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‘Mindsets’, the simple but compelling idea put forward by Carol Dweck of Stanford University, has taken the US educational system by storm and challenged the way our Stateside colleagues view learning, talent and ability.
In the UK, with less fanfare, but as much enthusiasm, the numbers of supporters of mindset theory have steadily grown. Teachers and school leaders have found the approaches and practical tips suggested by mindsets theory have had a clear impact on the performance of learners in their classrooms.
This course looks at the way growth mindset theory can inform teaching practice and gives practical tips for embedding the positive ethos of growth mindsets into your classroom and school.
Starting with a look at how theories of intelligence can be of benefit to teachers, the course explains in detail the implications of growth mindset theory for educators. The course looks at how language in the classroom can be used to encourage learning and create a positive environment. It covers how praise can be inhibitive as well as constructive and how feedback can be best framed to encourage learners to strive to improve. Taking the central assertion that intelligence can be developed as a starting point, the course reviews strategies to improve learners’ memory and retention of details. A thoroughly practical course, it aims to leave teachers armed with strategies to straightaway begin to embed growth mindsets into their classrooms.
• 3 theoretical views of intelligence and how they benefit teachers
• What are growth mindsets?
• Implications of growth mindset theory for learners
Growth mindsets in the classroom
• Challenging and changing learners’ mindsets
• Find and Replace: ‘mindset talk’ and changing the language of the classroom
• The good and bad effects of praise
Teaching practice and growth mindsets
• Learning and memory – techniques to encourage better recall and learning
• The role of feedback in a growth mindset approach to learning
• Effective feedback techniques
Growth mindsets and metacognition
• The importance of making mistakes
• Knowing what you know and learning what you learn
• Engaging learners with reflection