Allen, G & Yokana, L. (2014) The Student Side of Making.(edutopia blogpost). Retrieved from http://www.edutopia.org/blog/the-student-side-of-making-gayle-allen
Allen and Yokana introduced me to the new skills necessary for “modern learners – namely, critical thinking, problem solving, creativity, innovation and persistence” (Allen & Yokana, 2014). They argue that these skills are important for a successful career. Allen and Yokana describe how these skills are being developed today in schools through student’s involvement in maker spaces. These maker spaces provide a space for students to learn how to work through problems and that making mistakes is an important element of success. This article was very important to me because it allowed me to connect the idea that creative spaces, like a maker space or a Home Economics classroom helps student develop a growth mindset.
Dweck, C. (2007). Boosting student achievement with messages that motivate. Education Canada, 47, 6- 10.
Carol Dweck is the author of Mindset: The new Psychology of Success. In this article Dweck uses her mindset theory to support her argument that most teachers and parents are using the wrong messages to motivate students. Most teachers and parents believe praising intelligence will give students “confidence in their abilities and motivate them to succeed” (Dweck, 2007, p.6). Dweck’s researcher has led her to the conclusion that students are more motivated when they believe “that their abilities can be developed through their effort and learning” (Dweck, 2007, p.6). In this article Dweck also briefly describes the element of Fixed and Growth Mindsets and how they affect students. This was my first introduction to the theory of growth mindsets. Dweck opened up my mind in terms of how I want to teach and approach my classes and also gave me insight to how I learned and developed as I grew up.
Masters, G. (2014) Towards a growth mindset in assessment. Practically Primary, 19(2), 4-7.
Masters covers three approaches educators take when assessing learning. He states that “the way we report success or failure at school send powerful messages to students about their own learning and the nature of learning itself” (Masters, 2014, p.4). The first two approaches to assessment he describes as lack luster and inefficient at promoting learning in both advanced students and struggling students. The final approach he presents is “Assessing ‘growth’ over time” (Masters, 2014, p.6). He believes that by assessing where a student starts in a learning process to where a student goes will encourage more of a growth mindset and help students succeed further. This article provides further evidence of why having a growth mindset is important and how assessing to that growth mindset is important. Masters provides me with ideas on how I can implement assessing students while encouraging growth mindsets.
Smith, M.G. & de Zwart, M.L. Home Economics: A contextual study of the subject and Home Economics teacher education, May, 2010. Access at: http://bctf.ca/publications/TeacherInquirer.aspx?id=14468
Smith and de Zwart’s inquiry project examines many elements of Home Economics teaching. The article starts off describing the demand for Home Economics teachers in BC, Canada and the United States. Unfortunately, many universities have stopped offering programs in Home Economics and people who want to teach Home Economics will have to take different routes to get there. The article gives a history of both the history of Home Economics education in high schools and post-secondary schools. Most importantly the article talks about the skills that Home Economics develops and argues the importance for the subject to remain in high schools. Smith and de Zwart’s project has given me valuable ideas and evidence to show what sorts of skills Home Economics helps to develop. This helps me in my inquiry project because skills like a growth mindset and confidence will be developed through the tangible everyday skills that Home Economics helps to develop.
McGregor, S. & Chesworth,N. (2005). Positioning human spirituality in home economics. Journal of the HEIA, 12(3), 27-44.
McGregor and Chesworth argue that the purpose of “Home Economics was not to be used to develop mechanical or manual skills but rather [develop] the meaning of … the moral, aesthetic and spiritual conditions of the home” (McGregor & Chesworth, 2005, p.28). They would like human spirituality be re-introduced as an intrinsic part of Home Economics. When they talk about spirituality they are talking about “an inner strength gained from insights and moments of growth and enlightenment” (McGregor & Chesworth, 2005, p.27). They want Home Economics to teach people more about the home than cooking, sewing and family studies. They want the Home Economics profession to “teach people to be reflective and to critically examine the conditions that shape daily life” (McGregor & Chesworth, 2005, p.38). Reflection is going to be a big part of my inquiry project. As students reflect on projects and how the success and failures made them feel, it will help them understand their emotions, use that to reevaluate and grow from that experience.