My notes while researching Carol Dweck’s Growth Mindset. Encourage my students with what they can do next instead of saying “yes” or “no” – there’s always next. No matter if you pass or fail, there’s always a next in life. I can apply this to my journey in grad school, I can always choose the “I’m not good at it, YET” attitude. No matter what I’m challenged with, don’t give up and get frustrated, just dig in a little deeper and ask for feedback – with an open mind! I’ve learned that I can get smarter once I start getting stronger, in the way I think, the way I teach, the way I learn.
I stumbled upon something that I know to be true, but just don’t put it into my best practices at all times. Neuroscientific discoveries have shown us that we can increase our neural growth by following good nutrition and sleep habits. I plan to implement that into my life now – not tomorrow.
Another interesting fact was how we praise our students. I believe in showing praise for hard work, not just in making a perfect score, but for really trying hard, digging deep, showing true grit, giving it your all, then giving a little more. Those are “soft skills” that we need to teach our students, our own children, grandchildren, etc. I also believe in modeling these behaviors. We need to cultivate our youth to think for themselves, be problem-solvers, and to know where to look for information that is useful.
Dweck, C (2015). Revisits the “Growth Mindset”. Retrieved on October 4, 2016 from https://www.mindsetworks.com/science.
It turns out, if you believe your brain can grow, you behave differently. So the researchers asked, “Can we change mindsets? And if so, how?”
For example, studies on different kinds of praise have shown that telling children they are smart encourages a fixed mindset, whereas praising hard work and effort cultivates a growth mindset.
Students praised for intelligence preferred to continue working on the easier tasks, while students praised for effort chose to progress to more challenging tasks.
The effort-praised group exhibited more challenge-seeking behavior and cited learning goals as most motivating. The intelligence-praised group avoided challenge in favor of ensured success, and cited performance – i.e., looking smart – as a primary goal.
Annotated blog page with embeded materials from current work.
Carol Dweck Revisits the ‘Growth Mindset’
The Web We Need to Give Students
“Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web.”
By Audrey Watters
Students have little agency when it comes to education technology — much like they have little agency in education itself.
Today, UMW and a growing number of other schools believe that students need a proprietary online space in order to be intellectually productive.
I can remember how cumbersome it was on the last day of school to carry home all of the projects that the teachers gave us since the beginning of the year, everything in our lockers, etc. Then of course, most of that stuff is gone and forgotten.
In a 2009 article that served as a philosophical grounding of sorts for the initiative, Gardner Campbell, then a professor at Baylor University, called for a “personal cyberinfrastructure” where students:
not only would acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments…. Fascinating and important innovations would emerge as students are able to shape their own cognition, learning, expression, and reflection in a digital age, in a digital medium. Students would frame, curate, share, and direct their own ‘engagement streams’ throughout the learning environment.
Who owns the eportfolio
Please take some time to follow the links within the document. A few are highlighted below but it is your responsibility to review all the course material
Do I Own My Domain If You Grade It?
The Web We Need to Give Students.
Campbell, G. (2009). A Personal Cyberinfrastructure-ERM0957.pdf
Edutopia: I’ve been reading and learning interesting information on Edutopia since I started the Master’s program. I’m spending more time on Twitter than ever before, but following educational tweets rather than just socializing with friends and family. Here are some of my favorites:
The Big List of Educational Grants and Resources | Edutopia from T. Thibodeaux, Ed.D.’s Tweet
Socratic Seminars: Building a Culture of Student-Led Discussion edut.to/2criKYp
Putting the FORM in Formative Assessment | Edutopia from edutopia’s Tweet
Download the Twitter app
How Teacher-Created Free Online Resources Are Changing the Classroom | MindShift | KQED News from Chris Weber, Ed.D.’s Tweet
Download the Twitter app