Children’s characteristics session 1

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There is a need to know our students, not only their interests but common changes they suffer in their growing process. The fact of knowing our students better may affect our teaching in a positive way.

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Topic: Example: Dialectical Journal Directions: Choose 5-10 Passages/Quotes from reading and input 1 response to each passage. Responses can include: Analysis (describe the various parts), Ask a question, Interpreting (explain the meaning), Infer (educated guess based on prior understanding), Reflecting, Personal Connection (relates to self, world events, book/movie/etc), Summarizing, Predicting. Number your quotes and responses. Passage or Quotation from the Text: Example quote from text: “The age when food finders became food makers” Student Response: Example response: ● Analysis: Describing the human transition from hunter gatherers to farmers (humans now produce/make food) 6/20/2019 NAIS - Brainology https://www.nais.org/magazine/independent-school/winter-2008/brainology/ 1/9 HOME > MAGAZINE > INDEPENDENT SCHOOL > BRAINOLOGY Search Brainology Winter 2008 By Carol S. Dweck This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives. Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks. How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn. Mindsets and Achievement Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence). To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This is when the academic LOGIN > http://w ...

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The red coler with file are very important Attached Files: FixedvsGrowth.pdf ( 384.466 KB ) Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it. Ideas for write up portion: What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity? Points: 20 (which is a lot in this class) (Do not forget I am international student, please) http://www.nais.org/about/index.cfm?ItemNumber=145867 You can see these information on wibsite and I will put on this page because you have to read this a story. SCHOOL MATTERS Brainology Transforming Students’ Motivation to Learn Carol S. Dweck Winter 2008 This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives. Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or Photoillustration: Michael Northrup something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks. How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn. Mindsets and Achievement Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence). It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks. Other students believe that intelligence is something that can be cultivated through e.

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PART 1 The term "self fulfilling prophecy" was defined by the American sociologist William Isaac Thomas (1863 - 1947) in the dictum: 'If men define situations as real, they are real in their consequences.' Events tend to turn out as one has hypothesized, not because of some great insight but because one behaves in a manner to achieve this outcome. A large body of evidence exists in various areas of psychology supporting the self-fulfilling prophecy. R. Rosenthal, Experimenter Effects in Behavioral Research (New York, 1976) Research is showing that one of the major influences on student achievement is teacher expectations. . Read and reflect upon the following : INITIAL POST The Pygmalion Effect Definition and Background: What is the Pygmalion Effect? People tend to live up to what's expected of them and they tend to do better when treated as if they are capable of success. These are the lessons of the Pygmalion Effect. Pygmalion first appeared in Greek mythology as a king of Cyprus who carved and then fell in love with a statue of a woman, which Aphrodite brought to life as Galatea. Much later, George Bernard Shaw wrote a play, entitled Pygmalion, about Henry Higgins (the gentleman) and Lisa Doolittle (the cockney flower girl whom Henry bets he can turn into a lady). So the Pygmalion Effect has come to mean "you get what you expect." If you expect disaster, your expectations may well be met in a kind of "self-fulfilling prophecy", yet another catch phrase about the pressure of expectations. Case Study In another classic experiment, Rosenthal and Lenore Jacobson worked with elementary school children from 18 classrooms. They randomly chose 20% of the children from each room and told the teachers they were "intellectual bloomers." I first learned of this story from Zig Ziglar, a renown motivational speaker and positive thinking proponent. He goes into detail about how a set of school teachers were told that their students were geniuses. They've been tested by some new methodology of determining the success of school age children, and THESE kids were the best of the best. In addition, these teachers were told that they were uniquely entrusted with these children's welfare for the coming school year. They explained that these children should show remarkable gains during the year. The children, performed admirably, gaining an average of two IQ points in verbal ability, seven points in reasoning, and four points in overall IQ. At the conclusion of the experiment, the teachers were informed that these students were randomly assigned, much as any others are during any normal school year. And the teachers as well, prior to this year, were nothing special -- they, too, were selected randomly. The participants in his study were not necessarily aware that they were being monitored and that this was an experiment of any kind. REPLIES: PLEASE REPLY TO A AND B A. I found the case study really interesting. It's hard to believe that jus.

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