Skip to main content

Intelligence


Intelligence



Describe how the teacher develops and promotes true growth mindset in his/her instruction, assessment, and/or procedures. 

The teacher has this sign hanging in their room, in addition to having many frank conversations about the kind of mindset each student should be in to be most successful. I love the idea of introducing these ideas to students!
AFixed MindsetGrowth Mindset
A1Some people are born to be singers—I’m not one of them.I didn’t start with any singing talent—I’ve had to learn it all.
A2I suck at math.Math has been challenging for me.
A3I’ll never be an artist.I feel really dissatisfied with all of the art I’ve tried to produce.
A4I would never be comfortable offering hugs to strangers.I’m finding it really hard to imagine offering hugs to strangers.
A5I never seem to be able to keep my notes organized.In the past, when I tried to keep my notes organized, I didn’t have much success.
A6I’d really like to learn to juggle, but I just can’t.I’d really like to learn to juggle, though I haven’t started yet.
A7I’m not good at origami.I haven’t learned how to do origami yet.
A8I’m just bad at it, and I don’t care.Well, it’s not a priority for me to learn right now.


What more could/should the teacher do in this regard? 

I think that explaining how each assingment fits into the growth mindset could be beneficial. It gives the students a "why" into what they're doing, which we all know will help produce better outcomes. 

Provide specific examples

        If two students are given same problem then the person with fixed mindset will try to solve it by its usual inherited way and if it goes wrong they will be angry and try to prove themselves right , and another person with growth mindset will first of all analyse the problem and look all the possible solutions and then apply its solution ,if still he goes wrong , he will accept his mistake ,and change itself according to the need , they are adjustable characters, and they will excel as compared to people with fixed mindset. I can see this in the way she chooses to do her assessments and evaluations. 
        Watching her cover a whole unit at this point, I have been able to see all different types of assessments. They include, Pre assessment, formative, and summative testing. 

I have loved watching the example of this awesome teacher!   

Comments

Post a Comment

Popular posts from this blog

Piaget

Piaget What evidence do you see of specific teacher behaviors that are geared toward Piaget's theories about cognitive development? Cite specific examples and make clear connection to Piaget's work. Be thorough in your coverage of the theory, addressing multiple concepts (e.g., stage(s) of development, process of adaptation/equilibration) to demonstrate your understanding. Be sure to include a reference in your response. My cooperating teacher provided the students with a journal question about egocentrism. The question was, "Is my life fair?" The students then engaged in a class discussion about what they wrote down. She did not force any students to share but the ones who were comfortable enough to share, did.  We recognized that the majority of the students are in Stage 2: Pre operational of Piaget's stages. We came to that realization right off the bat with the lack of conversation being had when she asked the students t...
Post a Comment
Read more

Motivation TIPR

During my field experiences I have observed that school/teachers work to motivate their students to the best of the abilities. One form of motivation the school I have been conducting observations at is an attendance competition. The 7th, 8th, and 9th graders at this particular school are all competing with one another for an activity/prize at the end of each term. Whatever grade has the best attendance at the end of each term gets the prize. This term the winning grade will be taken to a movie. In Maslow’s Hierarchy of Needs two portions of the hierarchy are esteem and love/belonging. These two portions of the hierarchy are shown in the school’s motivation system in the regard that many students work to achieve their grade’s goal because they want to feel accepted and loved. If they have been recognized in doing something good they are more likely to do it again, and positive recognition will lead to higher self-esteem.
Post a Comment
Read more

Kohlberg

At which of Kohlberg's levels of moral development are the students in your class functioning? Cite specific evidence and explain your reasoning for selecting these levels. What did the teacher do, or what  might  be done, to help the students advance to higher levels  with regard to the examples you supplied above ?  Be su re to  underline the concept's vocabulary  in your response. I think that the students in the class I am observing are functioning at the Conventional Reasoning stage; Stage 3: Good boy/Good Girl. Just referring back to the example of the journal question on egocentrism that my cooperating teacher asked the class to engage in discussion about. I think the students that chose to not participate in the discussion were worried about saying something that would be disapproved or rejected by the rest of the class. It's also unknown as to whether or not the students who did choose to share actually shared what they initially...
Post a Comment
Read more