Yetty presentation final 2015 05-04
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The document describes a study that tested an app called the Yetty Monster App to improve students' growth mindset. The app allows 4th grade students to take photos of tricky words they encounter while reading and feed them to the Yetty Monster. As students collect more words, the Yetty Monster's head grows, visually representing their growth. Students who used the app showed a 7% improvement in growth mindset scores compared to a control group, suggesting visualizing growth through the growing Yetty helped shift students to a more growth-oriented mindset.
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Brainology Transforming Students’ Motivation to Learn Ca.docx
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 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).
Other students believe that intelligence is something that can be cultivated through effort and education. They don't
necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do
believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put
in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that
can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the
face of setbacks become ways of getting smarter.
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 work often gets much harder, the
grading gets stricter, and the school environment gets less personalized with students moving from class to class. As
the students entered seventh grade, w ...
Brainology Transforming Students’ Motivation to Learn .docx
This document summarizes Carol Dweck's research on student mindsets and motivation. She found that students who believe intelligence is fixed (fixed mindset) worry about their abilities and are afraid of challenges, while those who see intelligence as something that can grow (growth mindset) embrace challenges and persist in the face of setbacks. Praising students for effort rather than intelligence promotes a growth mindset and better academic performance over time. Dweck developed a computer program called Brainology to teach middle school students about the growth mindset and its benefits.
Brainology Transforming Students’ Motivation to LearnBy Carol S.docx
Brainology: Transforming Students’ Motivation to Learn
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).
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 effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
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 work often gets much harder, the grading gets stricter, ...
October 2007 Volume 65 Number 2 Early Intervention .docx
October 2007 | Volume 65 | Number 2
Early Intervention at Every Age Pages 34-39
The Perils and Promises of Praise
Carol S. Dweck
We often hear these days that we've produced a generation of young people who can't get
through the day without an award. They expect success because they're special, not because
they've worked hard.
Is this true? Have we inadvertently done something to hold back our students?
I think educators commonly hold two beliefs that do just that. Many believe that (1) praising
students' intelligence builds their confidence and motivation to learn, and (2) students' inherent
intelligence is the major cause of their achievement in school. Our research has shown that the
first belief is false and that the second can be harmful—even for the most competent students.
Praise is intricately connected to how students view their intelligence. Some students believe that
their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that.
Students with this fixed mind-set become excessively concerned with how smart they are,
seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999,
2006). The desire to learn takes a backseat.
Other students believe that their intellectual ability is something they can develop through effort
and education. They don't necessarily believe that anyone can become an Einstein or a Mozart,
but they do understand that even Einstein and Mozart had to put in years of effort to become who
they were. When students believe that they can develop their intelligence, they focus on doing
just that. Not worrying about how smart they will appear, they take on challenges and stick to
them (Dweck, 1999, 2006).
More and more research in psychology and neuroscience supports the growth mind-set. We are
discovering that the brain has more plasticity over time than we ever imagined (Doidge, 2007);
that fundamental aspects of intelligence can be enhanced through learning (Sternberg, 2005); and
that dedication and persistence in the face of obstacles are key ingredients in outstanding
achievement (Ericsson, Charness, Feltovich, & Hoffman, 2006).
The fixed and growth mind-sets create two different psychological worlds. In the fixed mind-set,
students care first and foremost about how they'll be judged: smart or not smart. Repeatedly,
students with this mind-set reject opportunities to learn if they might make mistakes (Hong,
Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). When they do make mistakes or
reveal deficiencies, rather than correct them, they try to hide them (Nussbaum & Dweck, 2007).
They are also afraid of effort because effort makes them feel dumb. They believe that if you have
the ability, you shouldn't need effort (Blackwell, Trzesniewski, & Dweck, 2007), that ability
should bring success all by itself. This is one of the worst beliefs that students can hold. It can
cause many bright st ...
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Transforming Students’ Motivation to Learn
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This is an exciting time for our brains. More and more research is showing that our brains change constantly with
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Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration
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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).
Other students believe that intelligence is something that can be cultivated through effort and education. They don't
necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do
believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put
in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that
can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the
face of setbacks become ways of getting smarter.
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 work often gets much harder, the
grading gets stricter, and the school environment gets less personalized with students moving from class to class. As
the students entered seventh grade, w ...
