Jibarosoy + mindset   75

A national experiment reveals where a growth mindset improves achievement | Nature
A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention. Confidence in the conclusions of this study comes from independent data collection and processing, pre-registration of analyses, and corroboration of results by a blinded Bayesian analysis.
MINDSET  Learning_Communities  LIU  LIUBLC  Pol.11  Pol.12  Teaching  Learning 
6 weeks ago by Jibarosoy
Social exclusion leads to conspiratorial thinking, study finds
New research may show why so many were willing to believe exaggerated and misleading reports. According to a Princeton University study published in the Journal of Experimental and Social Psychology, social exclusion leads to conspiratorial thinking.

The two-part analysis — which did not specifically investigate Trump supporters, but two random samples of people — found that the feelings of despair brought on by social exclusion can cause people to seek meaning in miraculous stories, which may not necessarily be true.

Such conspiratorial thinking leads to a dangerous cycle, said co-lead author Alin Coman, assistant professor of psychology and public affairs at Princeton. When those with conspiratorial ideas share their beliefs, it can drive away family and friends, triggering even more exclusion. This may lead them to join conspiracy theory communities where they feel welcome, which in turn will further entrench their beliefs.
conspiracy  Pol._120  Power_materials  state  Psychology  MINDSET  loneliness 
9 weeks ago by Jibarosoy
How You Could Fall Victim To Conspiracy Theories | HuffPost Life
It works like this: You feel socially excluded and begin believing conspiracy theories. Endorsing those theories, unsurprisingly, prompts your family and friends to exclude you even more. You’re left out again and again, so you double down on your conspiratorial beliefs.
The final stage of the cycle: You seek out a like-minded community that accepts and reinforces your conspiratorial beliefs.
“At that point they become unchangeable,” Study author Alin Coman, assistant professor of psychology and public affairs at Princeton University, told The Huffington Post.
“Social exclusion leads to search for meaning,” Coman continued. “We believe that this search for meaning ‘overshoots’ in a way that makes people assign meaning to situations that are highly ambiguous and meaningless.”
Latino  war  conspiracy  Power_materials  Pol._120  MINDSET  myth  Passions  reasoning 
9 weeks ago by Jibarosoy
Conspiracy Theories Abound. Here’s How to Curb Their Allure.
To Wang, the three studies showed that conspiratorial thinking is something that can be changed. If you can increase conspiracy proneness by removing personal control, it stands to reason “you can actually shift someone’s mindset so they see fewer conspiracies,” she says.
That’s a heartening finding in a world where conspiracies are flourishing. For example, Wang and her coauthors suggest that government organizations such as the Centers for Disease Control can increase public trust by promoting messages that emphasize the ways individuals have control over their health outcomes.
In future research, Wang hopes to understand the downstream effects of conspiratorial thinking. Are people who believe in conspiracy theories more prone to aggression, for instance?
She also wants to study people’s ability to distinguish real and false conspiracies. Skepticism of powerful institutions is healthy and sometimes warranted: after all, Richard Nixon really was behind the Watergate break-in.
“Are people able to tell actual conspiracies from fake conspiracies?” Wang wonders. Particularly in the age of “fake news,” if people could detect authentic abuses of power, “that would be a big thing that would help society.”
conspiracy  Power_materials  Psychology  MINDSET  Latino  war  Pol._120  Passions  reasoning 
9 weeks ago by Jibarosoy
Mindset Scholars Network (2013-17) | Center for Advanced Study in the Behavioral Sciences
The Mindset Scholars Network (MSN) germinated in meetings and workshops at CASBS beginning in 2013, and then formally launched in 2015. It is now comprised of 28 researchers representing 14 universities, all dedicated to advancing scientific understanding of the conditions for developing the mindsets essential for effective learning, and then using those findings to improve real-world outcomes in partnership with educators, schools, and government. The network is pursuing a new interdisciplinary research agenda grounded in the needs of practice, builds capacity for quality scholarship, and disseminates the latest scientific knowledge on mindsets through outreach to all key stakeholders and media.
MINDSET  Learning  Learning_Communities  LIU  Teaching 
may 2019 by Jibarosoy
Free Training Resources - Training Resources
All Free Training Resources
Free Energiser Activities
Free Ice Breaker Games
Free Materials & Resources
Free Team Building Activities
Free Training Documents
Free Training Games
Free Training Models
Teaching  Pol.11  Pol.12  pol.185  Learning  MINDSET  games  Simulations  exercises 
february 2019 by Jibarosoy
Growth Mindset Feedback Tool
Growth minded language motivates students to ensure they remain persistent, resilient, and focused on the process of learning. It is important to give learners feedback about how their process leads to a result so they can understand that their abilities will develop with effort.
Use these language frames in the following situations:
When they struggle despite strong effort
MINDSET  Teaching  Pol.11  Pol.12  pol.185  Learning 
february 2019 by Jibarosoy
The SHSAT Controversy in New York's Public High Schools - The Atlantic
What changed? One of the reasons there are so few black and Latino students in these schools today is because of a change that took place in the early 1990s that limited the opportunities available to high-achieving black and Latino students. New York’s elementary and middle schools are highly segregated, and until roughly three decades ago, nearly every middle school in New York City had an honors program. Kids in these programs got a great education. While black and Latino students in segregated schools may have missed out on certain educational and cultural benefits of learning alongside more white and Asian peers, these honors classes had the benefit of putting all the smart kids together so they could push each other. Many of them tested well and then ended up at a specialized high school.
NILP_Board  Angelo  Education  Education_reform  Latinos_+_TW  MINDSET  nyc  peer 
june 2018 by Jibarosoy
Brain Waves Instruction: 5 Favorite Poems to Teach Growth Mindset
The following poems are ones able to reach even the most reticent of poetry readers while shedding light on the themes of growth mindset. Each person, young and old, has had experience with trying to persevere through tough times when things seem to be working against them. These poems present an easy way to show students who may be struggling that they are not alone, while also building on reading and critical thinking skills.
MINDSET  LIUBLC  Learning_Communities_activities  faculty  Teaching  Pol.11  Poetry 
may 2018 by Jibarosoy
In the Pursuit of Reason We Lose a Part of What Makes Us Human - Evonomics
The easiest way to identify the power of emotions over the success of the learning process is in understanding what students mean when they say they “feel stupid.” We have heard that sentence time and time again, and although most of us think of stupid as an inherent trait, stupid is a feeling—the feeling of shame. In an embarrassing social situation, shame triggers us to hide our faces and leave the room. In school too, shame triggers us to avoid the source of our shame: our mistakes. Students take a test with a poor grade, wad it up, and bury it in the bottom of a backpack, never to be looked at again. The problem with this, of course, is that mistakes are exactly what we use to improve. Any expert in any field will tell you that systematically facing and fixing your mistakes is what it takes to reach the top. The rational course of action would be to take each bad test and fix the mistakes until they are guaranteed to never happen again. But students do not choose the rational course, because they are too busy feeling stupid.
Learning_Communities  LIUBLC  MINDSET  Teaching  Learning  faculty  LIU  Cline  higher-education 
may 2018 by Jibarosoy
Cross-Training for the Brain | ChronicleVitae
As I was preparing for the new semester, a few days after talking to my son about his workouts, it occurred to me that the reason my fitness metaphor had proved inadequate was that it was incomplete. The core curriculum is really a lot more like cross-training than like weight-lifting. Yes, to be mentally fit, we have to push against resistance. But we also must encounter different types of resistance and respond to them with different parts of our brain. That’s why math majors need to study literature and English majors have to sit through math classes and all of them need to take history and science and fine arts and so on.
MINDSET  Core  Learning  Teaching  LIU  LIUBLC 
december 2017 by Jibarosoy
New evidence that students’ beliefs about their brains drive learning
A new study fills this gap by using data from five school districts in California that measure growth mindset for students in 3rd to 8th grade to assess the extent that students with stronger growth mindset learn more in a given year than those without. It finds that traditionally underserved students – including students in poverty, English learners, Hispanics, and African-American students – are less likely to hold a growth mindset. Yet, for all groups, students with a growth mindset learn more over the course of year than otherwise similar students who do not have a growth mindset. While this study is just a first step in assessing the effects of mindset on a large population of students and the role of schools in building mindset, the findings provide initial evidence that it may be beneficial to monitor the levels of growth mindset in the population and convey to students that the brain is malleable.
MINDSET  Psychology  Learning  LIUBLC  LIU  Teaching 
november 2017 by Jibarosoy
Quiz Yourself: How Much Do You Know About Social-Emotional Learning - Education Week Quizzes - Education Week
Once you complete the quiz, you can see how your score compares to your peers, get the correct answers with detailed explanations, and be provided with additional readings and resources on the topic.
MINDSET  Learning  Teaching  LIUBLC  Learning_Communities_activities  Passions 
october 2017 by Jibarosoy
Game On: Physics Teacher Creates World of Classcraft | MindShift | KQED News
In creating World of Classcraft, a not-so-subtle nod to the world’s most popular online role-playing game, Quebec-based physics teacher Shawn Young has turned the everyday interactions of his classroom into a quest to gain special powers and avoid death.

