Exercise 6-2 Option 1 Divide the class into six groups. Each group will take a separate topic and create a separate list. One group will take the topic that teachers do to promote an internal LOC,” another group the “things topic that teachers do to undermine a student’s internal LOC.” In the same way, divide into “things pros and cons the ideas and belonging,” and orientation,” so that all six groups “acceptance “mastery have one side or other of a topic. Have each group brainstorm as many items as they can and then share them with the whole class. It can be useful to provide each group with an overhead transparency and a pen. Alternately, this could be done in a graffiti cooperative model where each group gets one sheet of paper labeled with one of each of the six topics. Groups move together around the room, adding elements to each list. Using different colored pens is optional. Set a time limit. At the end of the time, groups present on their original topic, incorporating the items that have been added. Option 2 Generate a list of 2 teacher practices that either promote or undermine each of the three areas of success psychology. Figure 6.4 Teaching Practices that Promote Either A Mastery-Orientation or Helpless Orientation in Students Promoting a Mastery-Oriented Pattern Promoting a Helpless Pattern Give learning goals (i.e., goals related to how Give performance (i.e., goals related to much one is going to learn). measuring the ability of the participant). Focus on ends/products. Focus on means/processes. Focus on effort/application. Focus on ability/intelligence. Challenge stereotypical beliefs about various Reinforce stereotypical beliefs various groups’ typical ability/intelligence. groups’ typical ability/intelligence. Encourage students to make mistakes and take Encourage students to avoid mistakes. Model risks. Project trust while challenging students to mistakes as deserving of self-criticism. Project a stretch beyond their comfort zones. lack of trust in their resources. Help the students stay in the moment as they Remind students constantly about what and work. Don’t encourage them to interpret their how they have failed in the past and how they past as failure but only as opportunities to learn need to worry about the future. Speak only and grow, and help them not to define about the end result of the work as being themselves by past failures or successes. Help important. them focus on what they are doing and enjoy the process and allow the outcomes to work out, reducing stress and promoting creativity
Exercise 6-2 Option 1 Divide the class into six groups. Each group will take a separate topic and create a separate list. One group will take the topic “things that teachers do to promote an internal LOC,” another group the topic “things that teachers do to undermine a student’s internal LOC.” In the same way, divide into pros and cons the ideas “acceptance and belonging,” and “mastery orientation,” so that all six groups have one side or other of a topic. Have each group brainstorm as many items as they can and then share them with the whole class. It can be useful to provide each group with an overhead transparency and a pen. Alternately, this could be done in a graffiti cooperative model where each group gets one sheet of paper labeled with one of each of the six topics. Groups move together around the room, adding elements to each list. Using different colored pens is optional. Set a time limit. At the end of the time, groups present on their original topic, incorporating the items that have been added. Option 2 Generate a list of 2 teacher practices that either promote or undermine each of the three areas of success psychology. Figure 6.4 Teaching Practices that Promote Either A Mastery-Orientation or Helpless Orientation in Students Promoting a Mastery-Oriented Pattern Promoting a Helpless Pattern Give learning goals (i.e., goals related to how much one is going to learn). Give performance (i.e., goals related to measuring the ability of the participant). Focus on means/processes. Focus on ends/products. Focus on effort/application. Focus on ability/intelligence. Challenge stereotypical beliefs about various groups’ typical ability/intelligence. Reinforce stereotypical beliefs various groups’ typical ability/intelligence. Encourage students to make mistakes and take risks. Project trust while challenging students to stretch beyond their comfort zones. Encourage students to avoid mistakes. Model mistakes as deserving of self-criticism. Project a lack of trust in their resources. Help the students stay in the moment as they work. Don’t encourage them to interpret their past as failure but only as opportunities to learn and grow, and help them not to define themselves by past failures or successes. Help them focus on what they are doing and enjoy the process and allow the outcomes to work out, reducing stress and promoting creativity Remind students constantly about what and how they have failed in the past and how they need to worry about the future. Speak only about the end result of the work as being important.
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