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Effective learners and changing the mindset

Habit is a cable; we weave a thread of it each day, and at last we cannot break it. Horice Mann, American Educator 1796 - 1859. Effective learners and changing the mindset. Learning to be an effective learner.

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Effective learners and changing the mindset

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  1. Habit is a cable; we weave a thread of it each day,and at last we cannot break it.Horice Mann, American Educator 1796 - 1859 • Effective learners and changing the mindset

  2. Learning to be an effective learner. • WALT- Understand how habits of mind can make students effective, successful life long learners • WILF- Take an active role in your own learning

  3. A good practice?

  4. Good notes?

  5. Evidence of……….?

  6. What do good learners do? • How do they like to learn? • What engages them and motivates them? • How do they behave? • What skills do they constantly use to help them learn? • What do they do when they get stuck?

  7. What are the main barriers to learning that students impose on themselves? • What barriers do you create? • What switches you off learning? • What do you get stuck on? • What do you do to get unstuck?

  8. Good learners worksheet • Highlight your strengths / weaknesses • Which are the most important? • Pick 3 that you want to improve on and complete an action plan.

  9. Reviewit it it it it it it it it Tweet Map Checkpoint Explain Post Report MCQ Traffic Light SPIN Spin to select the learning review 1 - stop Q - start

  10. Tweet it Write a short tweet about what you have learned at this stage in the lesson. Remember you can only use 140 characters...

  11. MCQ it Create 3 multiple choice questions based on your learning so far ready to have a team quiz...

  12. Explain it You have 2 minutes to chat with the person next to you about the key themes discussed so far. Your teacher will choose who needs to address the whole class...

  13. Post it On your post it note write both a sentence about your learning so far and a question to test the rest of the class. When you have done stick it on the board...

  14. Map it Create a concept map of the learning to this point. You can do a basic spider diagram or you can try to link concepts together to show your geographical understanding.

  15. Report it Write a 30 second news report on the topics we have gone through. You can create this either to be presented on TV or on the radio.

  16. The Three Musketeers

  17. All For One And One For All

  18. Fixed and Growth MindsetsRate your mindset

  19. Your Mindset What you need to do Read the following statements and pick one statement in each section that best reflects your view about ability. Remember the score associated with the statement and add them up as you go. You need a total score at the end.

  20. Section A - Intelligence • 1 Intelligence is something you are born with – you either have as lot of it or you don’t • 2 You can learn new things but you can’t change your intelligence • 3 Intelligence is something you can largely change with effort • 4 Intelligence is totally shaped by effort and learning

  21. Section B -Personality • 1 Some people have personalities that are sociable and others are shy – these are qualities that you either have or you don’t • 2 Everyone is born with a personality such as being sociable or shy and life experience can change your personality a little • 3 Personality can be shaped a lot by experience – if you want to be more sociable you need to work at it • 4 Personality is something someone shapes for themselves – you can change your personality to be sociable or shy

  22. Section C - Organisation • 1 People are either highly organised or not – there is not a lot you can do about it • 2 People tend to be naturally highly organised – but people can learn to be a little more organised • 3 Organisation can be developed through sustained effort – however some people are better at it than others • 4 Organisational ability is something that is completely within someone’s control and is an ability that can be developed through effort

  23. Section D - Examination results • 1 Some people seem to be naturally good at taking examinations – they have always been good taking tests • 2 Some people seem naturally good exam takers but it is possible to slightly improve exam performance with effort – but within a limit • 3 Performing well on tests and exams is technique that can be improved significantly with effort but there is a limit to what can be achieved • 4 Examination performance is a skill that can be developed entirely through a lot of effort – there is no ceiling to what it possible

  24. Section E - Sporting ability • 1 Sports stars need a natural talent to be successful in their chosen area. • 2 Sports stars have natural talent for their chosen spot but it also takes hard work. • 3 Sports stars are people that were not always the best, but they were relatively good, but they persevered at the sport to become successful. • 4 Hard work , drive, and determination are the key ingredients to sporting success, not natural talent.

  25. Section F -Leadership • 1 Leaders are charismatic – an aptitude that is part of your personality that you either have or you haven’t. • 2 Leadership is a skill that, in the main, people have but aspects of good leadership can be learned. • 3 People develop leadership skills through experience but some people have a basic aptitude to be effective leaders. • 4 People develop into good leaders through experience – failing, failing again and eventually, through perseverance, succeeding.

