Activity 7.4: Implicit Theories of Ability

Activity 7.4: Implicit Theories of Ability


The article and videos by Carol Dweck (2006) were interesting. I was able to reflect on my own learning and teaching style. I do watch sports and am familiar with the three notable coaches, and of course, as a teacher, am familiar with the techniques espoused by Marva Collins. The essence of Dweck's philosphy is that teachers, coaches, and parents must care equally about each one of their children, create a nurturing environment, yet set extremely high standards and expectations for all, both "challenge and nurture" (Delay, p. 192). We need to teach our subjects to love learning, modeling the behavior, by demonstrating our own love for learning. This brings me back to the term "obuchenie" or the dynamic relationship of learning between teacher and learner, at the same time. Dweck differentiates between two types of adults. Growth-minded are continually learning, self-less, kind, caring, positive, firm and flexible. Fixed-minded are judgmental, finished products in that they have nothing more to learn, self-centered, negative and inflexible. Dweck's belief is that, "as parents, teachers, and coaches, we are entrusted with people's lives. They are our responsibility and our legacy. We now know that the growth mindset has a key role to play in helping us fulfill our mission and in helping them fulfill their potential" (p. 204).

I decided to add a rather "clunky" audio link to my post that demonstrates how teachers can use questioning techniques designed to, either stifle or expand the thinking processes, learning and language expression in children. I worked with three nine-ten year old girls, introducing them to the mathematics concept, "quadrilaterals" for an elementary mathematics class. My goal was to try to elicit from them their knowledge using oral language, drawing, and technology after each task. Alice revealed not only incredible knowledge and ability to articulate that knowledge, but a kindness, sensitivity, and maturity that was unexpected in a nine-year-old kid. I had to be careful not to stifle her open expression by cutting her off with responses like "Good job!" or "That's right!" Her description of the book she had read was so insightful; as was her story about encouraging a kindergarten girl, she did not know who was in tears due to some negative comment made by some fixed-minded individual. Alice told her she should not always believe what people say and calmed her by softly chanting, "Take deep breaths in, and blow out, breath in, then breath out." This occurred after I answered her thoughtful question asking me what I really like about my job, but before we even began the math lesson and questioning techniques. This young girl is a growth-minded person, most likely raised by growth-minded parents (her mother is a psychologist), and encouraged by growth-minded teachers. 

(This link is the audio of the interview I did with "Alice" using questioning techniques. It will download in less than a minute. It will open a file called "Alice". Double click on that and it will open to Windows Media Player. Please START at minute 4:30 and STOP at minute 7:00. Feel free to listen to more if you are interested in the math lesson.)


* Alice link has been removed.