Lesson 3 - Help Students Manage Their Academic Mindset and Stamina
ACCELERATING LEARNING FOR UNDER-PERFORMING STUDENTS
TIMING/TASKS: Video Length 15 minutes. To complete this lesson: 1) Watch video to end; 2) Read additional text below; 3) Download & complete exercise(s) in right column
TIMING/TASKS: Video Length 12 minutes. To complete this lesson: 1) Watch video to end; 2) Read additional text below; 3) Download & complete exercise(s) in right column
Help Students Manage Their Academic Mindset and Stamina
OUTCOMES
LESSONS IN THIS MODULE
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RESOURCES
EXERCISES
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I see the difference between academic mindset and current misconceptions of “growth mindset” and grit.
I can use simple reflective practices to help students shift their internal self-talk when moving into their zone of proximal development.
I can support students to rewrite their internal narratives and shift their negative learner identity.
I know how to combine care and push effectively to engage active demandingness in ways that help dependent learners improve their learning moves.
As we move students into and through the learning pit, we are asking dependent learners to stretch themselves, and they will typically resist due to their own internal narratives.
But as their “cognitive coach”, we can’t take no for an answer — because we know they can. Like a personal trainer, we ask them to dig a bit deeper and try new things.
It is much easier to declare you “can’t” do something and then give up. For some students, failure is all they have experienced. But getting a student to see that he has the potential to grow intellectually is not easy and requires proof, not just platitudes.
In this lesson, we are looking at ways to help dependent learners get their academic mindset aligned with productive struggle. In addition, we want to avoid reducing this to just another “grit” type pep talk.
ACTION ITEMS
Do the 7 Day Challenge (or make it 14 or 21 Days, if you like)
Take time to coordinate these practices with structures and processes from other Module 5 practices
Revisit the time and space you are creating for instructional conversation – both for “micro-sized” and slightly longer (10 minutes) conferring sessions
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