my mindset!

The Fear Zone

The moment I first read about growth and fixed mindset, I thought of a graphic that represented learning as an arrow moving through the comfort zone, fear zone, learning zone, and growth zone. The first time I came across this image was in 2013. At the time, I was in a new teaching position at a school. Because of this, I struggled a lot with student behavior and motivation. However, this image helped me understand that I was in the Fear Zone. I realized that this is why I felt so stuck, like I didn’t know what to do.

Image from Moving from the Fear Zone to the Growth Zone (Maxwell, 2020).

It’s very common to feel stuck when we are faced with new situations. “As new challenges arise, our ability to learn and grow is put to the test. We begin to dwell on our fears and seek to get some kind of control” (Maxwell, 2020). The author continues, describing fear as “a wall that blocks us” (Maxwell, 2020). That is exactly how I felt in 2013 at that new school. It’s also how I feel now in my new role AND in grad school. How can I move through this fear to get the results I want in life? 

The only way out is through.

I read so many articles and they all have similar suggestions. They state that the only way past the fear is to work through it. For example, Scott Jeffrey (n.d.) suggests, “Become aware of the fear driving your behavior – welcome it and realize it has no basis in your present reality.” To do this, Jeffrey (n.d.) suggests applying “The 4 Steps:”

  • 1) Learn to hear your fixed mindset “voice.”
  • 2) Recognize that you have a choice.
  • 3) Talk back to it with a growth mindset voice.
  • 4) Take the growth mindset action.

Through small repeated actions and consistent practice with The Four Steps, we can change our mindset and spend more time in growth and learning (Jeffrey, n.d.).

As I said in my post Plan of Action: Applying Growth Mindset in GCISD (2022), “I use CBT on a regular basis in my life. I already noticed a fixed mindset thinking around my leadership capabilities and started “talking back” to that voice. It helps that I have supportive teammates who will gladly call me on my thinking. My hope is that applying the concepts from Dr. Dweck’s research to my own life will help me move from the Comfort Zone to the Growth Zone in my thinking, learning, application, and synthesis throughout the Applied Digital Learning Program.”

I can’t wait to see what my future holds.

References

Dweck, C. S. (2007). Mindset: The New Psychology of Success. Ballantine Books.

Jeffrey, S. (n.d.). Change Your Fixed Mindset into a Growth Mindset [Complete Guide]. Scott Jeffrey. Retrieved January 28, 2022, from https://scottjeffrey.com/change-your-fixed-mindset/

Maxwell, T. (2020, April 20). Moving from the Fear Zone to the Growth Zone. Succeed On Purpose. Retrieved January 28, 2022, from https://www.succeedonpurpose.com/post/moving-from-the-fear-zone-to-the-growth-zone

Stateler, K. (2022, January 24). Plan of Action: Applying Growth Mindset in GCISD. Cookies ‘N Cache. https://karinstateler.com/?p=510

Plan of Action: Applying Growth Mindset in GCISD

Posted on by karinst8ler

Essential Question: Develop a plan that introduces the fundamental ideas introduced by Dr. Dweck as you develop and support a growth mindset in yourself and in others within your organization.

Image from Getting Out of the Comfort Zone and into the Growth Zone (Warren, 2020).

Do you often try new things and push yourself into uncharted territory in your development?

More often than not, I try to push myself into uncharted territory as I continue to grow. In most areas of my life, I seek to grow and develop. However, are times when I get “stuck” in my thinking. For example, my thinking around finances is very fixed and I struggle to learn and grow. I often give into stress. Also, when I’m confronted about certain opinions around politics or my core beliefs, I notice a lot of self-justification and the need to be “right” in arguments. Finally, as I challenge myself to grow as a leader, I feel a great deal of anxiety that I will not be able to do it. I worry that “no one will listen,” or that my ideas aren’t “right” or “important enough.” I recognize that while I exhibit a growth mindset in general, I can definitely improve my fixed mindset in these areas.

Compare and contrast growth and fixed mindset. What are the dangers of a fixed mindset? Why is the growth mindset so important?

As I explained in previous posts, Too Close to Home and Growth Mindset: Useful Tool or Parlor Trick, individuals with a growth mindset view effort over talent and constantly seek development (Jeffrey, n.d.). Individuals with a fixed mindset see their talents as, well, fixed. They seek external validation and often give up in the face of failure (Jeffrey, n.d.). No one falls completely into one category or another. Most people have a growth mindset in some areas and a fixed mindset in others, although some people might have more of a fixed or growth mindset overall (Jeffrey, n.d.).

