Two authors use the latest research in psychology and neuroscience to try and convince teens, with lots of pop culture references and humor thrown in, that understanding how their brain learns can help them “totally rule the world.”...
"Psychologist Carol Dweck of Stanford University delivers the 2013 Walter N. Ridley Lecture at the University of Virginia’s Curry School of Education. She titles her talk, “Mindsets: Helping Students Fulfill Their Potential.” She compares students with a “fixed mindset” and those with a “growth mindset,” illustrating how each type of mindset affects learning."
"This view of high-quality teaching requires evaluators to look beyond classroom performance to see the manifestations of effort focused around these five qualities. Like gravitational or electromagnetic fields, these states of mind cannot be observed directly; they are known from their effects. The ball falls from our hand; we label gravity as a cause. Likewise, we label invisible causes in classrooms. We celebrate teacher efficacy when the teacher inspires her students to grow and learn as a result of their hard work together. The invisible force is a growth mind-set. We contrast this with another less effective teacher who complains that the students are not well prepared because the teacher the year before did not prepare them. Although she may not say it directly to the students, it is highly likely the students will sense the frustration. This fixed mind-set blames external forces and limits the teacher's efficacy and ability to interact in proactive ways with children. (Dweck, 2006)."
"Across the state, faculty participating in CAP’s Community of Practice are sharing a simple but powerful classroom activity: they ask students to read a short article by researcher Carol Dweck (NAIS – Brainology) and to connect the article to their own experience. In this short video, students from four California community colleges discuss the insights this caused them to have about their own learning."
"We’ve all heard the catch phrases attributed to people we envy for being the most successful: “failure is not an option”; “Never settle for anything less than perfect”. We tend to think of our heroes as magically ascending the ladder of success without any setbacks along the way, but is this really true? According to what I’ve read this week, no."
Wall Street JournalFlummoxed by Failure—or Focused?Wall Street JournalIn a 1978 study, the Stanford psychologist Carol Dweck and a colleague gave a series of puzzles to children, all of them about 10 years old.
by Becky Ryan Failure isn’t holding you back: fear of failure is. We’re conditioned to fear failure, as if lack of failure guarantees success. The reality is that lack of failure equals lack of risk-taking, which is required for meaningful success.
"My wrist one-liner is a good mantra for our schools: Give the effort. Perhaps we should have it inscribed on student desks or chiseled into classroom walls. Why? Because more than anything else, effort influences learning, and authentic learning involves effort. (In fact, students who rarely struggle are probably learning little!)
Several studies suggest a strong correlation between effort (or perseverance or grit or willpower) and achievement — not just academic success but improved life quality beyond graduation day. If this aspect of “character” is so vital, how can we give it more intentional emphasis in education?..."
"If you are looking for one thing that could make a difference for your gifted child/student this year, you might want to take a look at Carol Dweck’s book Mindset. Carol Dweck is a psychologist at Stanford University and her work has been hailed as one of the greatest breakthroughs in how we think about learning. In a nutshell, she explores two mindsets: the fixed mindset and the growth mindset. On her website she asks us to “Think about your intelligence, talents and personality. Are they just fixed or can you develop them?” How you respond to that question can make all the difference."
The talent myth: How to maximise your creative potentialThe IndependentOne theory, put forth by Dr Carol Dweck of Stanford University, is that the praise and attention prodigies receive leads them to instinctively protect their 'magical' status by...