Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom
Surabian, Taryn Powers
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The students in my classes struggle teaching themselves new material, and frequently avoid challenging problems. When they are asked to teach themselves something new or apply content they've learned, these otherwise high achieving students, frequently underperform. They have a strong aversion to failure and rather than risk getting something wrong they avoid answering. This aversion to difficult tasks and fear of failure is consistent with a fixed mindset. In an effort to develop growth-minded intelligence in my students I implemented the QuIVERS teaching method developed by Montana Teacher of the Year, Paul Andersen (2012b). This teaching method combines the 5E learning system with a blended learning cycle to create a student-led learning environment. Along with measuring mindset, I also measured academic achievement, student resilience when working on difficult problems and student experience. As a result of the QuIVERS intervention, students who had an initial fixed mindset shifted towards growth-minded thinking. Students also developed strong content knowledge (especially academically weak students) and worked on difficult problems longer. Despite thinking it was difficult, students had lots of positive feedback about the method.