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3. dweck/willingham Flashcards

1
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2
Q

what is self efficacy

A

the belief in your own ability to suceed

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3
Q

what happens if you are praised for something

A

it makes you feel good and encourages you to repeat the behaviour- increases self esteem

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4
Q

when should you praise someone

A

when it is honest and deserved

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5
Q

what happens to a student who receives person praise

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believe their success and failure are beyond their control

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6
Q

what happens to a student who receives process praise

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believe their success and failure is due to effort

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7
Q

what should teachers do to raise self efficacy

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should give students experience of success on appropriate level tasks

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8
Q

how can you raise self efficacy

A

through praise

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9
Q

what are the 2 types of motivation

A

intrinsic
extrinsic

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10
Q

what is intrinsic motivation

A

to do something for your own reward

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11
Q

what is extrinsic motivation

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to do something to gain reward or avoid punishment

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12
Q

what happens with high self efficacy

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high self efficacy leads to greater task persistence and more resilience if you fail because you believe you can do so

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13
Q

what are the strengths of praise and self efficacy

A
  • support from research shows reduced self efficacy leads to poor performance ( being asked their race before a test lowered it as African- American generally believed they are not smart
  • understand how to best reward performance, research shows students improve their performance is criticised for not trying harder rather than praised
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14
Q

what are the weaknesses of praise and self efficacy

A
  • some evidence suggests praise may not increase motivation(lepper found when children are offered a reward for a task, the child was less interested in doing the same task if there was no reward
  • extrinsic reward destroys intrinsic motivation
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15
Q

what does Dweck believe

A

she believes success is due to mindset (nurture)

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16
Q

what are the 2 type of mindsets Dweck believes in

A
  • fixed mindset
  • growth mindset
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17
Q

what is a fixed mindset

A

believing your abilities are fixed and unchangeable

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18
Q

what is a growth mindset

A

believing practice and effort can improve abilities

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19
Q

what does Dweck believe if you have a fixed mindset

A

you will give up quickly

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20
Q

what does Dweck believe if you have a growth mindset

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you will keep trying, increasing the chance of success

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21
Q

what is a continuum

A

people are a mixture of different mindsets- in some situations, people will be willing to put in a lot of effort whereas other the same person may give up quickly

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22
Q

how does a fixed mindset deal with failure

A

failure is a sign they are not as talented as they thought, they stop trying

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23
Q

how does a growth mindset deal with failure

A

failure they often regard as a great opportunity to learn

24
Q

what does Dweck believe about the link between praise and mindset

A

the type of praise a student receives affects their mindset

25
what is person praise
praising persons abilities
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what is process praise
praising the effort
27
what are the strengths of Dweck's Mindset theory
- research evidence that a growth mindset leads to better grades(48 7th graders- growth group had better motivation and grades) - can be applied to many different settings such as school, sports and business( usefulness)
28
what are the weaknesses of Dweck's mindset theory
- any sort of praise can be damaging, evidence that even praising effort learners work hard for praise(opposing theory) - accused of being over simplistic, success is about working harder and failure is due to wrong attitude (usefulness) - difficult to measure what mindset people have
29
what is a mindset
a set of beliefs someone has that guides how they respond and interpret a situation
30
what are the strengths of learning styles (1)
- traditional teaching may have focused on verbal methods alone so provides alternatives to use, draw attention to the different ways people learn
31
what are the weaknesses of learning styles (2)
- no sound evidence that supports the idea they improve performance , not based on experimental evidence - too many different learning styles means impossible to put into practice- too complicated to see which is best(not a useful concept) - Willingham agrees learners are different but these differences don't affect ability to learn.success is not how we learn but what we learn
32
what are the three learning styles
- visual - auditory - kinaesthetic
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what is a visual learner
learn best by reading or seeing pictures
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what is an auditory learner
learn best by listening, they remember what they have heard
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what is a kinaesthetic learner
learn best by doing something, remember best with physical activity
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what is a verbaliser
they process information in terms of words. they prefer to learn from written info and like to write it down prefer textbooks to diagrams
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give an example of how a verbaliser might learn best
writing key things down etc
38
what is a visualiser
they process info in terms of pictures and diagrams, visually. they find it easier to understand graphs and charts often use memory of watching someone do an experiment
39
what does Willingham suggest about learning styles
learning styles do not exist in the way described
40
why did Willingham not believe in learning styles
thought there was no scientific evidence to support learning styles aiding learning
41
what does evidence suggests about teaching students in their preferred leaning style
it has no effect on performance
42
however, what does Willingham agree with about learning styles
agrees students have better visual or auditory memory
43
what do teachers want their students to remember
remember meaning and not what it look/sounds like
44
what does Willingham believe - what can it be called
students should be taught using the best method for the content being taught - content modality not learner modality
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what is it more important than how students learn things
students ability to store info in terms of meaning is more important then how they learn it
46
what does Willingham say about praise
- focuses that praise should be unexpected - important to praise effort not ability
47
what did leppe find about praise
found when children have been offered a reward for doing something, later they were not interested in doing the same task for no reward
48
what does Willingham say about memory and forgetting
- emphasises that practice and effort enable us to master knowledge and skills - practicing over and over allow us to do it automatically - practice and repetition of learning is very important
49
Willingham's theory about self regulation - what is it
- the ability to control your behaviour, cognitive process, emotion and attention
50
what happens to children who show delay gratification
children who show a high ability of delay gratification later perform better on tests
51
what is self regulation also known as
delay gratification
52
what did the marshmallow test for self regulation do
- the researcher offered a child a marshmallow - they then said to the child 'you can have 2 if you hold on until I come back in 15 minutes' - the researcher left the room and then returned
53
what did willingham and lloyd find about dyslexia
- they found that if a specific area of the brain could be associated with dyslexia , it means children could receive help much earlier and be beneficial to their progress
54
what are the strengths of willinghams learning theory (3)
- all of his recommendations are based on scientific research- credible due to being scientific - his recommendation can be used to improve teaching and learning by encouraging praise on effort so provides a more accurate way to learn through effort which he supported by his criticism of other learning styles- they don't result in better school performance - supporting evidence for the theory comes from lots of studies eg. marshmallow test, show not everyone's preferred learning style made results better
55
what are the weaknessess of willinghams learning theory (3)
- he did not consider the importance of individual differences for learning- he GENRELISES his ideas to all learning without considering some individuals differences in learners which may not conform to what he expects - many studies in the theory have been experiments so have artificial settings so may not represent real life, data on effort not ability may lack VALIDITY - studying the mindset of a child may result in the child becoming the focus if there is a problem with their progress rather than the quality of the teaching, this can affect the USEFULNESS of the theory
56
what does willingham say in his criticism of learning styles (3)
- he agrees learners are different , but suggests teachers might take this into account just because they are happier using their learning style - there is no credible evidence to support that for example visual learners do better if given material in a visual style - the difference is between how and what you learn

development (3 decks)

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