Brainology Transforming Students’ Motivation to Learn .docx
This document summarizes Carol Dweck's research on student mindsets and motivation. She found that students who believe intelligence is fixed (fixed mindset) worry about their abilities and are afraid of challenges, while those who see intelligence as something that can grow (growth mindset) embrace challenges and persist in the face of setbacks. Praising students for effort rather than intelligence promotes a growth mindset and better academic performance over time. Dweck developed a computer program called Brainology to teach middle school students about the growth mindset and its benefits.
Brainology Transforming Students’ Motivation to LearnBy Carol S.docx
Brainology: Transforming Students’ Motivation to Learn
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).
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 effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
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 work often gets much harder, the grading gets stricter, ...
October 2007 Volume 65 Number 2 Early Intervention .docx
October 2007 | Volume 65 | Number 2
Early Intervention at Every Age Pages 34-39
The Perils and Promises of Praise
Carol S. Dweck
We often hear these days that we've produced a generation of young people who can't get
through the day without an award. They expect success because they're special, not because
they've worked hard.
Is this true? Have we inadvertently done something to hold back our students?
I think educators commonly hold two beliefs that do just that. Many believe that (1) praising
students' intelligence builds their confidence and motivation to learn, and (2) students' inherent
intelligence is the major cause of their achievement in school. Our research has shown that the
first belief is false and that the second can be harmful—even for the most competent students.
Praise is intricately connected to how students view their intelligence. Some students believe that
their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that.
Students with this fixed mind-set become excessively concerned with how smart they are,
seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999,
2006). The desire to learn takes a backseat.
Other students believe that their intellectual ability is something they can develop through effort
and education. They don't necessarily believe that anyone can become an Einstein or a Mozart,
but they do understand that even Einstein and Mozart had to put in years of effort to become who
they were. When students believe that they can develop their intelligence, they focus on doing
just that. Not worrying about how smart they will appear, they take on challenges and stick to
them (Dweck, 1999, 2006).
More and more research in psychology and neuroscience supports the growth mind-set. We are
discovering that the brain has more plasticity over time than we ever imagined (Doidge, 2007);
that fundamental aspects of intelligence can be enhanced through learning (Sternberg, 2005); and
that dedication and persistence in the face of obstacles are key ingredients in outstanding
achievement (Ericsson, Charness, Feltovich, & Hoffman, 2006).
The fixed and growth mind-sets create two different psychological worlds. In the fixed mind-set,
students care first and foremost about how they'll be judged: smart or not smart. Repeatedly,
students with this mind-set reject opportunities to learn if they might make mistakes (Hong,
Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). When they do make mistakes or
reveal deficiencies, rather than correct them, they try to hide them (Nussbaum & Dweck, 2007).
They are also afraid of effort because effort makes them feel dumb. They believe that if you have
the ability, you shouldn't need effort (Blackwell, Trzesniewski, & Dweck, 2007), that ability
should bring success all by itself. This is one of the worst beliefs that students can hold. It can
cause many bright st ...
SCHOOL MATTERS BrainologyTransforming Students’ .docx
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 effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they
understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This i ...
The red coler with file are very importantAttached Files Fixedv.docx
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.
Characteristics of Intelligent Behavior
The document discusses characteristics of intelligent behavior such as effective thinking, decision making, and follow through. It also discusses how students can apply knowledge from school to real-life situations by drawing on past knowledge, applying knowledge to new situations, recognizing and solving problems. Additionally, it discusses how students can develop skills like creating, imagining, innovating, understanding and empathy, impulse control, persistence, questioning and problem posing to become successful learners.
CLASS Instructional Support: An Introduction to Improvement Strategies
Is your organization focused on elevating interactions within the CLASS Instructional Support domain? If so, join us to experience concrete strategies to use with teachers as they work to improve the interactions that support children’s cognitive and language development. This session is recommended for those with intermediate to advanced CLASS content knowledge (for example, those who are Certified CLASS Observers or Trainers) who are engaged in supporting teachers’ professional growth.