In a manner similar to other role-playing games, students assume a class—in this case a Mage, a Warrior, or a Healer—that each boasts specific abilities. Working in teams of roughly six to eight students, Young said each student aspires to gain experience points related to positive classroom interactions, and avoid losing hit points for negative activities.
games  Simulations  MINDSET  Teaching  Learning 
september 2017 by Jibarosoy
Growth Mindset Feedback Tool
Growth Mindset Feedback Tool
Growth minded language motivates students to ensure they remain persistent, resilient, and focused on the process of learning. It is important to give learners feedback about how their process leads to a result so they can understand that their abilities will develop with effort.
MINDSET  Psychology  Learning_Communities_activities  LIU  LIUBLC  Teaching  Learning 
september 2017 by Jibarosoy
Framing Mindset Class Assignments
Growth Mindset Framing Tool
In order to create a safe classroom environment where all students are willing to take on challenges and push themselves, it is important to make the focus on learning clear, make it safe to make mistakes, and communicate a high confidence in all students’ ability to rise to the learning challenges. Use the following statements when introducing a new topic, concept, skill, or assignment in class:
MINDSET  Psychology  Teaching  LIU  LIUBLC  Learning_Communities_activities  Pol.11 
september 2017 by Jibarosoy
Effective Mindset Effort Rubric
How to get students to develop a growth mindset by evaluation of their efforts
MINDSET  Psychology  Learning  LIU  LIUBLC  Teaching  Learning_Communities_activities 
september 2017 by Jibarosoy
So you want your students to have a Growth Mindset? – Thinking Mathematically
Personally, I don’t think this is all what the issue is with our students.  And I don’t believe this is what the research behind mindsets is pointing to either!  If we are looking to change our students’ mindsets, we need to do two things:

