Dweck: Actually, praise may not be the optimal way, but we are so praise oriented. We can ask the child questions about the process: “How did you do that? Tell me about it.” As they talk about the process and the strategies they tried, we can appreciate it. We can be interested in it. We can encourage it. It doesn’t have to be outright praise.
|Scooped by Sharrock|
Dweck's conclusions about how praise works should help shape discussions about parenting, teaching, feedback, and also around the building of credibility THROUGH appreciation. The boundaries are dissolving between education and other knowledge work fields but also between educators and learners. Students will recognize real interest and appreciation of their thinking-work as truly valuing work. Attention is one of the main currencies of the knowledge era. The more attention being paid to what you are doing, the more encouragement you feel that what you are doing is valuable and valued. These are the face-to-face "likes" that do more than vaguely acknowledge you have accomplished something. When time is spent listening, evaluating the student's process and progress, and asking questions that leads to more progress, students will deepen their interest, become more encouraged, and may increase in other areas as well. This is true for any worker, though. No teacher wants to simply be observed and assessed based on a pass/fail system. Teachers want to feel that the person observing them "gets" what the teacher is doing, what the teacher has accomplished. In the Danielson tool, this appreciation has the opportunity of expression when discussing planning and also in the follow up or post-observation debriefing. Cognitive coaching models are appreciation and credibility-building tools.