The fixed mindset is a dangerous trap to fall into. People with a fixed mindset believe in natural-born talent and that some people just can’t do certain things. Because of this, they see growth and effort as a waste of time, which creates no chance to develop potential (Jeffrey, n.d.). This can cause an aborted sense of self-actualization in a person with an overall fixed mindset.

The growth mindset is important because with this mindset, “you can develop any ability through dedication and hard work” (Jeffrey, n.d.). The growth mindset increases your desire to embrace challenges and persevere when you encounter setbacks. Also, the growth mindset is the “essential ingredient on the path to mastery” (Jeffrey, n.d.). According to Carl Jung’s work, self-mastery is the “commitment to never-ending improvement; it’s a process of becoming”  (Jeffrey, n.d.). Self-actualizing individuals experience more peak, life-affirming moments, improved relationships, and greater productivity in their life goals (Jeffrey, n.d.). In other words, approaching life with a growth mindset ensures that you will continue to learn and face the challenges life throws you. It creates a more rich and meaningful life experience.

Maslow’s Hierarchy of needs demonstrates the biological, emotional, and growth needs that humans must obtain and develop to achieve self-actualization and transcendence. Image from Maslow’s Hierarchy of Needs (McLeod, 2020).

Most of us hold both a fixed and a growth mindset around certain topics or areas of development. Fortunately, mindsets are just beliefs and you can change your mind. You can choose a path toward self-actualization.

How are mindsets formed?

Praise and labeling from influential adults in our lives develop growth or fixed mindset. Think about this. If a person has a fixed mindset, they desire external validation for their skill and ability. In other words, they probably received a lot of that as a child. If a person has a growth mindset, they must have been praised on what they value – the process they use, the effort they put in, and their personal improvement. 

How does understanding how the brain learns work to lay the foundations to develop a growth mindset? How does practice develop learning? How can it be used to learn to have a growth mindset?

How can we go about changing our minds? A 1998 study determined that adult brains continue to create new cells. As a result, the concept of neuroplasticity exploded along with research into adult learning (Remedium, 2005-2013). While the knowledge that adult brains can continue to learn was revolutionary, what we know about how we learn is similar in adults and children. As you learn a new skill your brain makes connections. Through repeated practice, your brain builds myelin along the axons. The more myelin you build, the faster the signal moves. The more you practice, the stronger your brain gets, and the more automatic the skill or knowledge becomes (Jeffrey, n.d.).

 This process is observable externally with the concept of the Four Stages of Learning. 

This figure demonstrates the Four Stages of Learning. As we correctly practice new skills, we move from a state of conscious incompetence to one of conscious competence. Eventually, the new knowledge or skill becomes intuitive. Image from Four Stages of Learning (Jarrard, 2019).

Jeffrey also suggests changing our thoughts around practice. The comic below provides the perfect explanation:

In this comic, the teacher praises the student’s ability. The student repeats that her “God-given talent” is actually just practice. Image from Sarah’s Scribbles (Andersen, 2015).

If we make a conscious effort to shift our praise from fixed to growth, our mindset is sure to follow.

What resources will you use to promote the growth mindset?

How will you incorporate the four steps? 

Why 4 Steps:

In The Feeling Good Handbook, Dr. David Burns teaches readers how to use Cognitive Behavioral Therapy, or CBT to retrain their brains (Burns, 1999). He talks about the reaction chain that happens in split seconds and how it leads to unconscious behaviors. He takes the reader step-by-step through this process, helping them identify what they are feeling and the thought that causes that feeling. Then, the reader can look through thought distortions to if any fixed mindset – or distorted – thinking affected their feelings. Finally, he guides users through useful tips on reframing their thinking for a more positive outcome. CBT is a well-known, often used process for overcoming depression and anxiety and improving relationships.

How 4 Steps:

The Four Steps are similar to the process Dr. Burns used to teach people how to reframe their thinking. Using the four steps, someone should be able to:

  • take on a new challenge,
  • learn from setbacks,
  • persist without exception,
  • and adjust their actions based on feedback (Jeffrey, n.d.).

That is because they learn to notice their feelings and thinking, and they learn to reframe their thinking to achieve positive outcomes.

What are the four steps:

Scott Jeffrey (n.d.) shares the four steps in Change Your Fixed Mindset into a Growth Mindset.

Step 1: Learn to hear your fixed mindset “voice.”

Step 2: Recognize that you have a choice.

Step 3: Talk back to it with a growth mindset voice.

Step 4: Take the growth mindset action.

Using these steps is similar to using CBT to work through distorted thoughts. The only difference is that the outcomes apply specifically to mindsets around learning.

How will you communicate the message of “yet” to others? When and how often will you promote the growth mindset?

