Hi all -- Great job creating these main ideas. I've posted them all below.
For homework, fill in page 6 (handwritten is ok) in your packet, reflecting further on what you believe Carol Dweck's main idea is. If she' s writing this for teachers, what does she want them to know? What does she want students to know? I recommend you re-read the introduction and conclusion of the essay, too, as she is writes directly about this. Then, fill in your response, too. What do you think about all this so far?
Then, type your outline, using pg 8 in the packet as your guide. You have the topic sentences for each section below (and I've added which paragraph each section will be, but maybe you've already figured that part out). Now your job is to fill in the thesis and support for each section. What are the supporting ideas in each section? Refer to pgs 25-29 if you need help, or feel free to email me.
Please also bring in TWO copies of your outline - one for me and one for you to use in class.
We didn't get to talk about all this, so do the best you can.
Paragraph 1:
Fixed or Malleable: Students typically have two different mindsets, fixed or growth. Based on research, our brain develops and our intelligence requires effort and is not fixed.
For homework, fill in page 6 (handwritten is ok) in your packet, reflecting further on what you believe Carol Dweck's main idea is. If she' s writing this for teachers, what does she want them to know? What does she want students to know? I recommend you re-read the introduction and conclusion of the essay, too, as she is writes directly about this. Then, fill in your response, too. What do you think about all this so far?
Then, type your outline, using pg 8 in the packet as your guide. You have the topic sentences for each section below (and I've added which paragraph each section will be, but maybe you've already figured that part out). Now your job is to fill in the thesis and support for each section. What are the supporting ideas in each section? Refer to pgs 25-29 if you need help, or feel free to email me.
Please also bring in TWO copies of your outline - one for me and one for you to use in class.
We didn't get to talk about all this, so do the best you can.
Paragraph 1:
Fixed or Malleable: Students typically have two different mindsets, fixed or growth. Based on research, our brain develops and our intelligence requires effort and is not fixed.
Paragraph 2:
2 Faces of Effort: There are two different psychological worlds the effort of growth mind-set trying hard and fixed mind-set turning off
2 Faces of Effort: There are two different psychological worlds the effort of growth mind-set trying hard and fixed mind-set turning off
Paragraph 3:
Effects of Praise: Praising students intelligence gives them a short burst of pride, followed by a long stride of negative consequences. Praise of intelligence can lead to a loss in confidence and also lead to a fixed mindset.
Paragraph 4:Effects of Praise: Praising students intelligence gives them a short burst of pride, followed by a long stride of negative consequences. Praise of intelligence can lead to a loss in confidence and also lead to a fixed mindset.
Motivated to Learn: They performed interventions on fixed-mindset students to help them achieve a growth-mindset and help build a constant confidence.
OFFICE HOURS: Please note that I will be changing my office hours from Weds to Friday starting next week. I'll be available 10-10:50 on Fridays in my office, DON 366.
See you in class!
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