Group items tagged

"... one of the world's leading psychologists, Professor Carol Dweck visited the RSA to discuss how students' mindsets shape their motivation and learning. She discussed new research showing: a) how parents' and teachers' praise can create fixed mindsets and undermine children's motivation, b) how fixed-mindset school environments can decrease the representation of women and minorities, and c) how teaching students a growth mindset increases their success in school."

Is "grit" something that educators need to develop in students? Or rather, is grit inherent in all children? If so, instead of asking if it needs to be developed in their learning, should we be more introspective and work on not suppressing it through our teaching?

Praising a student on process and effort contributes to their learning and their desire to learn more. Praising success based on intelligence has the opposite effect...it actually inhibits growth. What implications does this have on how we assess student learning and communicate those assessments?

"...summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills..."

Publication Summary Page of CCSR Report http://ccsr.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school Great related blog post on Grit by Jonathan Martin "Developing Grit via Mindset and Learning Strategies: Learning from the CCSR report" http://21k12blog.net/2013/05/19/developing-grit-via-mindset-and-learning-strategies-learning-from-the-ccsr-report/

"...it is not about your skill set, but more importantly, your mindset, when trying new technologies."

"I don't remember playing basketball, shooting free throws one day, and then coming back and being able to dunk 4 months later. To get better, you have to practice."

If we really want to "transform" education we need to stop worrying about if the initiative is going to succeed or fail. Because, as I've said before...there are no failures...only first attempts.I know I post quite a bit...this article, however, has more to teach than most.

"...the most important insight from design thinking was that you have to make sure you've defined the right problem before you try to solve it. So, you act like an anthropologist to understand human needs and problems before jumping to solutions."

"...this shift in mindset requires a different kind of leadership. ... linear analysis for planning and executing when the decision-making information is known, and a discovery mindset when they must use small bets to create the data."

"The industrialist mindset of productivity and predictable perfection has infected all elements of our lives, from school to science. Once you see it, you'll understand how it pushes us to avoid the hard work of doing truly interesting science, and how it encourages us to avoid the maker mindset. In this informal talk, I'll try to get under your skin, at least a little, about what's at stake."

"We need to teach students to STOP following directions."

How do you teach a growth mindset? Does rewarding risk taking work?

"Anybody can be creative ... You just have to learn how."

"The best way to unleash creativity ... is to give students an "experience," or in d.school speak, a design challenge. Under his teaching model, however, students aren't just handed a problem to solve-they must define the problem themselves through research and direct observation."

"...it is behavioral change that enables students to gain innovation confidence, something he believes is as important as gaining literacy skills. "For me this is a mindset," he says. "It's a way of thinking that you can use in every part of your life."