After reading the entire article, go back to the “Mindsets and Achievement” section beginning on page 1. Annotate, take notes on, the section as you re-read it. You can underline, highlight, write in the margins, doodle, or anything else that helps you when reading. You will need to submit your annotated reading here on Blackboard.
There are two ways to submit:
- Print the reading and annotate by hand. Then submit a scanned copy or picture of the page(s).
- Digitally annotate using a PDF reader (like Adobe Acrobat) and submit the annotated digital document.
If you have questions or concerns about being able to complete this, contact me right away. It is a graded assignment. It will be evaluated based on how thoughtful and useful the annotations are. You can include a note or comment with your assignment submission to explain any organization or note-taking systems you use.
Re-read the section, “Brainology” and then answer the questions with complete sentences.
QUESTION 1
- How did they teach growth mindset?
The first step in teaching the growth mindset was to create a growth mindset workshop. Additionally, they took seventh-grade students and categorized them into two groups. Both groups enjoyed an eight-session workshop that had crucial study skills. However, the growth mindset group got extra lessons on the topic, what it meant, and its application on school work. The growth mindset lessons started with an article referred to as “You Can Grow Your Intelligence: New Research Shows the Brain Can Be Developed Like a Muscle.” The learners were fascinated by the knowledge that brain growth was entirely their responsibility. The student strived to develop their minds and by the end of the semester, they depicted significant improvement. Some responded to the question of whether they changed their mind about anything by claiming that it altered their understanding of how the brain operates and promised to strive harder since they understood that their brains work better when they keep trying.
QUESTION 2
- Who showed substantial benefits from being in the growth-mindset workshop?
The who depicted substantial benefit were those who belong to negatively stereotyped ones such as African-Americans, girls in mathematics, and Hispanic learners in math and verbal areas. Stereotypes involve fixed-mindset labels, and they suggest that the ability or traits in question are fixed, and some individuals possess them, while others do not. The harm that stereotypes cause emanates from fixed mindset messages that they send. However, the growth mindset was suitable for such students because it indicates that abilities are acquirable and conveys a positive and encouraging message to stereotyped students, inspiring motivation and engagement. Moreover, most of the students who participated in the study loved it claimed that it altered their ideas about learning, and changed their study habits.
QUESTION 3
- What did teachers report?
Teachers reported a significant improvement in their students and claimed that they had developed curiosity and interest in their studies. The teachers further reported that their students agreed to study, take notes, practice, and pay attention to ensure that they made a connection.