Learn what it means to have a growth / fixed mindset.  We might be misinterpreting the whole idea here!
Change OUR actions to promote growth mindsets.  Our students will only improve when WE change!
MINDSET  Psychology  faculty  LIU  LIUBLC  Learning_Communities_activities  Learning  Teaching 
september 2017 by Jibarosoy
Mindset Kit | 30-minute growth mindset PowerPoint presentation, Growth Mindset for Educator Teams
This 30-minute PowerPoint presentation - Raising Student Achievement By Promoting a Growth Mindset - will provide an overview of the research on the different mindsets and how our language can help develop a growth mindset in students.
MINDSET  Psychology  Learning_Communities_activities  LIUBLC  LIU  Teaching 
september 2017 by Jibarosoy
Mindset speech to students
Do not be afraid to try something because you think you won’t be good at it. Chances are, YOU WON’T! AND THAT IS OK! In order to be successful, you will need to make mistakes and learn from them. Easy is boring. Effort is what makes you smart. Even scientists say so.
Enclosed in this envelope is your ticket to success in 7th grade. Yes, it is a pink eraser. Keep this eraser and use it as a reminder to ACCEPT CHALLENGES, to MAKE MISTAKES, and to LEARN from those mistakes. Most importantly, I want you to promise yourself you will KEEP TRYING. When it gets tough, I as your teacher promise to help you along the way. Again, welcome to 7th grade. Let’s get to work!!!
MINDSET  Psychology  LIU  LIUBLC  Teaching  Learning_Communities_activities 
september 2017 by Jibarosoy
Growth Mindset: Four animated stories for leaders - Stickystories
These 1-2 minute for pay stories provide a microlearning opportunity that easily fits into 4 x 10 minute agenda items in a regular leader gathering. For example, combining a Sticky Story viewing (2 minutes), a short discussion on the talking points (8 minutes), and a take-home article offering a rich content learning opportunity (eg you might start with the article mentioned above).
MINDSET  Psychology  Learning_Communities  LIUBLC  LIU  Learning_Communities_activities 
september 2017 by Jibarosoy
cheesemonkey wonders: #TMC14 GWWG: Talking Points Activity – cultivating exploratory talk through a growth mindset activity
This activity is the one I am most excited about bringing to #TMC14 and to the Group Work Working Group. My intention is to blog more about how this goes during the morning sessions. I also hope that participants will blog more about this too and contribute resources to the wiki.

Exploratory talk is the greatest single predictor of whether group work is effective or not, yet most symmetrical classroom talk (peer talk) is either cumulative (positive but uncritical) or disputational (merely trading uncritical disagreements back and forth).

This activity is based on Lyn Dawes’ Talking Points activity but has been adapted for use within a restorative practices framework. It’s a great way to practice circle skills (i.e., respecting the talking piece) and get students to practice NO COMMENT (i.e., trying to score social points rather than focusing on the task at hand).
MINDSET  Psychology  Learning_Communities  Learning_Communities_activities  LIU  LIUBLC 
september 2017 by Jibarosoy
The Growth Mindset Playbook
TABLE OF CONTENTS

Through thousands of hours of practice working with groups of all shapes and sizes we’ve found this to be the most effective progression:

1. Mindset Check Up
2. Growth Mindset Overview
3. Establish Growth Mindset: Beliefs
4. Establish Growth Mindset: Focus
5. Sustaining the a Growth Mindset Culture
MINDSET  Psychology  Learning_Communities  LIUBLC  LIU 
september 2017 by Jibarosoy
How To Weave Growth Mindset Into School Culture | MindShift | KQED News
She also tries hard to model a growth mindset to her students by being open about her own struggles as a parent and a teacher.

“They’re not used to teachers apologizing,” Rodgers said. “But I tell them I’m going to make mistakes all the time. And I think showing that helps them realize they can actually make mistakes.”

When teachers and administrators say they want kids to have a growth mindset, the school environment has to back up that rhetoric. At Arroyo, the emphasis on growth mindset came alongside a shift to standards-based grading. Kids can see that mistakes along the way aren’t negatively affecting them and keep working to master the concepts.

