“The most exciting aspect of this work for me is to see students emerge as leaders who take an active role in improving the culture of their school and the mindsets of their classmates… Seeing students feeling powerful and in charge of their learning for the first time was a wonderful experience for me.”
Mindset, Metacognition & Motivation
Mindset, Metacognition & Motivation
MINDSET, METACOGNITION & MOTIVATION supports youth as peer-to-peer messengers who share the latest research on growth mindsets, metacognition (how the brain learns) and motivation. Concurrently, faculty align their classroom practices accordingly and become teacher leaders to establish “fluency in the language of learning” school-wide.
Increased responsibility in a personalized learning model requires that students gain fluency in the language of learning — mindset, metacognition and motivation (Dweck, 2006; Mitra, 2001; Hattie, 2012). This fluency will ensure that all students are able to fully optimize personalized learning plans and flexible pathways, and thrive in a proficiency-based model.
The school team’s goal is to shape a culture of growth mindsets, metacognition, and motivation in their school that supports student engagement and self-efficacy, and builds intrinsic motivation; fostering a shared language of learning and understanding of how growth mindset and metacognition impact learning for all learners for both educators and students. These are factors that we can influence in our schools, honoring the potential of all learners and shifting the school culture to incorporate these concepts into day-to-day practices.
The bridge created between learners and teachers fosters shared responsibility for learning and increased student ownership. Understanding how we learn enables each and every individual to reach their greatest potential.
Youth-adult M3 school teams attend trainings where they experience the M3 advisory sessions first hand.
Participants learn about:
• fixed and growth mindsets
• the effective brain-based learning strategies
• a basic model of how the brain processes information
• and stress reduction strategies.
These sessions are facilitated by M3 youth alumni, modeling effective peer-to-peer facilitation techniques. M3 youth facilitators are also given teaching strategy instruction and have the opportunity to practice their facilitation role and receive feedback.
The teams return from the first training and prepare a faculty meeting to introduce the M3 initiative. They also administer a pre-survey to secure a knowledge and skill baseline assessment. Meanwhile, youth facilitator pairs are preparing to co-facilitate the advisory sessions, in partnership with their advisory teacher. At the conclusion of the advisory sessions, a post-survey is administered and analyzed by the M3 team. The results are then shared with the full faculty, reviewing what has been learned as a result of the teaching sessions, and flagging concepts that will require further reinforcement.
Each school receives ongoing coaching and support by the UP for Learning staff as they implement this work.
M3 Graduate Class
All M3 adult faculty are either enrolled in a 3 graduate credit seminar entitled, “Shaping a Culture of Growth Mindsets, Metacognition and Motivation”, or receive Professional Development hours for this work. Below you will find the proficiency-based course syllabus and the M3 Learning Targets. You will also find video clip reflections of the Green Mountain Union and Black River high school faculty who participated in a year-long M3 course, weaving brain-based practices into the fabric of their classroom instruction and learning environment.
What does Mindset, Metacognition and Motivation look like in action?
This video tells the story of Hazen Union High School youth who helped to create and pilot M3 during the 2015-16 school year.
“There is one student in particular that has taken such a different view on her school experience. Previously, she hated school, refused assignments, felt stupid and did not engage in adult relationships. This year, she feels empowered, proud and respected by teachers which has engaged her academically and she believes she can doing anything. Seeing this change is the WHY.”
-Teacher, People′s Academy Middle Level
“I am excited most about the potential this work has to transformatively change the culture at our school
…this work helps change our collective mindset. Assignments and activities become opportunities not obligations. Challenges become embraced not avoided. And mistakes become celebrated as steps to growth not signs of failure. Achieving this would do more to help our students realize their full potential than any lesson or lecture could ever do.”
-Teacher, Barre City Elementary & Middle School
“Having my peers share this information made it a little more memorable because it was people I knew who were interested in the topic willing to speak to us.”
“I think toward the end they were really taking it in more because we were able to relate it to our own experiences…I think that was really helpful for connecting it because I feel like if I know I’m making the curriculum better when you connect it to something that I experienced or something that’s going on in our life as kids.”