21st Century Learning and Teaching

Bigger issues:

#1. Unfairness is necessary. Giving second chances, for example, isn’t fair to those who perform on schedule and within expectation. But, not giving second chances is cruel.

#2. Fairness is merciless. Mercy is not getting what you deserve. In other words, mercy isn’t fair.

#3. Equal opportunity must include reward or lack of reward. Those who seize opportunities earn reward. Those who don’t seize opportunities don’t earn reward. It’s important to note that it’s not necessary to punish those who don’t seize opportunity.

Rewarding teams always includes some unfairness.

#4. Fairness – treating everyone the same – de-motivates high achievers and rewards low performers.

#5. Fairness, when it means everyone is treated the same, promotes inaction. If you can’t be do something for everyone then you can’t do it for anyone. The result is you don’t do much.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Counterfeit+Leadership

http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

In science, we build a firm foundation and then we keep renovating the house. We find interesting results, we are fascinated by them, we don’t always trust them, so we go back and replicate them. We also challenge them by asking, where will this not work? When does the effect go away? How can we use better methods to test our theories?

As part of this process, scientists ask each other questions. Recently, other scientists asked us some questions about three of our papers. We took this very seriously, carefully considered each inquiry, delved into the studies again (in some cases reanalyzing the data), and prepared three documents, each detailing our process and our findings (here, here, and here). In each case, we showed that the conclusions reached in the paper were sound. But, as with anything that helps make science better, we were grateful for the questions because they pointed out areas for improvement or clarity, and because we believe in open science.

It is important however to consider these questions in light of a large body of work. The growth mindset story does not rest on a handful of isolated studies. Research in this area has been ongoing for 30 years and the field has amassed a large body of work. A meta-analysis published in 2013 found 113 studies conducted by many authors and concluded that mindsets are a significant factor in people’s self-regulation toward goals.

Meta-analyses are helpful, but not the final word. Government data collected at a country level—all the 10th grade students in the country of Chile (over 160,000)—showed that holding a growth mindset predicted academic achievement at every socioeconomic level. Recently, the state of California, collecting data from over 100,000 middle schoolers, found that students’ mindsets were a good predictor of their test scores. And this doesn’t include many experimental studies that have carefully oriented children (or adults) toward different mindsets and found effects on outcomes. It is highly unlikely that mindset is a phantom phenomenon.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=carol+dweck

Ever wondered why kids say they’re bored at school, or why they stop trying when the work gets harder? Educationalist Carol Dweck explains how the wrong kind of praise actually *harms* young people.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=carol+dweck

Why do we demand excellence and then penalize people for achieving it? There must be a benefit for being exceptional and a consequence for being mediocre.

It’s time to raise the bar. It’s time to bring out the best in people. It’s time to demand excellence, and to recognize and reward it, too. We don’t gain anything from lowering the bar so that everyone can clear it. We also don’t gain anything by denying people the rewards they richly deserve. If we really want exceptional performance, we have no choice but to treat exceptional people in an exceptional way.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Frank+SONNENBERG

What happens when someone asks us to do something really tough? First, we try to get out of it. Right? Next, we complain that they’re asking the impossible. Then, we whine to our friends, “I’m having such a bad day” or “The world is unfair.” After we’ve exhausted every way to get out of the work . . . we take a break. (It’s exhausting.) When we return, we brainstorm excuses to cover our behind if things go south. And, when all else fails, and it usually does, we get down to work while talking to ourselves.

Contrast this mindset to a champion’s approach . . .

I can hear the coach saying, “If they’re bigger, be faster” “If they’re better, play up.” “If you’re hurt, walk it off and then get back in the game.” There’s no whining, no excuses, and certainly no second-guessing. The players are positive, they’re optimistic, and they’re entirely focused on winning. These are the trademarks of winners. They’ll do whatever it takes to win. They know they have to “get it done.”

