Mind Sets & Equitable Education

In my second year of university, during a microbiology exam, I almost changed my major.  I contemplating this change while I was writing a 3 hour exam consisting of all multiple choice questions based only on memorized facts.  This was not what I expected of my university education.  I did stick with it, and by fourth year, I was shocked when (finally) a prof wanted me to actually think.  However, it seemed as though the university had taught those of us who made it through the first couple of years to survive by memorization then they expected us to be able to think without any preparation. 

I have always put a lot of effort into my studies.  When I started teaching, I believed that everyone can learn, they just have to work hard, like myself.  I had a growth mindset.  After teaching for a number of years, I realized that not everyone was like me.  Some didn’t want to work hard and others had learning challenges which needed much support that they were not receiving.  I still believe that everyone has the ability to learn, however, some individuals will use a different method of reaching the same goal.

I try to teach problem solving using whichever subject that I am teaching.  I believe that the process is more important than the product and I encourage students to have a growth mindset.  It is, however, more difficult to quantify process (perhaps we will explore this further during the assessment day?!?) and the students and parents (and many teachers who need to collaborate & be consistent in their assessments) value the mark on the final product more than the process.  A balance between process and product is important. 

I always tell my students and own children that I value their Learning Skills above the actual mark on their report cards.  Generally speaking, if they do well on learning skills, then they will achieve high marks, but more importantly, if given structured, safe environment, teens with a growth mindset will be able to think critically and solve problems in a novel way.  These teens will become creative, critical thinkers who will be able to solve the big problems (eg. social, environmental) of the future.