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Aaron Davis

The perils of “Growth Mindset” education: Why we’re trying to fix our... - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

growth mindset alfie kohn carol dweck dweck alfiekohn education mindset

shared by Aaron Davis on 11 Feb 16 - No Cached
  • By now, the growth mindset has approached the status of a cultural meme.
  • Regardless of their track record, kids tend to do better in the future if they believe that how well they did in the past was primarily a result of effort.But “how well they did” at what?
  • even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • ...10 more annotations...
  • An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they’re doing, even though genuine excitement about (and proficiency at) learning rises when they’re brought into the process, invited to search for answers to their own questions and to engage in extended projects.
  • the most salient feature of a positive judgment is not that it’s positive but that it’s a judgment; i
  • the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks. (“If you’re complimenting me just for trying hard, I must really be a loser.”)
  • what’s really problematic is praise itself. It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation.
  • books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students’ learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests).
  • the series of Dweck’s studies on which she still relies to support the idea of praising effort, which she conducted with Claudia Mueller in the 1990s, included no condition in which students received nonevaluative feedback. Other researchers have found that just such a response — information about how they’ve done without a judgment attached — is preferable to any sort of praise.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • Dweck’s work nestles comfortably in a long self-help tradition, the American can-do, just-adopt-a-positive-attitude spirit.(“I think I can, I think I can…”) The message of that tradition has always been to adjust yourself to conditions as you find them because those conditions are immutable; all you can do is decide on the spirit in which to approach them. Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • It isn’t entirely coincidental that someone who is basically telling us that attitudes matter more than structures, or that persistence is a good in itself, has also bought into a conservative social critique. But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.
  • Aaron Davis on 11 Feb 16
     
    "An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they're doing, even though genuine excitement about (and proficiency at) learning rises when they're brought into the process, invited to search for answers to their own questions and to engage in extended projects. Outstanding classrooms and schools - with a rich documentary record of their successes - show that the quality of education itself can be improved. But books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students' learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests). "
Andrea Miles

IWB games activities lessons - 2 views

www.topmarks.co.uk

2 1 Literacy 5 3 6 4 Numeracy Prep

shared by Andrea Miles on 12 Sep 13 - Cached
  • Karen Jackson on 12 Sep 13
     
    A great teacher resource to search all concepts across the curriculum
  • Andrea Miles on 12 Sep 13
     
    Easy searching, no sign-up, engaging games in all curriculum areas
Karen Jackson

Brainpop Jnr - 1 views

www.brainpopjnr.com

Numeracy Literacy F 1 2 Inquiry

shared by Karen Jackson on 05 Sep 13 - No Cached
  • Karen Jackson on 05 Sep 13
     
    An excellent P-2 website which covers all areas of the curriculum
Aaron Davis

THINKING TOOLS - 0 views

brushespaintandict.wordpress.com/...collecting-information

thinking tools reflection planning curriculum

shared by Aaron Davis on 19 Feb 14 - No Cached
  • Aaron Davis on 19 Feb 14
     
    Using thinking tools is one way to "make thinking visible" and help our students explain their thoughts in a simple and explicit way. As the team from Project Zero themselves say "Visible Thinking includes a large number of classroom routines, easily and flexibly integrated with content learning, and representing areas of thinking such as understanding, truth and evidence, fairness and moral reasoning, creativity, self-management, and decision making. It also provides tools for integrating the arts with subject-matter content. Finally, it includes a practical framework for how to create "cultures of thinking" in individual classrooms and within an entire school."
Aaron Davis

What is music theory? - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...music-theory

music theory education music theory

shared by Aaron Davis on 02 Mar 14 - No Cached
  • There is no one way to make music, and there certainly isn’t one theory about how to make and understand music.
  • theories are generally descriptive representations of a style, not prescriptive principles to guide creative compositional work.
  • a musical theory is a simplified, expedient, and usually preliminary step in intertextual analysis.
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  • my personal goal for the core curriculum is to help students think critically and in detail about music, and to communicate clearly and persuasively about music.
  • Aaron Davis on 02 Mar 14
     
    An interesting investigation into music theory. More related to tertiary music, but still a good read.
Nicholle Russell

Curriculum Online - Approaches and methodologies- Drama in the classroom - 0 views

www.curriculumonline.ie/...Approaches_and_methodologies

Performing Arts F 1 2 3 4 5 6 emotions

shared by Nicholle Russell on 26 Nov 13 - No Cached
  • Nicholle Russell on 26 Nov 13
     
    The aim of this section of the guidelines is to furnish teachers with a practical approach to the teaching of drama in the classroom. It will involve a consideration of the essential components of process drama and of the means by which these can be incorporated in practical drama activities.
Chris Daxecker

Google Earth - 1 views

www.google.com/index.html

ICT tool across all curriculums

shared by Chris Daxecker on 26 Nov 13 - No Cached
  • Chris Daxecker on 26 Nov 13
     
    Google Earth lets you fly anywhere on Earth to view satellite imagery, maps, terrain, 3D buildings, from galaxies in outer space to the canyons of the ocean. You can explore rich geographical content, save your toured places, and share with others.
Aaron Davis

Sticking to the 'Main Thing'-A positive leadership reflection | Educational Leadership ... - 0 views

jbortonrps.edublogs.org/...positive-leadership-reflection

Leadership effective schools learning

shared by Aaron Davis on 11 Jun 14 - No Cached
  • One of the first leadership decisions I made was to work with staff to audit our schools meta-curriculum. That is all of those programs, events, celebrations, operational arrangements and practices which are not core to the teaching and learning that happens inside classrooms.
  • My mantra was to “give teachers permission to spend their time improving the learning of the students in their class with minimal disruption”.
  • Students are spending less time out of classrooms and more time focused on their own learning.
  • Aaron Davis on 11 Jun 14
     
    A great post from Jason Borton discussing how he worked with his leadership team to refocus his school on learning.
Aaron Davis

Questions to Ask Oneself While Designing Learning Activities | User Generated Education - 0 views

usergeneratededucation.wordpress.com/...-designing-learning-activities

Questioning planning curriculum education

shared by Aaron Davis on 01 Feb 15 - No Cached
  • Here are some questions I ask myself as I go through this process: Will the learning activities provide learners with opportunities to tap into their own personal interests and passions? Will the learning activities offer the learners the chance to put them “selves” into their work? Will the learning activities provide learners with opportunities to express themselves using their own authentic voices? Will the learners find the learning activities engaging? interesting? relevant? useful? What “cool” technologies can be used to help meet both the instructional and the learners’ goals? Will the learning activities provide learners with opportunities to have fun and to play? Will learners be able to do at least some of the work independently? Will the learning activities give all of the learners opportunities to shine? Will the learners get the chance to share their work with other learners, with a more global audience?
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