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http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Frank+SONNENBERG

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

An individual with a digital mindset understands the power of technology to democratize scale and speed up every form of interaction and action

Carol Dweck, in her research, differentiated between Fixed Mindset and Growth Mindset, and how these linked to people’s perception of their own abilities. Those with a fixed mindset believe that intelligence is static, and this can become an obstacle to change in behavior. This in turn makes it difficult for them to be learning agile or to adjust to a rapidly changing and ambiguous world. On the other hand, people with a growth mindset are likely to take every opportunity to pull the resources they need to perform better. They are usually the ones to volunteer information, ask questions and try out new ways of doing things. It cannot be argued that the digital world calls for constant exploration, experimentation and learning. And individuals with a growth mindset are more likely to put in extra effort to learn new things, take charge of their own learning, and possess a resilience that helps them to overcome challenges.

Being agile is more than just adapting to change. In the age of disruptive tech, we must be able to foresee and change before the need to change arises. Agility in this context encompasses the skill of being able to scan the landscape of one's domain of work and organizational ecosystem, and keeping pace with what is happening at the edges to remain relevant. In the digital era, this would mean being comfortable with technology, seeing change as an opportunity, and accepting the new ways of working without feeling threatened. 

STILL following "WE have ALWAYS done it this way" OR ALREADY on Growth-Mindset!? Well, when analyzing posts from EDUcators, TEACHers from around the world on Social-Media twitter since 2009 already, I must admit (excuse-me please...) that MOST of THEM are still on a Fixed-Mindset! Very rare are those who have already adapted their…

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https://gustmees.wordpress.com/?s=growth+mindset

https://gustmees.wordpress.com/?s=practice

https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

An idea that is beginning to gain a lot of favour in educational circles at the moment is the notion of fixed versus growth mindsets, and how they might relate to students and learning. Based on the work of Stanford University psychologist, Carol Dweck, the idea of mindset is related to our understanding of where ability comes from. It has recently been seized upon by educators as a tool to explore our knowledge of student achievement, and ways that such achievement might be improved.

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http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset

False growth mindset is saying you have growth mindset when you don’t really have it or you don’t really understand [what it is]. It’s also false in the sense that nobody has a growth mindset in everything all the time. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait.

Something really challenging and outside your comfort zone can trigger it, or, if you encounter someone who is much better than you at something you pride yourself on, you can think “Oh, that person has ability, not me.” So I think we all, students and adults, have to look for our fixed-mindset triggers and understand when we are falling into that mindset.

I think a lot of what happened [with false growth mindset among educators] is that instead of taking this long and difficult journey, where you work on understanding your triggers, working with them, and over time being able to stay in a growth mindset more and more, many educators just said, “Oh yeah, I have a growth mindset” because either they know it’s the right mindset to have or they understood it in a way that made it seem easy.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

https://gustmees.wordpress.com/2016/11/14/pssst-the-most-important-in-education-understanding/

https://gustmees.wordpress.com/2016/11/01/getting-ready-for-modern-education-first-try-to-understand-what-it-is/

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https://gustmees.wordpress.com/?s=creativity

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Creativity

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=ePortfolios

https://gustmees.wordpress.com/?s=digital+citizenship

https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

I’ve compiled a list of statements offering new teachers advice as they enter their first year of teaching. It is my intention that these suggestions will dispel many of the myths pre-service teachers encounter as they complete their training programs.

Don’t accept the DEFAULT, seek out an option that will be BETTER for students:

• Make it your mission to fight “We’ve always done it this way” thinking.
• Be a disruptor and shake things up. Create an epic classroom!
• Start slowly with little tweaks like replacing rows of desks with clusters of four in all classrooms, especially those in middle school and high school.
• Create the change you wish to see in your school.

Be so GOOD they can’t ignore you:

In the best guide I’ve found to learning this skill, “Thanks for the Feedback: The Science and Art of Receiving Feedback Well,” Douglas Stone and Sheila Heen of the Harvard Negotiation Project explain that feedback — both positive and negative — is challenging because it hits us in the vulnerable soft spot between our desire to grow and our deep need to be accepted and respected. The key to hearing feedback well, they argue, is to adopt what the psychologist and author Carol Dweck calls a “growth mindset.” People with a growth mindset believe that effort and challenge make us better, stronger and smarter, while those with a “fixed mindset” believe that our inherent assets are static no matter what we do.

Not all of the criticism kids face is constructive. Some of it is born out of ulterior motives or dark intentions, but the good news is that a growth mindset can protect kids from this sort of feedback as well.

Learn more:

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Criticism

Learn more at https://www.mindsetkit.org/

Learn more:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/