Having a growth mindset is not only essential for students. It also can help teachers increase their impact in the classroom. That's the premise of our latest Edutopia blog post, which explains how the growth mindset as described by Carol Dweck, has implications for learning and improving education.
The growth mindset is a belief that individuals can improve, change, and grow through application and experience, no matter what their initial performance, interests, talents and skills may be. Marcus and I wrote the post to focus on the importance of empowering educators with opportunities to develop a growth mindset, which will help build skills and strategies to increase the impact of their instruction in the classroom.
Showing posts with label Smarter Teacher Leadership. Show all posts
Showing posts with label Smarter Teacher Leadership. Show all posts
Thursday, December 22, 2016
Sunday, January 17, 2016
Celebrating 20 Years of Title I Teaching!
I am pleased to be presenting on the first day of
the Title I 2016 Annual Conference where I will be sharing our model/framework of mind,
brain, and teacher leadership applied in classrooms and schools. My presentation "Improving Instruction through the Mind, Brain, and Teacher Leadership Model" is taken from five of Marcus Conyers' and my recently published books on the science of learning, brain-based teaching and teacher leadership. The focus will be on science and strategies that
work for real teachers in classrooms across the U.S. Attendees will also hear stories of teacher leaders, my heroes, who are making a positive
difference in schools and classrooms each day!
Over the past 20 years, we have shared our work with more than 10,000 K-12 students and 160,000 educators in live events, honing our teaching with input from teacher leaders. Many times our participants have been from Title I schools and districts in states including Texas, Louisiana, Oklahoma, Montana, Alabama, North Dakota, North Carolina, Mississippi, Colorado, Maryland, Georgia, Washington, Florida, and many more. Educators have also studied the curriculum we co-developed to earn graduate degrees in practical applications of mind, brain, and education research over the past 15 years.
Over the past 20 years, we have shared our work with more than 10,000 K-12 students and 160,000 educators in live events, honing our teaching with input from teacher leaders. Many times our participants have been from Title I schools and districts in states including Texas, Louisiana, Oklahoma, Montana, Alabama, North Dakota, North Carolina, Mississippi, Colorado, Maryland, Georgia, Washington, Florida, and many more. Educators have also studied the curriculum we co-developed to earn graduate degrees in practical applications of mind, brain, and education research over the past 15 years.
Friday, January 8, 2016
Let’s Keep Positive Practical Learning Front of Mind in 2016
For my first post of the new year, I'd like to stress something that every educator should keep front of mind for 2016: the now-proven principle that virtually every human brain has the potential to learn and change throughout the lifespan. In fact, researchers are reporting that learning actually changes the structure and function of your brain.
Whether you are traveling to exciting new destinations in 2016, learning new teaching strategies, reading a book, playing a new game, or stretching your mind in a new job, YOU are a learning machine.
In the past, it was thought that brain development stopped sometime during our youth. At one time, it was said to be the age of 12. In the last several decades (with an emphasis on early childhood), there has even been confusion leading the uninformed to say that important development ceases even earlier. However, it is now known that adults can create new brain cells and make connections across their entire lifespans. So, it is critically important to keep learning.
Thursday, August 20, 2015
Transform Teaching With the Diffusion of Innovation
Note: This post originally appeared on Edutopia on July 22, 2015.
by Donna Wilson and Marcus Conyers
Effective teaching is a continual work in progress. As educators, we adapt our practice each year to a new group of students, each of whom brings a unique blend of strengths, challenges, and experiences to learning. We adopt new curricula and apply new standards and mandates. We are always on the lookout for new approaches and strategies demonstrated by educational research to work in the classroom.
But all these changes can be hard. For example, adopting a new approach may require changes to lessons, new forms of assessing and monitoring student performance, more substantial consultation with colleagues, and adaptation of strategies to make continuous improvements. As teachers, we are willing to invest the time and effort required to change our practice if we clearly foresee the benefits of that change.
by Donna Wilson and Marcus Conyers
Effective teaching is a continual work in progress. As educators, we adapt our practice each year to a new group of students, each of whom brings a unique blend of strengths, challenges, and experiences to learning. We adopt new curricula and apply new standards and mandates. We are always on the lookout for new approaches and strategies demonstrated by educational research to work in the classroom.
But all these changes can be hard. For example, adopting a new approach may require changes to lessons, new forms of assessing and monitoring student performance, more substantial consultation with colleagues, and adaptation of strategies to make continuous improvements. As teachers, we are willing to invest the time and effort required to change our practice if we clearly foresee the benefits of that change.
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