“When you believe it; they believe,” Rodgers said. “If I didn’t believe this, they wouldn’t buy what I’m selling.”
MINDSET  Learning_Communities_activities  Learning  faculty  Teaching  LIUBLC  Pol.11 
august 2017 by Jibarosoy
Brain Plasticity in Older Adults | Psychology Today
This growing evidence is popularizing the idea that the adult brain is more malleable than assumed and that it can regenerate throughout life. Decreased mental capacity is something that occurs through physical and functional changes in the brain. It can be avoided and even reversed through a variety of environmental enrichment activities, including physical and mental training exercises. The secret is to challenge the brain, to do novel and stimulating tasks that do not rely on established ways of doing things.
MINDSET  intelligence  LIU  LIUBLC  Learning_Communities  Teaching 
july 2017 by Jibarosoy
The Circumplex - Human Synergistics
With this practical visual device, you:
can 'see' the thinking and behavioral styles that are driving the performance of people and groups in your organization, as well as the organization itself.
have access to a common language that you can use to quantify and discuss individuals', teams', managers', and leaders' behavioral styles and approaches, as well as the culture of your organization.
have a foundation for developing your people, improving performance, and enriching your culture.
A ground-breaking innovation when it was developed more than 40 years ago, and regularly reviewed and refined since then, the Circumplex has been applied and endorsed by millions of clients around the world — a true testament to its validity, relevance, and value.
MINDSET  Passions  reasoning  future  higher-education  LIU  Power_materials  analysis 
july 2017 by Jibarosoy
Creative Systems | The Institute for Creative Development
The Institute’s efforts confront what are arguably today’s two most important questions: How do we best understand the times in which we live? And, what kind of thinking will be required if we are to effectively address the essential challenges before us as a species. 

“With regard to the first question, the Institute’s work focuses on the concept of Cultural Maturity, a key notion within Creative Systems Theory.  We tend to assume that modern thinking and modern institutions represent end points and ideals. The concept of Cultural Maturity proposes that what we see today can’t be an end point if our future is to be at all bright. It describes how the most important challenges of our time require new human capacities if we are to address them effectively. It also describes how a critical cultural “growing up” happening in our time is making these new capacities possible. The Institute works to development appreciation for these needed, more mature human capacities and presents offerings that help people develop them in their personal lives and as leaders in the world. 
MINDSET  LIUBLC  LIU  higher-education  career  jobs  Leadership  Passions  future 
july 2017 by Jibarosoy
This Is The Mind-Set You’ll Need In Order To Thrive In The Future Of Work
In his 2009 book (coauthored with Lisa Laskow Lahey), Immunity to Change: How to Overcome It and Unlock the Potential in Yourself and Your Organization, Kegan makes no bones about the difficulty of the challenge. Successfully navigating a world of inherent unpredictability, he says, demands catapulting ourselves into higher levels of thinking. But they sketch out a cognitive path to help get us there.

At level three of what is essentially a five-part hierarchy, we operate according to our “socialized mind,” where ideas and beliefs are shaped by our “tribes” (i.e., our politics are regurgitated from our chosen news sources and our purchases mirror our friends’ and social circles’ purchases). One level higher (level four) is the “self-authoring” mind-set, and above that (level five) is the “self-transforming” mind.
MINDSET  LIUBLC  Learning_Communities  LIU  career  higher-education 
july 2017 by Jibarosoy
Observation Protocol (OPAL) | The Teaching Center
To provide instructors with a “big picture” view of what is happening in a class, collaborators from The Teaching Center and CIRCLE have recently developed a new classroom observation tool, the Observation Protocol for Active Learning (OPAL). We have designed OPAL to be applicable in a variety of courses, disciplines, and pedagogical strategies. To help faculty close the gap between what they remember about the class session and the actual, documented integration of active learning in their courses, OPAL tracks coded activities to provide instructors with a picture of what is happening—and when it is happening—during the observed class period.
stem  LIUBLC  Core  MINDSET  peer  Teaching  higher-education  Education  threshold_concepts 
july 2017 by Jibarosoy
STEM students who learn by example may miss key concepts, study finds | The Source | Washington University in St. Louis
This study suggests there are real and identifiable cognitive differences in how individuals go about building a conceptual framework to explain what’s happening in complex scientific scenarios. Understanding those differences and finding ways to deal with them early may be critical to success in science because advanced work requires students to be creative problem solvers, they argue.

The study used a computerized learning assessment to gauge how well students are able to grasp abstract concepts presented as part of a fictional NASA science assignment. The task required learning the functional relation between two new elements associated with a new organism discovered on Mars. The students were asked to determine how much of the fictional element Beros the new organism might excrete after absorbing a certain amount of Zebon
MINDSET  LIUBLC  Core  threshold_concepts  Teaching  stem  theory 
july 2017 by Jibarosoy
How to Integrate Growth Mindset Messages Into Every Part of Math Class | MindShift | KQED News
Feedback is one of the most effective ways to help a student grow, but teachers must be mindful that students will always receive critical feedback through the lens of their stereotype threat. Human brains are also wired to pay more attention to negative inputs than positive ones. When teachers couch feedback with assurances that they will continue to hold the student to high standards and that they know he can get there, it helps protect him from the stereotype.