My Brainstorm:

  1. Coaching questions to use with individuals and in training sessions.
  • What can I learn from this?
  • What steps can I take to help me succeed?
  • Do I know the outcome or goal I’m after?
  • What information can I gather? And from where?
  • Where can I get constructive feedback?
  • If I had a plan to be successful at [blank], what might it look like?
  • When will I follow through on my plan?
  • Where will I follow through on my plan?
  • How will I follow through on my plan?
  • What did I learn today?
  • What mistake did I make that taught me something?
  • Is my current learning strategy working? If not, how can I change it?
  • What did I try hard at today?
  • What habits must I develop to continue the gains I’ve achieved?
  1. Modeling the behavior myself.
  2. Twitter Campaign.
  3. Incorporate graphics/information into staff training.
  4. In coaching and professional/individual interactions.
  5. Preemptively Create a graphic that can be used throughout the district.
  6. When? Soon and often – especially when learning new content. A lot of the people I work with will need a lot of support when learning technology.

THINK BIGGER…

Conclusion: How will the growth mindset influence or impact the way you approach your work in this course and the program?

Scott Jeffery says “Mindset places learning in the context of our thoughts and beliefs” (Jeffrey, n.d.). He refers to Jung’s work, stating that we exist with two opposing forces. One of those forces pulls us toward safety and another pulls us toward growth (Jeffrey, n.d.). How can we work in the Growth Zone? By facing our fears. To do this, we must “become aware of the fear driving your behavior, welcome it, and realize it has no basis in your present reality” (Jeffrey, n.d.). In addition, through small repeated actions and consistent practice with The Four Steps, we can change our mindset and spend more time in growth and learning (Jeffrey, n.d.).

I use CBT on a regular basis in my life. I already noticed a fixed mindset thinking around my leadership capabilities and started “talking back” to that voice. It helps that I have supportive teammates who will gladly call me on my thinking. Above all, my hope is that applying the concepts from Dr. Dweck’s research to my own life will help me move from the Comfort Zone throughout the Applied Digital Learning Program and beyond.

Image from Moving from the Fear Zone to the Growth Zone (Maxwell, 2020).

References

Andersen, S. (2015, September 5). Sarah’s Scribbles by Sarah Andersen for September 05, 2015. GoComics. Retrieved January 23, 2022, from https://www.gocomics.com/sarahs-scribbles/2015/09/05

Burns, D. D. (1999). The Feeling Good Handbook (Plume). Penguin Publishing Group.

Jarrard, B. (2019, May 14). Four Stages of Learning: Are They Enough to Make Innovation Happen? –. Mindwerx. Retrieved January 23, 2022, from http://mindwerx.com/four-stages-learning-enough-make-innovation-happen/

Jeffrey, S. (n.d.). Change Your Fixed Mindset into a Growth Mindset [Complete Guide]. Scott Jeffrey. Retrieved January 23, 2022, from https://scottjeffrey.com/change-your-fixed-mindset/

Maxwell, T. (2020, April 20). Moving from the Fear Zone to the Growth Zone. Succeed On Purpose. Retrieved January 23, 2022, from https://www.succeedonpurpose.com/post/moving-from-the-fear-zone-to-the-growth-zone

McLeod, S. (2020, December 29). Maslow’s Hierarchy of Needs. Simply Psychology. Retrieved January 23, 2022, from https://www.simplypsychology.org/maslow.html

Remedium. (2005-2013). Neuroplasticity: An Extraordinary Discovery of the Twentieth Century. A to Z of Brain, Mind and Learning. https://www.learninginfo.org/neuroplasticity.htmWarren, P. (2020, August 18). Getting Out of the Comfort Zone and into the Growth Zone. eyeTHRIVE by GPN. Retrieved January 23, 2022, from https://eyethrive.net/getting-out-of-the-comfort-zone-and-into-the-growth-zone/

Too Close to Home

Posted on by karinst8ler
Photo by Kristina Tripkovic on Unsplash

It’s important to believe you can do something. However, the idea that mindset alone can accomplish goals comes across as a bit tone-deaf and overly simplified. What about things like social circumstances and access to resources? For example, right now there are 2 million people in the United States without access to safe drinking water. Some of them are our students. This is bound to affect their ability to pay attention in school. I realize that Dr. Dweck isn’t saying that mindset is the only factor. But to imply that people are beholden to their mindset under such difficult external circumstances rubs me the wrong way. The fact that no one has been able to reproduce her work and that her website, mindsetonline.com, cannot be reached leaves me with more questions than answers. That being said, I’m going to try to approach these videos with a clean slate.