DEALING WITH CLASSROOM ADVERSITIES: Activities That Build Resilience
The document discusses declining student resiliency in colleges. Students today have not learned to solve their own problems or experience failure without adult intervention. Faculty are expected to lower standards and handhold more. Students are afraid of failure and need certainty. Failure has become seen as catastrophic. The document argues students need opportunities to experience struggle and failure to build resilience and a growth mindset.
Dweck perils&promise of_praise_el07
The document discusses how praising a student's intelligence can have negative effects by promoting a fixed mindset, whereas praising effort and process promotes a growth mindset that leads to greater motivation, resilience, and achievement. Research shows an intervention teaching a growth mindset helped struggling middle school students improve their math grades compared to a control group who received a study skills intervention. Praising intelligence focuses students on judging their ability level while praising effort and process keeps them focused on engaging in learning.
Module #2
This document discusses creating a growth mindset classroom environment. It emphasizes that educators should have high expectations for all students and help students believe they can succeed through perseverance. A growth mindset classroom uses formative assessments, open-ended tasks, encourages risk-taking, and provides constructive feedback to support improvement. Explicitly teaching students about neuroplasticity and how their brains can change can boost perception, memory, intelligence and IQ over time with consistent practice. Developing hope and resilience in students is also important for promoting a growth mindset.
The How and Why of Strengths-based Teaching
This document discusses using a strengths-based teaching approach when working with students experiencing trauma, violence, or chronic stress. It emphasizes identifying students' inherent strengths rather than weaknesses, which research shows leads to better outcomes. Teachers are encouraged to examine their own strengths and values. Examples are provided of recognizing students' strengths that may be hidden under adversity, like resilience. An assets-based classroom focuses on safe, belonging, valued, and competent relationships through positive language, student voice, and predictable routines.
From Youth at Risk to Kids at Hope - Conference 2009 (A5-B5)
From Youth at Risk to Kids at Hope - Conference 2009 (A5-B5)Alberta Recreation and Parks Association
The document discusses the history and mission of Kids at Hope, an organization that aims to help all children succeed. Some key points:
1. Kids at Hope was founded on the idea that science had focused more on human weaknesses than strengths, and the organization seeks to understand what allows children to thrive.
2. Through research, Kids at Hope identified four major relationships ("Four Aces") that support child success: caring parents, other caring adults, high expectations, and opportunities.
3. Kids at Hope works to establish a culture in schools and communities where all adults believe in children's potential for success, with the goal of inspiring and empowering children.The Effort Effect alumni.stanford.edu getpagemagazineart.docx
The Effort Effect
alumni.stanford.edu /get/page/magazine/article/
According to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.
James Yang
One day last November, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers,
a soccer team in the United Kingdom’s Premier League. The Rovers’ training academy is ranked in England’s top
three, yet performance director Tony Faulkner had long suspected that many promising players weren’t reaching
their potential. Ignoring the team’s century-old motto—arte et labore, or “skill and hard work”—the most talented
individuals disdained serious training.
On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not
made. If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything,
training hard would tell you and others that you’re merely good, not great. Faulkner had identified the problem; but to
fix it, he needed Dweck’s help.
A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and
her recent book, Mindset: The New Psychology of Success —bear directly on the sort of problem facing the Rovers.
Through more than three decades of systematic research, she has been figuring out answers to why some people
achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike
Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be
demonstrated or as something that can be developed.
What’s more, Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in
performance. These days, she’s sought out wherever motivation and achievement matter, from education and
parenting to business management and personal development.
As a graduate student at Yale, Dweck started off studying animal motivation. In the late 1960s, a hot topic in animal
research was “learned helplessness”: lab animals sometimes didn’t do what they were capable of because they’d
given up from repeat failures. Dweck wondered how humans coped with that. “I asked, ‘What makes a really
capable child give up in the face of failure, where other children may be motivated by the failure?’” she recalls.
At the time, the suggested cure for learned helplessness was a long string of successes. Dweck posited that the
difference between the helpless response and its opposite—the determination to master new things and surmount
challenges—lay in people’s beliefs about why they had failed. People who attributed their failures to lack of ability,
Dweck thought, would become discouraged even in areas where they were capable. Those who thought they simply
hadn’t tried hard enough, on the other hand, would be fueled by setbacks. This became the topic of her PhD
dissertation.
Dweck and her assistants ran an experi ...
