Carl Hendrick in Aeon on our apparent failure to form growth mindset theory into an effective intervention:
In their book Effective Teaching (2011), the UK education scholars Daniel Muijs and David Reynolds note: ‘At the end of the day, the research reviewed has shown that the effect of achievement on self-concept is stronger that the effect of self-concept on achievement.’
Many interventions in education have the causal arrow pointed the wrong way round. Motivational posters and talks are often a waste of time, and might well give students a deluded notion of what success actually means. Teaching students concrete skills such as how to write an effective introduction to an essay through close instruction, specific feedback, worked examples and careful scaffolding, and then praising their effort in getting there, is probably a far more effective way of improving confidence than giving an assembly about how unique they are, or indeed how capable they are of changing their own brains. The best way to achieve a growth mindset might just be not to mention the growth mindset at all.
You know, the not-a-cluster cluster.
I can’t tell if I’m not grokking “composition over inheritance” or if Go just really needs better mocking tools.
The Mayo Clinic parenting book doesn’t say at what age the baby can understand Phoebe Bridgers lyrics.
I’m pretty sure a bot could derive our company’s org chart based only on listening to who resumes talking after two people accidentally try to start talking at the same time on a Zoom call.