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Growth Mindset Pocketbook.

Author: Barry Hymer; Mike Gershon
Publisher: New York : Management Pocketbooks, 2014.
Series: Teachers' Pocketbooks.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Whatever it is that makes you you, can you affect it? Your answer to that question gives us a glimpse into your 'mindset'. People with fixed mindsets believe that fundamental qualities like intelligence are essentially stable; people with growth mindsets believe that such qualities can be developed and nurtured. As teachers, if we can foster growth mindsets in our students the results will be transformative. Barry  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Hymer, Barry.
Growth Mindset Pocketbook.
New York : Management Pocketbooks, ©2014
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Barry Hymer; Mike Gershon
ISBN: 9781908284723 1908284722
OCLC Number: 908091924
Notes: Mindset mentors.
Description: 1 online resource (132 pages).
Contents: Cover; Copyright Notice; Enjoy the read!; Title Page; Publisher; C o n t e n t s; Foreword; Welcome; The Nature of Mindset; What are mindsets?; Beliefs vs ability; What ability per se has contributed to humanity; The evidence base; Why do mindsets matter?; A mindset's effects; Don't most people have growth mindsets?; Mindset's origins; The role of parents; Good advice for parents; The dangers of 'being clever'; The dangers of 'not being clever'; Are mindsets measurable?; Try measuring; Are mindsets changeable?; Trial and Error; Loving the tough stuff; The power of failure. Mindset show and tellThe value of challenge; Challenge and achievement; Challenge and its neuro-roots; Deliberate practice --
let your reach exceed your grasp; Challenge and mindset; Neural responses to error; Linking challenge to pupils' experiences; The power of failure; Mistakes are brilliant!; Modelling mistakes; A quick experience of failure and success; Logging mistakes; Stories of success; The artist's approach; Targeted Effort; Effort is important but problematic; Understanding effort --
work vs learning; Understanding effort --
what does 'working hard' mean?; If you don't sweat it ... Neural learningFiring on all cylinders; The sum of the parts; Making effort visible; Don't let effort grades be blunt tools; Meaningful effort grades; Differentiating effort grades; Making effort sexy; Giving effort status; Tapping into 'divine dissatisfaction'; Feedback Trumps Praise and Prizes; Abandoning cherished practices; The nature of feedback; The importance of feedback; Growth vs fixed mindset feedback; Evaluating feedback; The problem with praise; But kids love praise!; Bad praise monitors; Reframing praise; It's time for retraining; Focused feedback. Turning pupils into feedback givers (1)Turning pupils into feedback givers (2); Real-time continuous feedback; Interview feedback; Interview feedback example; Auto-feedback; Tracking feedback; Making the grade?; Going Seriously 'Meta'; It's the learner's job to learn; The nature of meta-learning; Motivation and volition; Mental contrasting; Mental contrasting in action; Making metacognition the objective; Meta-feedback; Know your own mind; Taking control of your memory; Attention! Traffic lights; Together we are better; Mirror, mirror on the wall; Concept mapping; A 'Revolution Concept Map' 'What if ...?' questionsA trio of reflections; Three growth mindset messages; Mind Your Language; It's good to talk; Your story; Your pupils' stories; A parent's story; The power of metaphor; A policy audit; Challenging language; The hidden persuaders; Dramatic confrontation; Getting into role --
characters; Getting into role --
scenarios and language bank; A guide to guide me; Mindset bingo!; Growing a Group Growth Mindset; Growth mindset dispositions; Collective mindsets; Cooperative learning groups; The link between growth mindset and thinking skills; Other thinking skills approaches.
Series Title: Teachers' Pocketbooks.

Abstract:

Whatever it is that makes you you, can you affect it? Your answer to that question gives us a glimpse into your 'mindset'. People with fixed mindsets believe that fundamental qualities like intelligence are essentially stable; people with growth mindsets believe that such qualities can be developed and nurtured. As teachers, if we can foster growth mindsets in our students the results will be transformative. Barry Hymer and Mike Gershon begin by explaining how learners with growth mindsets are: more open to challenges and constructively critical feedback; resilient in the face of obstacles and.

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