{"id":69214,"date":"2026-04-10T11:53:07","date_gmt":"2026-04-10T17:53:07","guid":{"rendered":"https:\/\/www.boisestate.edu\/ctl\/?p=69214"},"modified":"2026-04-10T11:53:09","modified_gmt":"2026-04-10T17:53:09","slug":"teaching-tips-shifting-the-classroom-mindset-from-have-to-to-get-to","status":"publish","type":"post","link":"https:\/\/www.boisestate.edu\/ctl\/blog\/2026\/04\/10\/teaching-tips-shifting-the-classroom-mindset-from-have-to-to-get-to\/","title":{"rendered":"Teaching Tips: Shifting the Classroom Mindset: From \u201cHave To\u201d to \u201cGet To\u201d"},"content":{"rendered":"\n

Mindset shifting can ignite educators and students’ curiosity in the classroom. In a recent piece for The Absent-Minded Professor, Josh Brake (2024) explores a fundamental mindset shift: moving students from a compliance-based, fixed mindset to an opportunity-based, growth mindset. Or as framed in the article, from “have to<\/strong>” (compliance-based) to “get to<\/strong>” (opportunity-based).<\/p>\n\n\n\n

By shifting our instructional focus from the final product to the learning process, we can foster a classroom environment where students see assignments not as “busywork,” but as essential steps in their professional and personal development. <\/p>\n\n\n\n

Key Takeaways for Instructional Design<\/strong><\/h2>\n\n\n\n
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  1. Assessing the “Messy”:<\/strong> To mitigate the “outsourcing” of assignments to AI, we should prioritize the assessment of the iterative stages of work. Brake (2024) suggests grading the “messy” parts of the process. This might be an initial outline, reflective journal, or early prototype. These early and often \u201cmessy\u201d components are not only harder to automate but also provide a clearer window into a student\u2019s cognitive development. When we value the process, students begin to see the “mess” as a necessary part of growth rather than a hurdle to skip.<\/li>\n<\/ol>\n\n\n\n
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    1. Incorporating Transparency in assignment design: <\/strong>Brake points to transparency being a result of intentional engagement with students, but we can also integrate transparency in the design of our courses. One such way is through the Transparency in Learning and Teaching (TILT) framework<\/strong><\/a>. <\/strong>When we clearly articulate the Purpose, Task, and Criteria<\/strong> of an assignment, students are less likely to view it as a “check-the-box” activity. By explicitly connecting an assignment to real-world applications or future career skills, we help students transition from a mindset of “I have to do this for a grade” to “I get to practice this skill for my future” (Winkelmes et al., 2016).<\/li>\n<\/ol>\n\n\n\n
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      1. Fostering Connection at Scale<\/strong>: Often a common concern with process-oriented teaching is the challenge of class size. While building deep relationships is more difficult in large sections, it is not impossible. Instructors can encourage a “get to” mindset by incorporating peer-review loops or small-group reflections. These strategies allow students to feel seen and heard by their peers, making the learning process feel more personal even in a crowded lecture hall.<\/li>\n<\/ol>\n\n\n\n

        Putting it into Practice<\/strong><\/h2>\n\n\n\n