Mis keynote part 1
The document discusses principles for teaching Chinese to teenagers, focusing on meeting their psychological needs. It argues that the traditional view of "student-centeredness" means utilizing teenagers' psychological demands as the basis for teaching. This deeper meaning of student-centeredness can help students not just enjoy Chinese but make it a core part of their lives. Specific strategies are proposed, like using input flooding and real materials from students' own lives to engage them in an environment that meets their needs for belonging, solitude, reflection, joy, creativity and connection to broader concepts.
Lecture notes Week 1 What is child developmentMcDevitt et a.docx
This document provides an overview of the content covered in 9 weeks of lecture notes on child development. Key topics discussed include cognitive development theories of Piaget and Vygotsky, moral development, social and emotional development, self-concept and attachment, brain development, and gross and fine motor development. Summaries are also provided of development in middle childhood for attachment, moral development, social development, and cognitive development. Strategies are discussed to promote children's emotional resilience, self-esteem, self-concept, and physical development.
Parent info growth mindset
This document provides an overview of a parent workshop on growth mindset at Aston Rowant C of E Primary School. The objectives are to share Carol Dweck's research on growth mindset, explain the concept, and discuss why teaching it is important. It contrasts fixed and growth mindsets, outlining their characteristics and impacts. Parents are encouraged to model a growth mindset, praise effort over intelligence, and support positive self-talk at home. Strategies are presented for developing a growth mindset in children through language, observation, encouragement, and children's literature.
The How and Why of Strengths-based Teaching
Based on book Teaching to Strengths: Supporting Students living with Trauma, Violence e& Chronic Stress
Intense interventions lakeshore handouts
_________________________
Child’s Name: ______________ Week of: _________________
Check the number of times the child is aggressive during the activity. Aggression
includes: hits, pinches, pulls hair, bites, kicks, & scratches.
Activity Mon. Tues. Wed. Thurs. Fri. Average
Arrival ___0 times ___0 times ___0 times ___0 times ___0 times ___0 times
___1-5 times ___1-5 times ___1-5 times ___1-5 times
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
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مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
SWOT analysis in the project Keeping the Memory @live.pptx
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BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
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REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Yetty presentation final 2015 05-04
- 1. The Growth “Yetty” Improves 4th Grader’s Fixed Mindset Kristen Duprel, Ashley Edwards, Joel Sadler d.Compress
- 2. POV: “Give up John” 4th grade student needs a way to persist through stressful reading situations. Unknown words are like landmines on the page.
- 3. Insight: Mindset predicts long term performance. SBTM: Acknowlege the “YET” to get unstuck Source: Carol Dweck’s Research on Fixed vs Growth Mindset. Transformation
- 4. + EARLY PROTOTYPES: “I don’t know yet” Jar and Yetty Monster Feed YETTY tricky words ...it tells you meaning Collect tricky words in the “I don’t know yet jar”
- 6. YETTY APP – USER STORY When you find a tricky word feed it to the Yetty Monster (by taking a photo) 1
- 7. Yetty Monster App: GROWTH VISUALIZATION GROW LEARN COLLECT2 3 4
- 8. • Pre-test + Post- test student growth mindset assessments • 10 student control group + 10 student test group, varying reading levels • 4th Graders @ Cornerstone Academy in East San Jose Trial Design (20 Students) Example: Some kids can't do well in any kind of school work. Not True at All 1 2 3 4 5) Very True
- 9. RESULTS: Change in Fixed Mindset Score *p=0.05 t-test S.E.M. * CONTROL TEST Kids in the Test Group (with growing Yetty) on average improved 7% on Fixed Mindset score.*(p=0.05)
- 10. “faster” than the dictionary “growing” Yetty monster “helped me move on” No audio "I like that the monster's head grew because it showed me that you're getting smarter and it made me feel like I was getting smarter too." Qualitative Results
- 11. Next Steps Create avatars for students using the Yetty Find other ways to incorporate “growing” Yetty Make Yetty data available to classroom teachers
- 12. NOI: The Power of Visualizing Growth 5 mins with a growing avatar can shift mindset Fighting stress... by seeing who you want to be
Editor's Notes
- Children's beliefs about intelligence and school performance. D Stipek, JH Gralinski - Journal of Educational Psychology, 1996 - psycnet.apa.org