This document introduces the 5 Strands + 1 Model for modeling ICHK students. The 5 strands are: Mindset, Learning Zone, Psychosocial Development, Cognitive Disposition, and Interpersonal Relationships. Each strand draws from theories in educational psychology. Mindset refers to Carol Dweck's theory of fixed vs. growth mindsets. Learning Zone draws on Vygotsky's zone of proximal development. Psychosocial Development relates to Erik Erikson's stages of development. Cognitive Disposition comes from Egan's zones of understanding. Interpersonal Relationships is informed by Berne's PAC model and scripts. The model aims to provide a holistic understanding of students by considering their development across these interconnected dimensions.

1. Modelling the
ICHK Student
Introducing the 5 Strands + 1 Model

2. Neil Gershenfeld, Physicist, MIT
Taken from This will make you smarter ed. John Brockman, New York 2012
“The most common misunderstanding about
science is that scientists seek and find truth.
They don‘t – they make and test models.
Building models is very different from
proclaiming truths. It‘s a never ending process
of discovery and refinement, not a war to win
or a destination to reach.
Making sense of anything means making
models that can predict outcomes and
accommodate observations. Truth is a model.‖

3. Modelling the ICHK Student

4. Depth & Complexity

5. Depth & Complexity

6. Mindset
Learning Zone
Psychosocial
development
Cognitive
Disposition
Interpersonal
relationships

7. Mindset
Learning
Zone
Psychosocial
Development
Cognitive
Disposition
Interpersonal
Relationships

8. Carol Dweck: Mindsets
• Fixed Mindset: Intelligence/ability is a fixed or
stable trait, and unevenly distributed among
individuals
• You-either-have-it-or-you-don‘t and ―it‖ can be
accurately judged by others and ―it‖ can‘t be
improved or increased much
• Student‘s goal: to perform well and look smart,
even if sacrificing learning (since negative
evaluations are signs that I am not smart
enough to succeed and there‘s only a fixed
amount of smartness).

9. Carol Dweck: Mindsets
• Growth Mindset: Belief is that
intelligence/ability consists of an ever
expanding repertoire of skills and knowledge
that can be increased through effort and
figuring out successful strategies
• Ability is time and task specific and is
developed through study and practice — effort
is all
• Student goal: not to look smart but to be smart
by increasing their skill/knowledge levels.

10. Vygotsky: Learning Zone
• Comfort Zone
vs. Zone of
Proximal
Development

11. Vygotsky: Learning Zone

12. Erickson: Psychosocial stage
• Erikson‘s theory describes
eight stages through
which a person will pass
from infancy to late
adulthood. In each stage,
she will confront new
challenges: a choice
between two ‗existential‘
orientations.
• For better or worse, each
successive stage builds on
the experiences of those
that have gone before.
Unsuccessful responses
to challenges at each
stage may be expected to
reappear as problems in
the future.

13. Erickson: Psychosocial stage
• Children will tend to join secondary school
deep into the 4th of Erikson‘s stages:
Competence – concerned with industryand
inferiority. It is a dilemma summed up by the
question: can I make it in the world of people
and things?
• By year 9 or 10, we can expect students to be
entering the 5th stage of their developmental
journey: Fidelity – concerned with identityand
role confusion. Here, the critical question is:
who am I and what can I be?

14. Egan: Cognitive dispositions
• We can think of a
child‘s journey to
adulthood as a slow
climb through five
different ecological
zones.
• In each zone, children
come to understand
the world in different
ways, each building on
the kinds of
understanding they
have previously
achieved.
Somatic
(0-3)
Mythic (3-
6)
Romantic
(7-14)
Philosophic
(15+)
Ironic (?)

15. Egan: Cognitive dispositions
• RomanticUnderstandinghelps us organize our
experience through an exploration of the extremes of
experience and the limits of reality. It is the personifying
or humanizing tendency. Allied to it is children‘s growing
realization of the complexity and strangeness of the
world, and their own marginality within it.
• Philosophic Understanding coalesces with the
investment in written language as a means of developing
a systematic understanding of the world. The
Philosophic mind focuses on the connections among
things, seeing laws, theories, and larger purpose as tying
together the previously disconnected phenomena and
experiences. Generalization is central to Philosophic
understanding: the search for new organizing principles
to make sense of the multitude of experiences in the
adolescent‘s expanding horizons.

16. Berne: Interpersonal relations
• PAC model
• Scripts
• OK vs. Not OK

17. Berne: Interpersonal relations

18. Fixed mindset – I am this smart and
can be no smarter, why bother to
try?
I am content to cruise and stay in my
comfort zone
I have a sense of inferiority. I am
confused about my identity
Work at school feels irrelevant and
dull
All this leaves me feeling bad about
myself and doubting others
Growth mindset – I will be as smart
as I allow myself to be, so applying
myself is the critical factor
I enjoy being challenged and
stretched
I value the the work I do. I know who I
am and what I stand for
Work at school seems vital and
appealing
All this leaves me feeling that life and
other people are OK
Continuum of Adjustment