EDT 8110: Week Four
SMART Learning Objectives
![Success](/uploads/5/9/0/5/59058949/4119931.jpg?246)
At the end of this workshop, students will be able to:
- Explain the difference between a fixed mindset versus a growth mindset.
- Define deliberate practice.
- Define mnemonic devices.
- Identify at least three effective learning strategies that learners and their instructors can employ to strengthen memory.
Content Summaries
Chapter 7: Increase Your Abilities
![Growth mindset](/uploads/5/9/0/5/59058949/7656629.jpg?227)
Brown, Roediger, and McDaniel (2014) argued that the human brain is pliable and that three behaviors can be used by individuals to improve their intelligence. First, individuals can adopt a growth mindset. Whereas, someone with a fixed mindset believes that he or she has no control over his or her intellectual ability; an individual with a growth mindset takes ownership of his or her intellectual ability and believes it can be intentionally altered. Second, individuals can engage in deliberate practice—or effortful and repeated practice to achieve a desired goal. Brown et al. suggested that learners with a growth mindset are more apt to engage in the effortful learning strategies that strengthen long-term memory, like deliberate practice, than those with a fixed mindset. Lastly, individuals can construct mnemonic devices—or mental cues that help store knowledge and also aid in recalling said knowledge. For example, Brown et al. noted that images and rhyming schemes are often effective mnemonic devices.
Chapter 8: Make It Stick
![Studying](/uploads/5/9/0/5/59058949/6595568.jpg?266)
Brown et al. (2014) recommended several learning strategies that strengthen memory for students and lifelong learners and for the individuals who instruct them. Learners can engage in self-directed study habits that empirical research has proven to be effective at improving long-term retention. For example, Brown et al. suggested learners engage in active retrieval practice, like self-quizzing, to identify the material they know but, more importantly, to identify the new knowledge they do not know. Additionally, learners are encouraged to use spaced practice (i.e., take ample breaks) and interleaved practice (i.e., intermix new and old material) when engaged in practice sessions. Finally, students and lifelong learners can engage in other effective learning strategies such as elaboration, generation, and reflection. In addition to engaging learners in the aforementioned learning strategies, Brown et al. advocated that instructors also share with their students the empirical research that has demonstrated the effectiveness of these practice techniques. By educating their audience on how people learn and designing activities that prompt learners to practice active retrieval—like quizzes, generation activities, and reflection and elaboration exercises—teachers and trainers will begin to instill a growth mindset within their students (Brown, Roediger, & McDaniel, 2014).
Mindset: The New Psychology of Success [Video]
![Happiness](/uploads/5/9/0/5/59058949/7976071.jpg?226)
According to Dweck (2013), the key to happiness is lifelong learning. To engage in lifelong learning, Dweck argued that individuals must have a growth mindset (i.e., they must believe they have the ability to learn and grow). Conversely, a fixed mindset (i.e., believing you are unable to overcome any learning obstacle) discourages lifelong learning and, thus, inhibits happiness. However, Dweck contended that empirical research has supported the theories that mindsets are learned and can be changed. For example, children who were given process praise—or praise on their effort and persistence—developed more of a growth mindset; whereas, children who were given ability praise—or praise based on the level of their intellectual ability—developed more of a fixed mindset. In addition, after being exposed to growth mindset training (e.g., learning that their personalities and motivations can change), adolescents and adults who initially had more fixed mindsets exhibited behaviors more indicative of those having growth mindsets.
Connection to Field and/or Discipline
![Process praise](/uploads/5/9/0/5/59058949/8454141.jpg?270)
As someone who enjoys learning, I can make several personal connections to the concepts discussed by Brown et al. (2014) and Dweck (2013). While I consider myself a lifelong learner today, that was not always the case. I can remember times from my youth, especially while in primary school, when I believe I exhibited more of a fixed mindset when it came to my ability to learn difficult material. I can attribute my success in overcoming my self-doubt to the personal support I received from my mother. She worked diligently to provide me with constructive feedback (or process praise) which, in turn, helped to boost my self-confidence. As a result, I feel as though I have routinely experienced the direct relationship between having a growth mindset and having the drive to overcome adversity and failure and to learn from my mistakes. Similarly, as an adjunct instructor, I think it is important to provide transparency and corrective feedback to students in an effort to promote within them a growth mindset.
Suggestions for Implementation
![Retrieval practice](/uploads/5/9/0/5/59058949/5584961.jpg?297)
Brown et al. (2014) and Dweck (2013) offered several examples of techniques that can be used by learners and their instructors to strengthen memory. For students, the key takeaway is to engage in spaced and interleaved active retrieval practice. One way to do so would be to create flashcards as you learn new material each week. Then, once a week, use the flashcards to self-test your knowledge and identify any areas of weakness (spaced practice). As the weeks continue, intermix the flashcards from each week when you self-test (interleaved practice). For teachers, perhaps the best thing you can do for students is explain the benefits of active retrieval practice and be transparent in your use of any retrieval practice activities, such as quizzing, generation, and reflection exercises. Helping to build a growth mindset within students can impact their future livelihood.
Formative Assessment
Use the test below to self-assess your knowledge of the SMART learning objectives (see above). Answer each question as instructed and then select "Check answers" to view your grade and check your work.
References
- Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press.
- Dweck, C. (2013, October 20). Mindset: The new psychology of success [Video file]. Retrieved from https://www.youtube.com/watch?v=QGvR_0mNpWM