On the flip side, teachers who have fixed mindsets themselves are more likely to give comforting feedback meant to make the student feel better. Comments like, “It’s OK, let’s look at where you do have strengths,” are meant well, but communicate a fixed mindset to the student. “Things we do for students to boost their self-esteem actually have these ironic effects of making students feel you don’t believe in them,” Good said.
mindset  LIUBLC  learning  communities  activities  learning  communities  faculty  development  teaching  mathematics 
december 2016 by Jibarosoy
DAPPS Lesson Plan
Goals You Want to Achieve (DAPPS) – Lesson Plan Dated • Achievable • Personal • Positive • Specific Goals
mindset  LIUBLC  teaching  pol  11  Grit  planning 
december 2016 by Jibarosoy
Mindset Kit | Cues That We Belong And Are Recognized, Belonging for Educators
Relationships are important to belonging, however, people can also feel like they belong in contexts where they don’t have friends and can experience belonging uncertainty in places where they do have friends.
Belonging is about feeling like you are a valued and respected member of the community, not necessarily about how many friends you have in a given space.
Cues in our environment play a powerful role in how we interpret our sense of belonging or non-belonging in a given context.
LIUBLC  learning  communities  activities  learning  communities  faculty  development  teaching  LIU  mindset 
november 2016 by Jibarosoy
Why good thoughts block better ones? The mechanism of the pernicious Einstellung effect
The Einstellung (set) effect occurs when the first idea that comes to mind, triggered by familiar features of a problem, prevents a better solution being found. It has been shown to affect both people facing novel problems and experts within their field of expertise. We show that it works by influencing mechanisms that determine what information is attended to. Having found one solution, expert chess players reported that they were looking for a better one. But their eye movements showed that they continued to look at features of the problem related to the solution they had already thought of. The mechanism which allows the first schema activated by familiar aspects of a problem to control the subsequent direction of attention may contribute to a wide range of biases both in everyday and expert thought – from confirmation bias in hypothesis testing to the tendency of scientists to ignore results that do not fit their favoured theories.
mindset  LIUBLC  teaching  theory  pedagogy  LIU  learning  communities  faculty  development  learning  communities  activities 
november 2016 by Jibarosoy
Massive Online Open Courses Can Be Better Than Traditional Teaching Methods
The Halloun and Hestenes paper produced an upheaval in science education. How could it be that traditional methods did such a poor job of educating? As researchers grappled with the implications, they began to test out new and better methods for teaching. Seminal research by physicist Richard Hake and others revealed that interactive engagement in a classroom, including big classrooms with over 100 students, resulted in a marked improvement of knowledge gained in a semester, compared to more traditional “sage on the stage” approaches.3 Maintaining students’ attention can be improved, it seems, by allowing them to talk and work interactively with one another.
LIUBLC  LIU  learning  communities  activities  teaching  peer  learning  mindset  leadership 
november 2016 by Jibarosoy
How Can We Instill Productive Mindsets at Scale? A Review of the Evidence and an Initial R&D Agenda
As a part of online freshman orientation activities—in which students filled out medical forms and learned how to sign up for classes—all incoming students were required to complete a 30- minute overview of the “university mindset.” In this activity, students were randomized (at the individual level) to a version of the growth mindset intervention described above or to a placebo control group that discussed adjusting to the physical layout of a new city and a college campus. The growth mindset intervention from past studies was customized for this university by conducting interviews, focus groups, and pilot tests with current upperclassmen, who wrote about the difficulties they had making the transition to college.
mindset  Learning  Communities  faculty  development  LIUBLC  plan 
july 2016 by Jibarosoy
Mindset in Context: Content and Culture matter too
However, some students, particularly ones with a
long history of failure, may need additional evidence that their effort will be worthwhile. Here we can take
a cue from the way video games purposefully and thoughtfully ramp up the dif culty level. Start hard and players are more likely to quit; provide some early success and players are much more likely to stick with the game, even as it gets more and more challenging. What that ramp up looks like for a topic in math, a writing assignment, or a complex science chapter will be dependent on the speci c nature of the content. In all cases, though, ramp up serves two important goals:
1. Build con dence in the domain: “I can learn math,” “I can get better at writing,” “I can come to understand this science”
2. Keep the challenges coming.
mindset  Learning  Communities  faculty  development  liublc  plan 
july 2016 by Jibarosoy
High Point University Mindset Program
Live.Learn.Grow. is the product of an 18-month process that synthesized input from a broad range of university stakeholders, data from institutional assessments, and speci c ideas for student and professional development from teachers and staff. The plan responds to stakeholders’ calls for academic and co-curricular planning that would promote heightened intellectual rigor across the curriculum, foster in students greater motivation and resilience in meeting challenges, and encourage a campus climate of high expectations and focused support. These calls were strengthened by institutional assessment data that showed room for growth in areas related to students’ academic effort and engagement.
Intelligence and ability can be improved through effort and experimentation and with timely, relevant feedback.

