I read an incredible post today on Twitter – not everything you read is equally useful.
Coordinating a session today about growth mindset… “Allowing yourself to learn from others, not on what you want to learn from them but instead on what they have to teach you is demonstrating a growth mindset!” Do we sometimes sabotage our growth because we want to control it?
I responded with this – ‘I think we need to control our own learning. Learning based on someone else’s agenda is what has always happened. Spent too many years listening to what other people thought I should know.’
How do terms like ‘growth mindset’ get subverted to take on meanings that suit other people’s agenda?
Maybe it has always been this way. How many terms in education do you know that have been subverted to take on a more corporate definition?
Here is one of my favourites – PLC – Professional Learning Community. There was a time when you could go to a three-day conference and hear Richard Dufour and others make really interesting presentations on the importance of personalized learning and collaboration. The books they wrote on PLCs were complex and really useful. Setting up a real PLC was a complex process that followed an outline developed by Dufour over years of trial and error as a high school principal.
PLC’s eventually became something that was used to define any meeting that took place with educators present. There became little distinction between Dufour’s carefully laid out process and a coffee klatch. Superintendents in an effort to remain current and relevant used the term without any apparent understanding of the research behind the PLC. Recently, I heard a teacher complain (rightly) that her principal had taken all their planning time away by insisting that everyone at their school take part in a PLC.
This is not what should happen. The PLC is a great way to personalize teacher learning and encourage collaboration amongst educators. It should not be something that happens everyday everywhere. It should not be a way to show how ‘current’ you are in your instructional leadership practice.
The implementation of ideas and practices needs to be flexible and intuitive. They need to be pursued in an intelligent manner and they can’t be used to fit every situation.
Maybe this is a problem for all education institutions. Too often we all want to jump on the latest bandwagon – whether this is growth mindset, PLCs, social-emotional learning or half a hundred other fashionable ideas out there that suffer from mass adoption with very little critical consideration.
I am only focusing on two here – what would you add to the list?
Whole-Hearted 