sabato 27 agosto 2016

Chapter 3 THE TRUTH ABOUT ABILITY AND ACCOMPLISHMENT

Chapter 3 THE TRUTH ABOUT ABILITY AND ACCOMPLISHMENTRead more at location 1079
Note: 3@@@@@@@@@@@@@@ Edit
The Low-Effort SyndromeRead more at location 1125
Note: TITOLO Edit
John Holt, the great educator, says that these are the games all human beings play when others are sitting in judgment of them. “The worst student we had, the worst I have ever encountered, was in his life outside the classroom as mature, intelligent, and interesting a person as anyone at the school. What went wrong? … Somewhere along the line, his intelligence became disconnected from his schooling.”Read more at location 1135
Note: CATTIVI STUDENTI Edit
Finding Your BrainRead more at location 1145
Note: TITOLO Edit
The College TransitionRead more at location 1163
Note: TITOLO Edit
Created Equal?Read more at location 1197
Note: TITOLO Edit
Most often people believe that the “gift” is the ability itself. Yet what feeds it is that constant, endless curiosity and challenge seeking. Is it ability or mindset? Was it Mozart’s musical ability or the fact that he worked till his hands were deformed? Was it Darwin’s scientific ability or the fact that he collected specimens nonstop from early childhood?Read more at location 1208
Note: ABILITY OR GIFTED Edit
Can Everyone Do Well?Read more at location 1216
Note: TITOLO Edit
Ability Levels and TrackingRead more at location 1253
Note: T Edit
Falko Rheinberg, a researcher in Germany, studied schoolteachers with different mindsets. Some of the teachers had the fixed mindset. They believed that students entering their class with different achievement levels were deeply and permanently different: “According to my experience students’ achievement mostly remains constant in the course of a year.” “If I know students’ intelligence I can predict their school career quite well.” “As a teacher I have no influence on students’ intellectual ability.”Read more at location 1256
Note: TEACHER Edit
SummaryRead more at location 1270
Note: T Edit
The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies. Whether we’re talking about Darwin or college students, important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies. Plus allies in learning. This is what the growth mindset gives people, and that’s why it helps their abilities grow and bear fruit.Read more at location 1270
Note: CHIUSI Edit
IS ARTISTIC ABILITY A GIFT?Read more at location 1274
Note: T Edit
Just because some people can do something with little or no training, it doesn’t mean that others can’t do it (and sometimes do it even better) with training. This is so important, because many, many people with the fixed mindset think that someone’s early performance tells you all you need to know about their talent and their future.Read more at location 1303
Note: SIGNIFICATO Edit
Jackson PollockRead more at location 1305
Note: T Edit
Experts agree that Pollock had little native talent for art, and when you look at his early products, it showed.Read more at location 1307
Note: SCARSO TSLENTO Edit
THE DANGER OF PRAISE AND POSITIVE LABELSRead more at location 1318
Note: T Edit
We first gave each student a set of ten fairly difficult problems from a nonverbal IQ test. They mostly did pretty well on these, and when they finished we praised them. We praised some of the students for their ability. They were told: “Wow, you got [say] eight right. That’s a really good score. You must be smart at this.” They were in the Adam Guettel you’re-so-talented position. We praised other students for their effort: “Wow, you got [say] eight right. That’s a really good score. You must have worked really hard.” They were not made to feel that they had some special gift; they were praised for doing what it takes to succeed. Both groups were exactly equal to begin with. But right after the praise, they began to differ. As we feared, the ability praise pushed students right into the fixed mindset, and they showed all the signs of it, too:Read more at location 1329
Note: DUE LODI DIFFERENTI Edit
NEGATIVE LABELS AND HOW THEY WORKRead more at location 1380
Note: T Edit
When stereotypes are evoked, they fill people’s minds with distracting thoughts—with secret worries about confirming the stereotype. People usually aren’t even aware of it, but they don’t have enough mental power left to do their best on the test. This doesn’t happen to everybody, however. It mainly happens to people who are in a fixed mindset.Read more at location 1394
Note: LO STEREOTIPO DEL FM Edit
When people are in a growth mindset, the stereotype doesn’t disrupt their performance. The growth mindset takes the teeth out of the stereotype and makes people better able to fight back.Read more at location 1400
Note: GM E STEREOTIPI Edit
The fixed mindset, plus stereotyping, plus women’s trust in people’s assessments: I think we can begin to understand why there’s a gender gap in math and science.Read more at location 1458
Note: GENDER GAP Edit
The Polgar family has produced three of the most successful female chess players ever. How? Says Susan, one of the three, “My father believes that innate talent is nothing, that [success] is 99 percent hard work. I agree with him.”Read more at location 1466
Note: POLGAR Edit
Grow Your MindsetRead more at location 1478
Note: T Edit