they need to have a "growth mindset" — the belief that success comes from effort — and not a "fixed mindset" — the notion that people succeed because they are born with a "gift" of intelligence or talent.
ducators say they see it all the time: Kids with fixed mindsets who think they just don't have the "gift" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were "gifted" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.
We don't use the word 'gifted' — ever," Giamportone says. "In our school, you will never hear it." " 'Smart' is like a curse," adds social studies teacher June Davenport.
Instead, the school is plastered with signs and handmade posters promoting a "growth mindset."
The focus is always more on putting out effort than on getting the right answers. Teachers have been trained to change the way they see students, and how they speak to them.
praise students for their focus and determination.
"If I was an outsider and I was hearing this conversation, I might think that this was some kind of hippie-dippy love fest," concedes the teacher, Nathan Cearley. "But what you see is actually a more rigorous and risky learning environment."
In three years, Cearley says, he's seen kids grow less afraid of making mistakes, and more willing to ask for help. Test scores at Lenox have jumped 10 to 15 points.
The number of schools using Brainology is expected to double this year, from 500 to 1,000.
A limited intervention, she says, if not consistently reinforced in and out of school, can only have limited results. "We don't know whether we've had any effect — the jury's out," says Duckworth. "It just seems to me extremely implausible that that's going to permanently and impressively change a child."
"Grit as a goal seems to be multiply flawed and very disturbing," says education writer Alfie Kohn. For starters, he says, "the benefits of failure are vastly overstated, and the assumption that kids will pick themselves up and try even harder next time, darn it — that's wishful thinking."
if there's a problem with how kids are learning, the onus should be on schools to get better at how they teach — not on kids to get better at enduring more of the same.
Yes, but once again this is not an either/or situation.
I don't think people can become truly gritty and great at things they don't love," Duckworth says. "So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That's as much a part of the equation here as the hard work and the persistence."
But now, three years into the growth-mindset training at Lenox Academy, Blaze says, she believes "you can teach old dogs new tricks."
Does Teaching Kids To Get 'Gritty' Help Them Get Ahead?
After years of focusing on the theory known as "multiple intelligences" and trying to teach kids in their own style, Hoerr says he's now pulling kids out of their comfort zones intentionally.
That's why so many of us have to seek out PD opportunities both on and offline on our own time, past the meetings and opportunities provided by our school.
I know I'm going to get pushback on this, but I think one of the major problems we face in cultivating great teachers is that we don't pay enough attention, especially in K-12, to the learning of the teacher.
So many great points by veteran teachers - one with over 50 years of teaching experience - on what makes a great teacher - not just the quality, but the process of becoming/sustaining excellence in teaching
A Game With Heart, Gone Home Is A Bold Step In Storytelling
Let me just get this out of the way: Gone Home is one of the most deeply intimate and emotionally honest gaming experiences I've had in my more than 25 years of playing video games.
Though more of a story exploration game or a piece of interactive short fiction, Gone Home (available for Windows, Mac and Linux) weaves its touching story with such deft and narrative grace that it is hard not to be sucked in immediately.
This is a segment from NPR's HIdden Brain about Dr. Martin Levy's use of a clicker, usually used to train dogs, to train surgical students. It's fascinating. Essentially, the argument is made that clickers work so well because it is a form of feedback that does not use any verbal signals - no praise, no reprimand, no "good job," no "not like that." Praise and criticism distract a learner from mastering the skill being taught, making a learner focus instead on pleasing the teacher. With nonverbal feedback, the learner doesn't focus on the teacher but on the skill being taught