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"Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential."
Beth Dichter's insight:
How can we help nurture a growth mindset? New research has been published shows that providing as little as "30-minute online intervention can spur academic gains for many students, particularly those with poor grades." Learn more about the programs that were offered and about the gains that struggling students made based on the online intervention. Carol Dweck is known for her research on growth mindset and this post provides up-to-date information that may make you consider creating a short presentation and discussion with students about the value of hard work and effort as well as various study techniques. It is important to remember that students of all ages need to be educated that they are able to learn. 
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A look at the good and bad habits of the world's smartest people.
Beth Dichter's insight:
What are the good habits of the world's smartest people and what are their bad habits? This infographic explores these areas. It is divided into a two major sections - the good and the bad, and each is then divided into additional sections. The good includes areas that discuss: * Persistency * Goal Setting * Benefits of being an avid read * Self-disciplined * Thinking about thinking The negative inclues areas that discuss: * Potential addictions (specifically drinking and drugs) * Sleep deprivation * Anxiety The infographic does provide a list of resources. Scroll down to see a clickable list of the links (beneath the infographic).
Carolyn Williams's curator insight,
September 24, 2013 11:28 AM
As part of my service I tackle these habits every day!.
Scoop.it!
Jimmy Thompson, the quiet student in the front row, is smoothing his hair back nervously with his left hand. His right hand is tapping his pencil, eraser-side down, on the desk rhythmically...His fidgeting is causing other students’ attention waning from the test, and instead being focused on him. Hoping to help ease his frustration, you walk to his desk, bend down slightly, and whisper: “Are you ok? Do you need help with anything?” He looks up at you, defeated, and says the words no teacher wants to hear: “I’m just too dumb for this.” (quoted from source)
Beth Dichter's insight:
How many times has a student in your classroom said something like Jimmy in the description above? What did you do to help him/her understand that each of us have different strengths and weaknesses? Were able to say words that would motivate him/her? This post explores these questions and much more. The sections include: * What do you do? * What Do You Know? * It is all Relative! * The Bell Curve * Inherited Smarts * Disparity of IQ * On Being Smart vs Intelligent * So, Back to Jimmy This post may provide opportunities for you to reflect on how you might change or shift ways you deal with some students. You may also be interested in searching this Scoop.it for information on fixed mindset and growth mindset, concepts explored by Carol Dweck.
Scoop.it!
Senility isn’t the answer; IQ scores are increasing with each generation. In a new book, political scientist James Flynn explains why
Beth Dichter's insight:
An interesting article that explores if we are getting smarter over time or if we are "just more modern." This post explores this issue, looking at the industrial revolution and what IQ means.
Scoop.it!
"From ways of measuring it to knowing what it really means, there are a lot of myths and misunderstandings about intelligence. After decades of research (or perhaps centuries, if you count pre-Scientific Revolution work), we still don’t know everything there is to know about intelligence, but in many areas we’re getting a whole lot closer to having a complete understanding. Here, we chronicle some of the more recent findings in intelligence research..."
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"Do you really know something if you can’t remember it? I had a conversation with a fellow educator on this subject one semester, and we both came to the conclusion that knowledge relies almost exclusively on a student’s ability to remember what she has learned. Proof of knowledge comes from demonstration of knowledge; if you can’t recall a fact, then for all intents and purposes you never learned it. But where does that leave intelligence?"
Beth Dichter's insight:
This post notes that working memory plays a critical role in academic success. There is a detailed section that share the science behind working memory. This section is followed by 10 suggestions on how you could work with your students to increase their working memory. Two of the suggestions are: * Chunking * Interacting images In is likely that we have students in our classes with poor working memory. One of the suggestions is The Automated Working Memory Assessment that they state may be used by a teacher. What would happen if we were able to learn that a struggling students needs to increase their working memory and had tools to assist them to learn how to do this? Would they become more successful? This is a post you may want to share with others in your building.