Includes budgeting for mindset program
mindset  Learning  Communities  activities  faculty  development  LIUBLC  plan 
july 2016 by Jibarosoy
Helping Educators Foster a Growth Mindset in Community College Classrooms
Data were collected through 14 in-depth interviews with community college educators who completed a workshop on influencing a growth mindset. Data were analyzed through categorizing, coding, and identifying themes that answered the research question. The findings of this study indicated that the mindset of the student and the teacher play an important role in academic success at the community college and that faculty desire training in tools and strategies to create classroom environments that foster a growth mindset. Recommendations include an in-depth, experiential professional development program based on research where community college educators from a variety of disciplines can collaborate to gain new knowledge and skills. Training community college educators using the most effective ways of fostering a growth mindset to increase students’ motivation, effort, and persistence will lead to greater academic success and degree completion.
mindset  Learning  Communities  faculty  development  LIUBLC  plan 
july 2016 by Jibarosoy
Growth Mindset: A Literature Review
Thanks to Dweck and collaborators work, there is a good understanding of the best practices for creating a growth mindset in individuals. On Dweck’s website, MindsetOnline.com, she lists out the 4 simple steps to change11:
Step 1: Learn to hear your fixed mindset “voice.” Step 2: Recognize that you have a choice.
Step 3: Talk back to it with a growth mindset voice. Step 4: Take the growth mindset action.
Echoed throughout many best practices, it is important that the educator has a growth mindset. As stated by The Origins Program, “teaching is most successful when the teacher believes in the capacity of all people to grow, and when the teacher cultivates in the students a belief in their own growth12.”
mindset  Learning  Communities  activities  faculty  development  LIUBLC  plan 
july 2016 by Jibarosoy
Changing Mindsets to Raise Achievement: PERTS
In the growth mindset intervention, students read an article describing the brain’s ability to restructure itself as a consequence of effortful practice. The article focused on the implications of these neuroscience findings for students’ potential to become more intelligent through study and practice. This message was reinforced through several writing exercises. In one, students summarized the scientific findings in their own words. In the second, they read about a hypothetical student who was becoming discouraged and starting to think of himself as not smart enough to do well in school. The writing exercise asked participants to advise this hypothetical student based on what they had just read. In the growth mindset control condition, students read a similarly formatted web module about the brain. However, it focused on functional localization instead of neural plasticity. It was thus devoid of the key psychological message that intelligence is malleable.
mindset  Learning  Communities  activities  LIUBLC  plan  psychology 
july 2016 by Jibarosoy
Growth mindset: What interventions might work and what probably won’t? | Evidence into Practice
Essentially, psychological interventions aren’t suited to generic attempts at amateur psychology. The people claiming to demonstrate some profoundly successful interventions suggest a level of expertise is involved; that to be successful, individuals designing and delivering an intervention require significant understanding of the psychological theories involved. In addition, they should not be seen as a panacea – they cannot, on their own, overcome significant problems caused by socio-economic deprivation.
mindset  Learning  Communities  faculty  development  LIUBLC  plan 
july 2016 by Jibarosoy
How to Calm Your Nerves with "Mental Rehearsal" and Get Through Anything
They say worrying does you no good, but worrying productively can actually get you through anything—whether it’s asking for a raise or running a big race. “Mental rehearsal” is a technique that athletes, musicians, doctors, soldiers, and even astronauts use to prepare for the worst—and perform at their best. Here’s how to use it.
PERSONAL  psychology  mindset 
may 2016 by Jibarosoy
Essay on the importance of teaching failure
Individuals need to embrace the realization that taking risks and failing are often the essential moves necessary to bring clarity, understanding, and innovation. By making a mistake, we are led to the pivotal question: "Why was that wrong?" By answering this question, we are intentionally placing ourselves in a position to develop a new insight and to eventually succeed. But how do we foster such a critical habit of mind in our students — students who are hardwired to avoid failure at all costs? Answer: Just assess it.
mindset  teaching  education  higher  education  learning  communities  activities 
may 2016 by Jibarosoy
A CV of failures : Naturejobs
Such is not the case with every profession. Consider Ronaldinho. A football player cannot hide his setbacks. Everything is out in the open — every failure to be selected for a big competition, every injury, every missed penalty is on display. Maybe this is a good thing. It shows young aspiring players what it means to be a football player. It helps them to cope with their own setbacks.

