Individual students usually hold a belief about their own intelligence and ability. A teacher also develops individual student level beliefs about their intelligence and ability. These beliefs have significant implications for students' learning and achievement. Researchers have distinguished two categories of assumptions or beliefs concerning students' intelligence. They might have a fixed mindset that regards intelligence as a fixed characteristic: some pupils are intelligent, and that's that. A growth mindset, on the other hand, holds that intelligence may be developed through a variety of methods, such as effort and proper instructions. Studies demonstrate that having a growth mind-set is especially important for students who are laboring under a negative stereotype about their intelligence and abilities. Adopting a growth mind-set helps those students remain engaged and achieve well, even in the face of stereotypes. The proposed session will provide practical suggestions on how to create a growth mind-set in a class. Through various activities of short lecture, individual and group exercises, and class discussion, the participants will learn how to: 1) identify personal mind-set, 2) deal with personal believe about students of diverse backgrounds, 3) provide growth mind-set feedback on students’ work, and 4) create a culture of growth mind-set in the classrooms. These takeaways will help participants to change their perspective on students’ intelligence and provide tools and techniques to develop growth-mind-set classrooms.
This session is part of the Teaching and Learning Conference (TLC@AOM). A separate TLC@AOM registration fee of $120 (USD) is required. Space is limited and registration is on a first-come, first-served basis. The deadline to register is 11 August, unless sold out. Register for TLC@AOM.
