Course Description

From the ancient world through the Renaissance, and even today,  artistic and intellectual ability is often viewed as an intuitive gift rather than the result of effort. 

To what end? 

Mindsets powerfully impact learning behaviour. Learners with a growth mindset work harder, embrace challenge, persist for longer and learn from criticism, whereas the fixed mindset develops undesirable learning dispositions and character traits, ultimately under-achieving.

Teacher mindsets result in teacher expectations impacting student achievement. It is important that teachers understand the impact their beliefs, words and actions have on cultivating the learning disposition of students.

Participants will learn

• Evidence-based factors that impact achievement differentiation
  
  
• The role and context of self-determination theory in achievement, and how to influence self-motivation
  
  
• The (specifics of) quality and the quantity of student effort
  
  
• The significance of mindsets in shaping learner attitudes and character traits
  
  
• Teacher-language perception for high and low expectation of student ability
  
  
• Consequences from help (too much and too soon), praise (information-less feedback), talent attribution and other labels
  
  
• The nature of self-esteem, high or healthy
  
  
• Effective feedback strategies for cultivating a growth mindset
  
  
  

Audience

All teachers, primary and secondary.

Teaching Standards

3.5.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Use effective classroom communication:  Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

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