So here is my suggestion. Compile an 'alternative' CV of failures. Log every unsuccessful application, refused grant proposal and rejected paper. Don't dwell on it for hours, just keep a running, up-to-date tally. If you dare — and can afford to — make it public. It will be six times as long as your normal CV. It will probably be utterly depressing at first sight. But it will remind you of the missing truths, some of the essential parts of what it means to be a scientist — and it might inspire a colleague to shake off a rejection and start again.
mindset  teaching  learning  communities  activities  education 
may 2016 by Jibarosoy
Mindset at Northern Arizona University
https://p3.perts.net/resources#readingsIdeas for classroom implementation
Discuss Fixed and Growth Mindset with students:
Growth = fluid, openness to change or difference, multiple paths to problem solving.
Fixed = stagnant, static, one-track thinking and action, one path to the objective.
Impress upon students that a growth mindset employs the use of help seeking behaviors.
Provide assignments and discussion prompts that push developing critical thinking skills.
Encourage students to seek out new experiences.
Provide feedback to students with the collaboration and understanding that they learn from growth.
Remind students to pay attention to self-identifiers and to maneuver their best practices to equate academic and social growth.
mindset  learning  communities  activities  teaching  LIUBLC  LIU 
may 2016 by Jibarosoy
Investing Students in the "Growth Mindset" - Denver Fellow Resources
If you want your students to demonstrate grit and persevere through difficult situations, teach them about malleable intelligence. Teach them the growth mindset. In this section, you'll find tried and true, research based strategies for shaping and instilling the growth mindset in your student. In doing so, you'll walk away from this session with a concrete plan for how to teach mindset, a lesson or two to kickstart your plan at school, and tips for becoming and staying invested in your own development as a teacher. The resources included in this section come primarily from the research of Dr. Carol S. Dweck in Mindset: The New psychology of Success.
mindset  LIUBLC  psychology  LIU  learning  communities  activities  teaching  learning  communities  faculty  development 
february 2016 by Jibarosoy
How to Help More College Students Graduate - The New York Times
A new program at the City University of New York offers many of the supports that college-educated parents typically provide: intensive advising, a subway pass, textbooks and money to cover any shortfall between costs and financial aid. The CUNY program doubled the three-year graduation rate and also increased the proportion of students who went on from a two-year community college to a four-year institution. The program is now being replicated at colleges in Ohio.
Learning  Communities  LIUBLC  LIU  teaching  higher  education  mindset 
february 2016 by Jibarosoy
Vial and Error - The Chronicle of Higher Education
The eureka moments of humanity, from Archimedes to the present, can always be stacked in new configurations — but if all we see is a record of triumphs leading inexorably to a glorious present, these histories will fail to capture something essential about science. It involves not only a commitment to innovation, but also, perhaps even more important, an appreciation of the mysterious, the marvelous, and the enigmatic. It not only contains error — it welcomes it. It is never expected, ever restless, ever changing.
science  mindset  history  methods  theory 
january 2016 by Jibarosoy
Mindset Kit | Growth Mindset for Educator Teams Course
Learn about professional development for growth mindset and why it matters.
mindset  learning  communities  activities  LIUBLC  plan  learning  communities  faculty  development 
january 2016 by Jibarosoy
Developing a Growth Mindset in Teachers and Staff | Edutopia
However, in my work, I have found that the notion of developing a growth mindset is as equally applicable to staff and teacher performance as it is to students. This article begins with a brief discussion about the difference between the two mindsets, what that means for education, and concludes with some ideas for how school leaders might seek to develop a growth mindset amongst their staff.
mindset  LIUBLC  plan  learning  communities  activities  learning  communities  faculty  development 
january 2016 by Jibarosoy
Resilience and Grit: Resource Roundup | Edutopia
Resilience and Grit: Resource Roundup Explore a curated collection of videos, interviews, and articles from around the web for adults looking to build resilience and grit in young people.
mindset  teaching  psychology  LIUBLC  learning  communities  activities 
december 2015 by Jibarosoy
Noncognitive Schooling: Do Students Need ‘Growth Mindsets’ and Grit to Succeed in the Classroom? - The Atlantic
Rewarding learners on effort rather than accomplishment stimulates a host of cognitive signals that can have the effect of strengthening their resolve. Tell a student she’s smart, and you run the risk of crimping her ambition to tackle more challenging tasks down the road; laud her for the time and energy she expended, and the link between effort and positive outcomes grows stronger. “To be successful, students must choose to learn and persist when learning is challenging,” said Dave Paunesku, the cofounder of a research lab at Stanford University that’s putting into practice the research on noncognitive qualities like persistence and learning from failure, at a seminar for education journalists last year.
mindset  psychology  LIUBLC  teaching  learning  communities  activities 
december 2015 by Jibarosoy
Teaching Grit Cultivates Resilience and Perseverance (Research Made Relevant Series) | Edutopia
Research Made Relevant Video Series Edutopia's new video series, Research Made Relevant, is about connecting theory to practice. In each episode, we explore cutting-edge ideas about teaching and learning from the world of research, meet educators who are putting them to the test in their own classrooms, and give you lesson ideas, tools, and resources to try new ideas in your own work.
teaching  mindset  psychology  LIUBLC  learning  communities  activities 
december 2015 by Jibarosoy
How to Foster Grit, Tenacity and Perseverance: An Educator’s Guide | MindShift | KQED News
How can we best prepare children and adolescents to thrive in the 21st century? This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it’s becoming clear that the “noncognitive competencies” known as grit, perseverance, and tenacity are just as important, if not more so, in preparing kids to be self-sufficient and successful.
mindset  psychology  LIUBLC  learning  communities  activities 
december 2015 by Jibarosoy
Heroic Imagination Project | Transforming compassion into heroic action
Help your audience shift from a fixed mindset—a belief that one cannot change one’s abilities or personal characteristics such as intelligence—
toward a growth mindset—a belief that one can improve aspects of oneself with time and effort.
mindset  psychology  teaching  LIUBLC  learning  communities  activities 
december 2015 by Jibarosoy
Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century
In this brief, we take a close look at a core set of noncognitive factors—grit, tenacity, and perseverance. These factors are essential to an individual’s capacity to strive for and succeed at long-term and higher-order goals, and to persist in the face of the array of challenges and obstacles encountered throughout schooling and life. Importantly, we are deliberate not to treat these factors as residing only within the student—it is the responsibility of the educational community to design learning environments that promote these factors so that students are prepared to meet 21st-century challenges.