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I know a teacher—a great one, actually—who, in private, refers to his students as “bricks.” As in, “dumb as a brick.” You almost never hear that level of candor among teachers, and not just because every parent’s got a lawyer on retainer.
Beth Dichter's insight:
We know words make a difference and this post explores how our words as a teacher may impact our students, how words we use for students whom are "failing" are described. Ben Orlin asks "So how do teachers frame failure for their students? What words do they use? He continues to explore the words slow, weak, behind, low, struggling and unintelligent, writing about how each "embodies different assumptions about the engines of success, the nature of failure, and how students’ minds operate. Each word is a bite-sized piece of educational ideology." Although he explores this issue through the lens of math the concepts apply across all curriculum. With the Common Core we are being asked to personalize education for our students and to make sure that all hit standards based on grade...a task we know more challenging for some students. If we have a student whom has been labeled at some point in their journey we also have to address the issue of mindset, and help that student move towards a growth mindset. The issue of language, and how we use specific words, is a component of this, and this post highlights some issues in a format that is easy to understand.
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"..considering eight ways of looking at intelligence—eight perspectives provided by the science of learning. A few words about that term: The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art. As with anything to do with our idiosyncratic and unpredictable species, there is still a lot of art involved in teaching and learning. But the science of learning can offer some surprising and useful perspectives on how we guide and educate young people. And so: Eight Ways Of Looking At Intelligence."
Beth Dichter's insight:
What are the eight ways? The short version is listed below, but the post provides longer descriptions as well as links to additional information. * Situation can make us smarter. They can evoke or supress our intelligence. * Beliefs can make us smarter. Think of mindsets as in growth mindset or fixed mindset. * Expertise can make us smarter. Deep knowledge does make a difference. * Attention can make us smarter. Resisting the urge to multitask and staying focused on the task is important. * Emotions can make us smarter. Our emotional state impacts how we think and act. * Technology can make us smarter. We need to learn when technology can help us, and when to put it away. * Our bodies can make us smarter. The physical state of our body impacts our ability to learn. * Relationships can make us smarter. A sense of belonging can make a difference. This post may challenge how you look at intelligence. Check it out!
Carlos Fosca's curator insight,
June 11, 2013 4:37 PM
Las situaciones que vivimos diariamente, nuestras creencias, la experiencia que acumulamos, la capacidad de atención, el sentimiento de la esperanza que albergamos, son algunos aspectos que pueden mejorar nuestra inteligencia. La tecnología también nos puede hacer más inteligentes o más “tontos”. Estudios del cerebro han encontrado que cuando usamos herramientas, incluyendo dispositivos electrónicos, nuestra mente los puede asociar como una extensión de nuestro cuerpo. Sin embargo, utilizar la internet precisamente como parte de nuestro cerebro para almacenar hechos, sin la necesidad de retenerlos mentalmente, puede atrofiar habilidades clave para la sociedad del conocimiento. El pensamiento crítico, la capacidad de resolver problemas, el trabajo colaborativo y la creatividad, entre otros, no pueden emerger en el “disco duro” de un cerebro humano vacío de contenidos. 
Tony Meehan's curator insight,
July 15, 2014 4:26 PM
interesting article highlighting the evidence that intelligence is not a fixed entity but is something that needs to be nurtured and helped grow in all of us. The evidence from the fields of cognitive science, psychology, philosophy, neuroscience combine to create the science of learning. As educators we have to get to grips with the complexities of learning and we can only do this by gaining a deeper understanding of these fields and how they help us reframe our approaches to teaching and learning.
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Can intelligence be changed? This article explores this issue, looking at work by Carol Dweck (and colleagues). It looks at "fixed mindsets" and "growth mindsets" and student whom have "growth mindsets" engage "in adaptive behaviors, such as focusing on mastering concepts and developing new strategies after making mistakes." Students with "fixed mindsets showed decrements in performance when faced with negative feedback or failure." Additional information is found in the article.
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New research on mindset. Definitely worth a read!
Thx Beth Dichter!
You can learn to be smarter,