EDCI 335 Blog Post 4 – Interaction

Prompts:

1. In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, or think about the topic (learner-generated)?
2. What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skills would that activity help develop? What medium or technology would students use to do the activity?
3. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
4. How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

4 Steps to developing a growth mindset by Quality Insolvency Services Ltd. (2016)

My response:

1. Response to the Video

After watching the YouTube video, I think my students, would think about the topic and perform an activity. I would ask my students to reflect on the video through discussion with their classmates. In order to foster discussion, I would provide them with guiding questions such as ‘has there been a time when you were stuck in a fixed mindset?’, ‘can you think of a scenario where you could use the steps you learned in the video in order to shift to a growth mindset?’, and ‘how can you remind yourself of the steps you learned in the video when you’re stuck in a fixed mindset?’.

2. Activity Following the Video

Following the video, I would provide a scenario for the students where a character is stuck in a fixed mindset. The students will then identify ways where the character can shift to a growth mindset. This is simply a set-up activity so that the students can create their own stories.

I would ask my students to create a story in a medium of their choice where their character(s) would use the steps from the video to overcome a challenge. The medium can be in form of a video recording, comic book, essay, painting, or any other creative channel. This activity will help develop two skills: coping with failure and self-awareness. By having the students create their own stories, they will learn that failure is not always the end; it can take a turn for the better if they are patient, diligent, and have a flexible mindset. In addition, self-awareness would be developed. Often time, it is easy for people to be stuck in a fixed mindset without realizing it. By having story creation as the student’s activity in a combination with the class discussion, students will realize how some of their thoughts and their personal experiences have been in a fixed mindset. Because the character of the students’ stories will start with a fixed mindset, students will be reflecting on whether their thoughts and feelings are in a fixed or growth mindset.

3. Feedback on the Activity

Once the students complete this activity, their creations will be posted on Padlet for class sharing and teacher assessment. Padlet is an online collaboration and file-sharing platform (Padlet, n.d.). Students can interact with each other via comments and reactions (Padlet, n.d.). Padlet was chosen as the medium for feedback because it supports multiple file types (Padlet, n.d.). Furthermore, it is available in multiple languages; this is especially important for English Language Learners (ELL) (Padlet, n.d.).

4. Barriers to Learning

To address any potential barriers for my learners when watching the video, I would ensure that there is close captioning in many languages for my hard-of-hearing students and ELL students. In addition, I would have a sign language translator on the screen for my hard-of-hearing and deaf students. For the students who have trouble concentrating, I would ensure that the video is chunked based on the subtopic that is being covered so that they can visually see how much time is left for each subtopic.

References:

Padlet. (n.d.). Padlet: You are beautiful. https://padlet.com/

Quality Insolvency Services Ltd. (2016). 4 Steps to a developing a Growth Mindset [Video]. YouTube. https://www.youtube.com/watch?v=aNHas97iE78.