In the article, “Brainology: Transforming Students Motivation to Learn” by Carol S. Dweck, she explains the different mindsets, which are, fixed and growth. According to Dweck, a student with a fixed mindset believes that they can only learn so much. A student with a growth mindset believes that intelligence is achieved through determination and hardwork. The way parents are praising their children is really affecting their confidence in academics. The mindset I am is fixed because when I get stuck on something I tend to give up easier than people with a growth mindset.
Thus it can be said that formative assessment supports the expectation that all children can learn to high levels and poor performance students who has the lack of ability and therefore become discouraged and unwilling can benefit from it. While feedback generally originates from a teacher, learners are also supposed to play an important role in formative assessment through self-evaluation. Two experimental research studies have shown that students who understand the learning objectives and assessment criteria and have opportunities to reflect on their work show greater improvement than those who do not (Fontana and Fernandes, 1994). Students with learning disabilities who are taught to use self-monitoring strategies related to their understanding of reading and writing tasks also show performance gains
Growth or Fixed Mindset In Carol Dweck’s article “The Perils of Praise and Promise” she explains the difference between a growth and fixed mind-set. Dweck says” In a fixed mind-set, students care first and foremost about how they will be judged; smart or not smart. Repeatedly students with this mind-set reject opportunities to learn if they might make mistakes. When they do make mistakes or reveal deficiencies, rather than correct, they try to hide the mistakes.” Dweck says this about a growth mind-set “By contrast in growth mind-set, students care about learning. When they make mistakes or exhibit a deficiency they correct it, for them effort is a positive thing.” For instance, my brother has a fixed mind-set and my cousins has a growth mind-set, they have many similarities and differences.
But the important question now is, are the students really happy taking subjects? In my opinion taking subjects would be a necessity if it is controlled system; it helps students with their college future and lets them do what they like. The absence of control in “taking subjects” system decreases students’ chance of studying what they prefer. They have to study particular subjects according to state standards, which may preclude them from participating in extracurricular activities and participate learning they like. If the students don’t like what they are studying at school, they will do it just as a daily routine.
"Brainology: Transforming Students ' Motivation to Learn" is collection of informative text by Carol S. Dwecks, covering the concept of Fixed and Growth mindsets, along with the cause and effect for each. Dwecks opens the text with a researched idea that our brains are constantly changing throughout our lives, while learning and experiencing, followed by a question "Does this learning have implications for students ' motivation and learning?". Later showing that what students believe about their brains and source of intelligence, whether sought as being fixed or having the ability to grow and change, does have effects on their motivation and will to learn. Another question is asked, how do said mindsets work, and how might we be able to
It stresses all of us out, making us worry about our grades, slowly losing our sanity. But the real question is, will we really get smarter? Smarter Balanced is basically a normal summative assessment that goes over everything we’ve learned so far. What makes it better than our regular assessments we have in school? The company of Smarter Balanced states, “Smarter Balanced is designed to measure whether underlying concepts have been taught and learned, rather than reflecting mostly test-taking skills.” SBAC is one way of making sure that we know these skills before we move on to the following grade.
It is important for students with difficulty staying focused, and who have issues with inconsistent alertness, to be given opportunities to move around. Students who struggle with attention often do better if they are given opportunities for brief breaks, which help to enhance the learning process (Jensen, 2000). When students are engaged in a task that involves higher order of thinking for a long period of time, students can experience a “burnout,” which results in no new learning to occur (Jensen, 2000). Having scheduled breaks will assist students with attention disorders to better process information and learn new material in the classroom. Many students have experienced time-outs, however, it is important to decipher between time-outs and taking a break.
Many students in this day of age do not understand the concept of having an “open mind.” Minorities nowadays want everything right then and there. Due to the advances in technology and parenting in present time, many learn throughout all aspects of life to have a one way mind. I am one who can relate to what Carol S. Dweck writes about in her research article, “Brainology: Transforming Students’ Motivation to Learn,” and that having a fixed mindset is an extreme setback, whereas having a growth mindset, potential is realized and often accomplished. She explains further into her article those who have a growth mindset have a very straightforward idea of effort compared to those with a fixed feel that working hard is a downfall. The two mindsets are exact opposite and having a growth furthers a person’s success rate later in life compared to a fixed mindset.
Differences One significant difference between Bruner and Vygotsky is that Bruner believes that students learn better if they obtain information and knowledge themselves through active participation and teacher only giving support at the right time. Conversely, Vygotsky believes that students face challenges when teachers left too much work for them to do independently. He thought students learned better when they communicated, interacted, shared and discussed with one another. Real life
In what world would that benefit our community of hard-working students? I believe that each individual student has their own pace and technique in learning and every individual is different. Students learn differently in different amount of times. How is it fair that a student is tested according to the pace of their learning skills? I believe it is ignorant to trust that only one class is enough to teach a whole lesson and be tested on it the next day.
The overall goal of the book is to give guidance and understanding of how to help a student regulate themselves in given situations so they can complete a desired task. Often, students with self-regulation issues appear as students that are not trying hard enough to complete a task or defiant toward a task and are trying to get out of a task (McClelland, "Development and Self-Regulation"). However, the students are more likely trying to regulate themselves through actions that are not appropriate to the external situation. I have experienced students with self-regulation issues. The student would yell and run during transition times.