5 Tools to Help Students Learn How to Learn Helping students learn how to learn: That’s what most educators strive for, and that’s the goal of inquiry learning. That skill transfers to other academic subject areas and even to the workplace where employers have consistently said that they want creative, innovative and adaptive thinkers. Inquiry learning is an integrated approach that includes kinds of learning: content, literacy, information literacy, learning how to learn, and social or collaborative skills. Students think about the choices they make throughout the process and the way they feel as they learn. “We want students thinking about their thinking,” said Leslie Maniotes a teacher effectiveness coach in the Denver Public Schools and one of the authors of Guided Inquiry: Learning in the 21st Century. “When they are able to see where they came from and where they got to it is very powerful for them.” A good example is a long term research project. During the process, students will go through different stages of emotions.
Que pense vraiment Steven Pinker de Daniel Kahneman ? - Steven Pinker (à gauche) et Daniel Kahneman (à droite) en 2011. Steven Pinker et Daniel Kahneman sont deux stars de la psychologie à l’heure actuelle. Steven Pinker est professeur à l’université de Harvard. Il est surtout connu pour ses talents d’écrivain et de vulgarisateur (plus que pour ses recherches scientifiques). Il est l’auteur de plusieurs ouvrages qui sont devenus des références dans l’art de vulgariser la psychologie scientifique moderne auprès du grand public. Daniel Kahneman est professeur émérite de l’université de Princeton. Au moment de la sortie de Thinking, Fast and Slow en 2011, Pinker a écrit ceci à propos de Kahneman : “Daniel Kahneman is among the most influential psychologists in history and certainly the most important psychologist alive today. Et il l’a encore récemment encensé. Cette flagornerie est-elle sincère ou ne reflète-t-elle qu’une bienveillance artificielle dont les membres d’une élite scientifique sont officieusement tenus de faire preuve entre eux ?
Carol Dweck - Wikipedia Carol S. Dweck (born October 17, 1946) is the Lewis and Virginia Eaton Professor of Psychology at Stanford University.[1] Dweck is known for her work on the mindset psychological trait. She graduated from Barnard College in 1967 and earned a PhD from Yale University in 1972. Early years[edit] Carol Dweck was born in New York. Members of her sixth-grade class were seated in order of their IQ. Personal life[edit] Carol is married to David Goldman, who is a national theatre director and critic. Early career[edit] Dweck was always interested in people and learning why they do what they do. Her first job after graduate school was at the University of Illinois. In an interview in 2012, she states, "I was fascinated by how people cope with failure or obstacles. Mindset[edit] Dweck has primary research interests in motivation,[4][5][6][7][8][9] personality, and development. In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits.
What Having a “Growth Mindset” Actually Means Scholars are deeply gratified when their ideas catch on. And they are even more gratified when their ideas make a difference — improving motivation, innovation, or productivity, for example. But popularity has a price: People sometimes distort ideas and therefore fail to reap their benefits. This has started to happen with my research on “growth” versus “fixed” mindsets among individuals and within organizations. To briefly sum up the findings: Individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a growth mindset. They tend to achieve more than those with a more fixed mindset (those who believe their talents are innate gifts). “Growth mindset” has become a buzzword in many major companies, even working its way into their mission statements. I already have, and have always had, a growth mindset. Even if we correct these misconceptions, it’s still not easy to attain a growth mindset.
