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Week 8. The Proactive Mind:. How do mental models shape thinking and learning?. Announcements. Sections: Wednesday 11:30-12:30 Larsen 210 Thursday 2:00-3:00 Larson G01 TF appointments: December is approaching quickly! We thank you for planning ahead. Quick recap. Pandora’s questions

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the proactive mind

Week 8

The Proactive Mind:

How do mental models shape thinking and learning?

announcements
Announcements

Sections:

  • Wednesday 11:30-12:30 Larsen 210
  • Thursday 2:00-3:00 Larson G01

TF appointments:

  • December is approaching quickly! We thank you for planning ahead.
quick recap

Quick recap

Pandora’s questions

Critical Literacy

The Dispositional Mind

preview the proactive mind
Preview: The Proactive Mind
  • Changing our spots
  • Modeling our models
  • A matter of balance
  • Quick design
learning goals
Learning Goals
  • Understand self-theories and how they support--or inhibit—proactive thinking
  • Reflect upon our own self-theories vis-à-vis teaching and learning
  • Consider self-theories in the context of our work
general self theory themes

General self-theory themes

Incremental vs. entity theories of intelligence

Proactive thinking is broader than intelligence or single-loop/double-loop theories

Dealing with failure

Can we really change

our self-theories?

changing our spots

Changing our spots

What does Lucky show us about self-theories?

lucky questions
Lucky Questions
  • How does Lucky feel about his abilities at different points in the story? How do we know?
  • What influences Lucky’s self-theory throughout the story?
  • How would you compare Lucky’s self-theory at the beginning of the story to his self-theory at the end?
lucky streak making your own luck
“Luck has nothing to do with your spots! You make your luck through thinking, planning and hard work!”

“It’s all about using your head and being ready!”

“When you got the steak from the truck it wasn’t luck, it was planning… and

you kept practicing until you were an expert… it wasn’t luck.”

Lucky streak Making your own luck
  • “Go ahead, rub my horseshoe, maybe some of it will rub off on you!”
modeling our models

Modeling our Models

Goal: Reflect upon how we personally react to challenges.

reflecting in pairs
Reflecting in pairs
  • Share the gist of what went unsaid with your partner--your thoughts are personal so share only what you feel comfortable
  • Compare themes of what went unsaid
  • Compare themes of how the situation might have been more productive
  • Discuss potential challenges to using double-loop thinking in your daily interactions and in classroom or work situations
reflecting as a group
Reflecting as a group
  • What went unsaid?
  • What would have made the situation better?
  • What are the practical challenges to using double-loop thinking and communicating?
  • Any ah-ha moments you would like to share about you own self-theories?
  • Is there anyone who thinks that he/she has handled a more recent situation more proactively?
a matter of balance

A Matter of Balance

Goal: To expand upon our understanding of mental models and their implications in learning situations

viewing guide
Viewing guide
  • What is going on here? What is the story?
  • What might you do in this scenario?
  • What do the actors do? What mental models might they be playing out?
  • What other situations does this video call to mind?
in the classroom
In the classroom
  • What are 2 or 3 dangers/pitfalls of helpless vs. mastery-oriented dispositions in the classroom?
  • For each, how might a teacher reinforce entity theories – consciously or not?
  • For each, how might a teacher promote mastery-oriented dispositions?
quick design

Quick design

Goal: To consider how to promote positive self-theories in the classroom.

design scenario
Design Scenario
  • Think of a particularly challenging assignment you have given to your students and/or employees.
  • How might you use this as an opportunity to introduce and model a mastery-oriented approach
learning goals review
Learning Goals Review
  • Understand self-theories and how they support--or inhibit—proactive thinking
  • Reflect upon our own self-theories vis-à-vis teaching and learning
  • Consider self-theories in the context of our work
beyond these walls

Beyond these walls

  • Consider how to encourage

proactive thinking in your

students, friends, peers…

Strive to improve your own proactive thinking

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