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"Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential." Via Beth Dichter, Rosemary Tyrrell, Ed.D. 
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"Do you really know something if you can’t remember it? I had a conversation with a fellow educator on this subject one semester, and we both came to the conclusion that knowledge relies almost exclusively on a student’s ability to remember what she has learned. Proof of knowledge comes from demonstration of knowledge; if you can’t recall a fact, then for all intents and purposes you never learned it. But where does that leave intelligence?" Via Beth Dichter
Beth Dichter's curator insight,
February 11, 2014 10:35 PM
This post notes that working memory plays a critical role in academic success. There is a detailed section that share the science behind working memory. This section is followed by 10 suggestions on how you could work with your students to increase their working memory. Two of the suggestions are: * Chunking * Interacting images In is likely that we have students in our classes with poor working memory. One of the suggestions is The Automated Working Memory Assessment that they state may be used by a teacher. What would happen if we were able to learn that a struggling students needs to increase their working memory and had tools to assist them to learn how to do this? Would they become more successful? This is a post you may want to share with others in your building.
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Can intelligence be changed? This article explores this issue, looking at work by Carol Dweck (and colleagues). It looks at "fixed mindsets" and "growth mindsets" and student whom have "growth mindsets" engage "in adaptive behaviors, such as focusing on mastering concepts and developing new strategies after making mistakes." Students with "fixed mindsets showed decrements in performance when faced with negative feedback or failure." Additional information is found in the article. Via Beth Dichter
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The image is from cartoonist Hugh MacLeod, who came up with such a brilliant way to express a concept that’s often not that easy to grasp. The image makes a clear point—that knowledge alone is not useful unless we can make connections between what we know. Whether you use the terms “knowledge” and “experience” to explain the difference or not, the concept itself is sound. Lots of great writers, artists and scientists have talked about the importance of collecting ideas and bits of knowledge from the world around us, and making connections between those dots to fuel creative thinking and new ideas. Via The Learning Factor
The Learning Factor's curator insight,
June 19, 2014 5:11 AM
Research shows that creativity and intelligence are linked with the physical connections in our brains. Here's how to connect the dots.
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![The Power of Suggestion: Using Psychology To Improve Student Intelligence [Infographic] | gpmt | Scoop.it](https://img.scoop.it/JripGqmOEopQGfeiPzOuKzl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
So how can educators use psychology to improve student intelligence and academic achievement? BrainTrack have produced this infographic looking at the power of suggestion. Via Gust MEES
Gust MEES's curator insight,
February 9, 2013 6:32 AM
A very GOOD trick to use that is to show the students some tools and telling them that they are YOUR "Secret Tools" and give them the download link! Show them also examples which YOU created, BUT these examples shouldn't be perfect (even weak...) and challenge them to do BETTER, NOT TIME LIMIT to do that!!!
Wait and see and be SURPRISED ;)
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Howard Gardner identified a list of eight ‘intelligences’. His thoughts on what constitute intelligence have developed over time. The first two are ones that have been typically valued in schools; the next three are usually associated with the arts; and the final three are what Gardner called 'personal intelligences'. 1. Linguistic: To learn, use and be sensitive to language(s). 2. Logical-mathematical: Analysis, maths, science and investigative abilities. 3. Musical: Perform, compose and appreciate music, specifically pitch, tone and rhythm. 4. Bodily-kinesthetic: Co-ordination and use of whole or parts of body. 5. Spatial: Recognize, use and solve spatial problems both large and confined. 6. Interpersonal: Ability to read others’ intentions, motivations, desires and feelings. 7. Intra-personal: Self-knowledge and ability to understand and use one’s inner knowledge. 8. Naturalist: Ability to draw upon the immediate environment to make judgments.
Peter Hoeve: One could successfully argue that the list should be stretched with Talents or Intelligences covering all the Senses, like: 9. Visual Arts as Painting and Sculpturing or appreciating its Products; 10. Gustatory talents, useful in becoming a Chef; 11. Olfactory intelligence for detecting smells and analyzing perfumes; 12. Visionary skills to boldly go where none has gone before ... ;-) Via Peter Hoeve
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New research on mindset. Definitely worth a read!
Thx Beth Dichter!
You can learn to be smarter,