Growth Mindset

In her TED Talk, Dr. Dweck makes many researched-based claims (2014). One of her most prolific claims encompasses the concept of “yet.” When a person claims “I can’t do that,” the addition of the word “yet,” with feeling and truth demonstrates their ability to learn. This is an example of a growth mindset. When someone has a growth mindset, they bank on their ability to grow continually as a learner rather than intrinsic ability. Someone with a fixed mindset has faith that their genetic and intrinsic abilities are fixed qualities, for better or for worse. For example, whether someone sees themselves as “smart” or “stupid,” if they have a fixed mindset there’s not much that can change their opinion. According to Dweck, adopting a growth mindset enables one’s ability to learn and grow as a human throughout the rest of their life.

Her book, Mindset goes into more detail. In fact, regarding my statement above –  mindset alone can accomplish goals – is heavily rebutted. She states, “People have different resources and opportunities” (Dwick, 2006, pp. 47). She continues to say, “People with fewer resources, in spite of their best efforts, can be derailed so much more easily” (Dweck, 2006, pp. 48). In other words, Dr. Dweck recognizes that other factors beyond mindset have a role to play in student success.

Growth Mindset, Part 2

In his TED Talk, Eduardo Briceño fully supports Dr. Dweck’s research (2012). His team has developed a new website – https://www.mindsetworks.com/ – and continues to espouse her teachings. Eduardo defines the mindsets much like Dr. Dweck. He calls them physiological manifestations and says that:

  • A fixed mindset worries how they are judged and sees setbacks as a fact of who they are. This causes people with a fixed mindset to lose interest and withdraw.
  • A growth mindset sees setbacks as part of the process. People with growth mindsets are concerned only with their learning.

Eduardo also noted the pronounced effect in minority groups.

Love & Logic

I don’t disagree entirely with Dr. Dweck’s findings. In fact before Dr. Dweck’s 2006 book Mindset, The New Psychology of Success, this concept was addressed in the book Teaching with Love & Logic (Fay & Funk, 1995). Fay and Funk talk about “golden language” and using “I notice” statements as a means to build relationships. For example, instead of saying, “I like your drawing!” and providing positive feedback, a teacher might say, “I notice you like to draw.” This puts emphasis on the student and their intrinsic desire rather than placing the emphasis on the teacher’s opinion of student work. Anecdotally, this worked wonders in my classroom with many a reluctant student.

Maybe it’s Personal

I think I see a lot of myself in the fixed mindset thinking. And it’s not pretty.

I’m from a small town. In that small town, I was labeled, “smart” and “gifted.” Then I grew up. At the university level, I wasn’t just nobody… I was failing. Advanced chemistry ate my lunch! I will never forget walking back from the first failed test, test in hand, openly crying in the elevator. My mindset was fixed – I thought I was gifted or smart and that was enough to get me through! When I switched to an easier chemistry class, I bounced back pretty quickly. Also, my mindset definitely shifted quite a bit as I learned how to learn. 

On a very personal note, I suffer from anxiety and depression. Sometimes, no matter how hard I try, I am incapable of digging myself of the fixed mindset hole, from a physiological standpoint. On the other hand – all the work I did and continue to do to combat mental illness is because of my growth mindset around mental health. In fact, Dr. Dweck’s work supports a connection between a fixed mindset and depression (Dweck 2006). She also compared fixed mindset peers and growth mindset peers with depression and found that growth mindset peers became determined in the face of depressive episodes (Dweck, 2006). Finally, Dr. Dweck taught depressed people a growth mindset and found that “it changed the way they reacted to their depressed mood. The worse they felt, the more motivated they became” (Dweck, 2006, pp. 39).

This particular research helped me understand a lot about who I am – someone with bouts of depression and anxiety who wants more than anything to be a learner.

Whether or not Dr. Dweck’s work is overly simplified, there is some merit. I am really curious about what others’ opinions. Please share your thoughts!

For more on my thoughts about the growth mindset, read my previous post.

References

Briceño, E. (2012, November 19). The Power of belief — mindset and success | Eduardo Briceno | TEDxManhattanBeach. YouTube. Retrieved January 18, 2022, from https://www.youtube.com/watch?v=pN34FNbOKXc&feature=youtu.be

Dweck, C. S. (2007). Mindset: The New Psychology of Success. Ballantine Books.

Dweck, C. S. (2014, October 9). Developing a Growth Mindset with Carol Dweck. YouTube. Retrieved January 18, 2022, from https://www.youtube.com/watch?v=hiiEeMN7vbQ

Fay, J., & Funk, D. (1995). Teaching with Love & Logic: Taking Control of the Classroom. Love and Logic Press.