Reports | StriveTogether Skip to main content Knowledgeworks StriveTogether EDWorks Every child. Cradle to career. Secondary Nav Search form Main menu You are here Home › Resources Reports Reports Many reports have been written about the local Cincinnati/Northern Kentucky Strive Partnership experience and the national StriveTogether movement. Read Stories of Impact from Across Our Network Results View Community Reports Contact us For more information Receive Updates and Invites Sign Up for News StriveTogether One W. 4th Street, Suite 200 Cincinnati, OH 45202 513.929.1150 Other A Subsidiary of Copyright AddThis Sharing Sidebar Share to Facebook , Number of shares Share to TwitterShare to Google+Share to Pinterest Share to LinkedIn Share to Email Hide Show AddThis
BiaisCognitif.com : le guide du biais cognitif Education Week Opinion By Carol Dweck For many years, I secretly worked on my research. I say “secretly” because, once upon a time, researchers simply published their research in professional journals—and there it stayed. However, my colleagues and I learned things we thought people needed to know. So a few years back, I published my book Mindset: The New Psychology of Success to share these discoveries with educators. —Jori Bolton for Education Week This is wonderful, and the good word continues to spread. A growth mindset isn’t just about effort. We also need to remember that effort is a means to an end to the goal of learning and improving. “The growth mindset was intended to help close achievement gaps, not hide them.” Recently, someone asked what keeps me up at night. I also fear that the mindset work is sometimes used to justify why some students aren’t learning: “Oh, he has a fixed mindset.” In many quarters, a growth mindset had become the right thing to have, the right way to think.
Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives “If you imagine less, less will be what you undoubtedly deserve,” Debbie Millman counseled in one of the best commencement speeches ever given, urging: “Do what you love, and don’t stop until you get what you love. Work as hard as you can, imagine immensities…” Far from Pollyanna platitude, this advice actually reflects what modern psychology knows about how belief systems about our own abilities and potential fuel our behavior and predict our success. Much of that understanding stems from the work of Stanford psychologist Carol Dweck, synthesized in her remarkably insightful Mindset: The New Psychology of Success (public library) — an inquiry into the power of our beliefs, both conscious and unconscious, and how changing even the simplest of them can have profound impact on nearly every aspect of our lives. One of the most basic beliefs we carry about ourselves, Dweck found in her research, has to do with how we view and inhabit what we consider to be our personality.
The Biggest Lie Students Tell Me (and How to Turn It Around) It's easy to say that students lie to teachers all the time. Frankly, everyone, including teachers, has a lie in them, and these untruths keep the schooling process rolling along. When adults say, for instance, that they develop rules with the students, chances are that students often develop rules that teachers already thought of anyway. Or, when adults say that a student can't use the restroom during certain parts of the day "Just because," rather than "Because the hallways is crowded, and I don't want you distracted from the lesson in the classroom,” that's just one more micro-fib in a collage of fibs that we tell children. But my push today is to talk about the lies that students tell, specifically the ones that keep them from growing into the best students possible. "I Can't Do This!" This statement is perhaps the worst possible offender, and we have layers to this that we ought to unravel. The discussion around "I can't do this" can be broken down into three general levels: 1. 2. 3.
45: Management : Cadors et dominés October 29, 2012 Lettres Philippe Gouillou 6 responses Tagged with: Confiance • IDP • Management • Statut Etre dominant c’est le top (pour négocier, gagner de l’argent, faire un beau mariage, etc.) mais être dans un monde de dominants c’est l’horreur. 1. “Quand les hommes de 120 kilos disent certaines choses, les hommes de 60 kilos les écoutent. S’il y a des dominants, c’est qu’il y a des dominés : le positionnement des uns n’est rendu possible que par le positionnement des autres. Une “Stratégie Evolutionnairement Stable” est une stratégie évolutionnaire (en quelque sorte un positionnement) qui en Théorie des Jeux ne peut pas être envahie par une autre stratégie : sa représentation reste constante1. Pour le jeu dominant-dominé c’est facile à comprendre : il est souvent prudent de se soumettre à plus dangereux que soi (voir la citation d’Audiard ci-dessus et cet article sur l’ENA). Les avantages Au niveau du groupe, le nombre de personnes non dominantes est un fort avantage. et : Notes Liens :
Science & Nature - Human Body and Mind - Mind - Personality Science Behind Growth Mindset Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Recent advances in neuroscience have shown us that the brain is far more malleable than we ever knew. At the same time that these neuroscientific discoveries were gaining traction, researchers began to understand the link between mindsets and achievement. What does growth mindset teaching look like in the real world?