Sketchnoting is a fascination for me. So, ISTE was a dream for me. What if we got some of the best in sketchnoting together to share their secrets and how this applies to education? Well, we submitted and it is happening today!Today, June 29 at 8:30 am at the ISTE 2016 conference, I’ll be moderating […]
Recently I explored the notion of the “Innovator’s Mindset”, and have thought a lot about this idea. As I look to write on the topic of “Leading Innovative Change” within schools, we are looking to develop educators as innovators. To be innovative, you have to look at yourself as an innovator first, and to create schools that embody this mindset as a “culture”, we must develop this in individuals first.
DO'S: WHAT Is An Advisory Board GOOD For Anyway!? Well, the name itself explains it, isn't it!? It is a board with people WHO were chosen to give advice and THEIR experience, their professional knowledge...
Most educators would be aware of the term ‘growth mindset’ by now. The idea is you can work on being smarter. Whatever abilities and talents you have are just a starting point, if you work hard, make mistakes and keep trying, you can achieve. Teachers are using it to encourage and motivate children in their classrooms.
But there is another application for this idea; it can be used as an underlying ethos for the professional learning of teachers.
The term ‘growth mindset’ has developed from work of Professor Carol Dweck. Her research is psychological in nature. She is particularly interested in the areas of motivation and development.
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Jackie GERSTEIN: I was asked recently why I have a strong interest and innate understanding of the growth mindset. I believe it comes from a background of being an adventure educator, and even though it was not labeled as such, the adventure educator embraces a growth mindset when working with participants. The underlying tenet of adventure education is “You are capable of so much more than you can even imagine. I believe in you and your capabilities; and I will set up the conditions for you to develop and amplify that same belief in yourself.”
Stanford researcher Carol Dweck, in studying motivation and perseverance, found that children can be separated into two categories: those with a fixed mindset believe that their successes are a result of their innate talent or smarts; and those with a growth mindset believe that their successes are a result of hard work.
Children with a growth mindset see intelligence as something that can be cultivated: the more learning they do, the smarter they become. Those with a fixed mindset see themselves as either smart or not smart and believe that their intelligence cannot grow; no matter how hard they work. When children with fixed mindsets fail, they feel trapped and start thinking that they must not be as talented or smart as their peers.
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