Saturday, July 29, 2017

English. I can do it too!

This quote is inspired by a passage from Chapter 2 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015). Ritchie writes: "A learner has a vicarious experience when observing others accomplish tasks."

So, as others grow, you can grow also.

I can do it too!

(The image is from cheezburger.)

Wednesday, July 26, 2017

English: Look boldly ahead.

This is another one of Brad Esau's lovely photographs of Mrs. Bean. For more about Brad and Mrs. Bean, see this earlier post. You will be able to see all the Mrs. Bean posts as I add them using this link: more Mrs. Bean memes.

Each word of today's growth mindset advice is important:

LOOK: Look for yourself; don't wait for others to tell you. Use your eyes and your mind to see what's going on around you.

BOLDLY: Set aside your fears; fear is the mind killer (yes, that's from the Litany Against Fear in the great sci-fi novel Dune).

AHEAD: Don't worry about the past; look to the future instead. Growth goes forward. :-)

Look boldly ahead.

Helping Learners Move Beyond “I Can’t Do This”

I was excited about the references to growth mindset in the Twitter stream from #InstCon today, and here's a fantastic new infographic from Jackie Gerstein that has a lot of relevance to the growth mindset approach; read the blog post for details about each item in the infographic: Helping Learners Move Beyond “I Can’t Do This” — and here's the infographic, with the transcription below:

Helping Learners Move Beyond "I Can't"
  • Help learners focus on “I can’t do this . . .  YET.”
  • Teach learners strategies for dealing with frustration.
  • Encourage learners to ask for help from their peers.
  • Give learners tasks a little above their ability levels.
  • Emphasize the processes of learning rather than its product.
  • Reframe mistakes and difficulties as opportunities for learning.
  • Focus on mastery of learning; mastery of skills.
  • Avoid the urge to rescue them.
  • Provide multiple opportunities to learn and build upon previous learning.
  • May need to push learners beyond self-perceived limits.
  • Help learners accept an “it’s okay” when a task really is too hard (only as a last resort).
  • Build reflection into the learning process.