mindset  psychology  teaching  LIUBLC  learning  communities  activities 
december 2015 by Jibarosoy
New Research: Students Benefit from Learning That Intelligence Is Not Fixed | GROWTH MINDSET | MindShift | KQED News
The new research involves larger, more rigorous field trials that provide some of the first evidence that the social psychology strategy can be effective when implemented in schools on a wide scale. Even a one-time, 30-minute online intervention can spur academic gains for many students, particularly those with poor grades. The premise is that these positive effects can stick over years, leading for example to higher graduation rates; but long-term data is still needed to confirm that.
mindset  psychology  LIUBLC  learning  communities  activities  teaching 
december 2015 by Jibarosoy
Why Identity and Emotion are Central To Motivating the Teen Brain | MindShift | KQED News
“[Adolescents] are learning about the complex social world they must navigate, including the hierarchies, social rules for gaining acceptance and status, and the mystifying discovery of a sexual self,” Dahl said. “This is a flexible period for goal engagement, and the main part of what’s underneath what we think about setting goals in conscious ways – the bottom-up-based pull to feel motivated toward things.”
education  higher  education  mindset  learning  communities  activities  psychology 
december 2015 by Jibarosoy
When the Focus on ‘Grit’ in the Classroom Overlooks Student Trauma - The Atlantic
But what about the prompts that are more concerned with daily struggles a student may face? “I always have bus fare to get to school.” “Whenever I get sick, I am able to go to a doctor.” “I have at least one teacher who cares about me.” Howard argues for an academic climate that is as mindful of the prompts in the second category as much as those in the first.
mindset  teaching  LIUBLC  learning  communities  activities  inequality 
december 2015 by Jibarosoy
The Influence of Teaching: Beyond standardized test scores to mindsets and agency
The report will inform our work at the Raikes Foundation where we are focused on empowering teachers to help their students develop learning mindsets and skills. This is a priority because research and experience in all kinds of classrooms have shown that empowering students with learning mindsets and skills can unlock their potential to grow in any subject, at any age. The Raikes Foundation is working with educators, parents and leading researchers to develop an evidence-based, teacher-tested toolkit of practical resources to help students cultivate important beliefs and abilities.
teaching  mindset  LIUBLC  learning  communities  activities 
november 2015 by Jibarosoy
How is Agency Possible?... Agency as Achievement
The purpose of this working paper is twofold. On the one hand we wish to contribute to the theorisation of one of they key concepts of the Learning Lives concepts, viz., the concept of agency. On the other hand we wish to make a start with a more systematic analysis of data from the Exeter case studies. In this working paper the second purpose is linked to the first in that we have tried to focus our data analysis on questions about agency – in relation to learning and with attention to life-course and identity. The working paper not only proposes a particular way of understanding agency based upon a review of relevant literature, but also explores the extent to which such an approach is useful in understanding the relationship between agency and learning in the life-course.
teaching  LIU  higher  education  learning  communities  activities  mindset 
november 2015 by Jibarosoy
The Light-Beam Rider - The New York Times
Einstein’s first great thought experiment came when he was about 16. He had run away from his school in Germany, which he hated because it emphasized rote learning rather than visual imagination, and enrolled in a Swiss village school based on the educational philosophy of Johann Heinrich Pestalozzi, who believed in encouraging students to visualize concepts. While there, Einstein tried to picture what it would be like to travel so fast that you caught up with a light beam. If he rode alongside it, he later wrote, “I should observe such a beam of light as an electromagnetic field at rest.” In other words, the wave would seem stationary.
questioning  mindset  theory  science  outcomes  ass  learning  communities  activities  teaching 
november 2015 by Jibarosoy
Why What You Learned in Preschool Is Crucial at Work - The New York Times
Yet skills like cooperation, empathy and flexibility have become increasingly vital in modern-day work. Occupations that require strong social skills have grown much more than others since 1980, according to new research. And the only occupations that have shown consistent wage growth since 2000 require both cognitive and social skills.
learning  communities  activities  teaching  mindset  LIU  psychology  economics  work 
october 2015 by Jibarosoy
How learning a language improves your brain - Agenda - The World Economic Forum
The study, published this week by Pennsylvania State University, took a group of 39 people and asked half of them to learn new Chinese words. The result: Those who were most successful at the task had better-connected brain networks and “functional changes” in the brain as a result of the exercise. “Learning and practicing something, for instance a second language, strengthens the brain,” professor Ping Li, who led the study, said in a statement. “Like physical exercise, the more you use specific areas of your brain, the more it grows and gets stronger.”
mindset  language  psychology  learning  communities  activities  liublc  plan  intelligence  pol  11 
october 2015 by Jibarosoy
Man Booker winner's debut novel rejected nearly 80 times | Books | The Guardian
He recalled that his first novel, John Crow’s Devil, was rejected 78 times by publishers, before it was eventually published in 2005. “I had to sit down and add it up one day and I had no idea it was that much,” he said. Despite the success of his latest novel, which the Man booker judges described as “an extraordinary book” after a unanimous decision, James said he thought the publishing industry had not changed that much since his first book was repeatedly turned down.
mindset  pol  11  teaching  learning  communities  activities 
october 2015 by Jibarosoy
The Learning Myth: Why I'll Never Tell My Son He's Smart | Salman Khan
Researchers have known for some time that the brain is like a muscle; that the more you use it the more it grows. They've found that neural connections form and deepen most when we make mistakes doing difficult tasks rather than repeatedly having success with easy ones. What this means is that our intelligence is not fixed: and the best way that we can grow our intelligence is to embrace tasks where we might struggle and fail.
LIUBLC  learning  communities  activities  teaching  MINDSET 
august 2014 by Jibarosoy
Is "Free Will" Just The Result Of Background Noise In The Brain? | IFLScience
Free will seems pretty obvious. When we make a decision we feel like we're actually making a choice, not as though a confluence of our genetic inheritance and environmental factors have made it inevitable that we will take the path we do. However, whether this is really the case is much less clear. The more we learn about the factors that cause people to act in certain ways the easier it is to question if there is any choice involved.
MINDSET  philosophy  Politics_and_theory  theory  College_socialization 
june 2014 by Jibarosoy
Resources | PERTS
LITERATURE ON MINDSET INTERVENTIONS
learning  communities  activities  LIUBLC  plan  LIU  MINDSET 
june 2014 by Jibarosoy

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