  26. YOUR MINDSET – ‘FIXED’ OR ‘GROWTH’? If you scored 6… Verystrong - ‘Fixed Mindset’ Your score means that you are strong in this view that ability is natural – there is little that experience and hard work can do to develop talent and skill

  27. YOUR MINDSET – ‘FIXED’ OR ‘GROWTH’? If you scored 7-12 Weak ‘Fixed Mindset’ Your score means that in many areas ability is natural – there is little that experience and hard work can do to develop talent and skill. However, there are some areas where you feel talent is natural and in others you think hard work can develop talent. The closer the score to 7, the stronger the view that you think talent is natural and experience has effect. The close the score to 12, the more you believe that in some areas, hard work can affect talent.

  28. YOUR MINDSET – ‘FIXED’ OR ‘GROWTH’? • If you scored 13-18 Weak ‘Growth Mindset’ You believe, the closer you score 18 than 12, that talent can be developed through hard work. However, you also think natural talent also plays a key role in some areas – maybe it does.

  29. YOUR MINDSET – ‘FIXED’ OR ‘GROWTH’? • If you scored 19-24 Very strong ‘Growth mindset’ You believe, that talent can be developed through hard work in nearly all areas of life. You might also think natural talent also plays a key role in Some areas – but the closer your score to 24, the more you believe all talent can be developed through hard work.

  30. Discussion • Did you answer the questions honestly? • What do you genuinely believe about ability – how much is fixed and growth? • Which mindset do you think you tend to adopt most? • Which mindset do you wish to be more like?

  31. Fixed and Growth MindsetsMyth of genius

  32. Myth of genius Thomas Edison – inventor of the light bulb Edison is sometimes viewed as an eccentric inventor, alone in a workshop discovering things. Far from the case, Edison was not a loner – he was supported by 30 well trained scientist in a corporate sponsored well- equipped lab. He had very good relations with journalists and could spin stories that made Edison shine as the ‘lone inventor’. Edison received a huge amount of support to become successful.

  33. Myth of genius Mozart – composer In his book Genius Explained by Michael Howe, a psychologist at University of Exeter, Mozart is portrayed as child genius. Mozart’s father was composer & performer who domineered Mozart – training him intensively from the age of three. His father wrote a book on learning the violin – he was interested in how children learn. Mozart did not produce anything exceptional or unique until he was in his late teenage years – young, yes – but by this time, Mozart had clocked up a huge amount of hours of intense practice and personal tuition from his father. Mozart needed support and guidance to get to be so successful. Source: M. Howe, ‘Genius Explained’ (1999)

  34. Myth of genius • Lewis Terman, Psychologist at Stanford University, USA, believed in genius. He tracked 1470 children with very high IQs, throughout their life. Average IQ = 100. Terman studied those with an IQ between 140-200. • Those who ended up successful were mainly those from middle class backgrounds – parents took them to clubs, got them tuition, taught them social skills (this seemed to be key). • Many genius children ended up in poor, low level jobs or even unemployed. Genius is not enough! Source: M. Gladwell, Outliers (2008)

  35. Research • Benjamin Bloom – studied 120 outstanding student achievers – sculptors, pianists, Olympians, mathematicians • None of them stood out when young • However they shared one common factor – their motivation, continued commitment, and network of support Source: M. Gladwell, Outliers (2008)

  36. OVER TO YOU Let’s look at Bloom’s conclusions • motivation how can you tell if you are motivated? Are you motivated? • continued commitment what does commitment look like? Are you committed? • network of support what access have you got to support? How can you increase it?

  37. Bloom’s quote - Over to you • “After 40 years of intensive research on schools and learning…my conclusion is: what any person in the world can learn, almost all persons can learn, if provided with the…conditions for learning” • Not counting bottom 3% or top 3% - extremes • What’s your view on Bloom’s conclusion? Source: M. Gladwell, Outliers (2008)

  38. Traffic Light it Where is your learning at? Red = I have misunderstood some of the topics. (write down 2 questions that you need help with) Amber = I have understood most of the topics so far (write down 1 question and 1 key theme you have understood) Green = I have understood the topics so far (write down 2 key themes from the lesson to show your understanding)

  39. Checkpoint it • Where is your learning at? • What do you know? • What are you unsure about? • What are we yet to find out?

  40. Action Research Complete your own personal action research on the sheets provided. If time have a look at the video. It discusses how we can change our body language to make us successful. http://www.youtube.com/watch?v=Ks-_Mh1QhMc

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