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"When the going gets tough, you can throw in the towel or use it to wipe up the sweat."

I'm not sure he really said this, but I've heard that he did and I often pass it along to my students! Vivian

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Learning and the Brain

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Classroom Tools - Learning and the Brain

Why do we sometimes struggle when we are learning something new? Scientists have discovered that learning is about creating and strengthening neural pathways in the brain that allow information to transfer between brain cells. The first time a signal crosses from one brain cell to another requires the greatest effort. The first trip is the most difficult, but transfer becomes easier over time. As we continue to apply effort to new challenges, we establish more stable and reliable pathways, until the connection is so strong that information transfer is effortless.

This brief clip from the BBC documentary, The Human Body, demonstrates how establishing new neural pathways between brain cells is like building a bridge to cross a ravine.

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This website explores the Ideas, the People, and the Practices related to student learning and achievement.

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Can we please add our names so we know who wrote each entry? Thank you - Catherine

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I've missed more than 9,000 shots in my career. I've lost almost 300 games. Twenty six times I've been trusted to take the game winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed.​ - Catherine

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Recently, I have been hearing more about the sources and the consequences of chronic toxic stress on people, especially youth who are being raised in exceedingly challenging circumstances. Many of our students deal with problems we can only imagine and some deal with problems we cannot even imagine in their lives, which can lead them to have a lower than "normal/typical" threshold for being challenged - they may perceive academic/classroom challenges that are not meant to be threatening in a threatening way.
Asking such students to "take a risk" or to "step out of their comfort zone" in order to learn from mistakes is an admirable ideal, but how connected is it to the daily reality of THEIR lives and to the work of teachers to create those truly safe spaces for students to do that?
These students are already keenly aware of the demands of real life, with the transactional nature of many work and social relationships/dealings and the narrowly defined measures of success.  How can we prepare our students for the real world while still creating a nurturing and more aspirational learning environment that encourages them to learn and to challenge themselves/be challenged by others not merely for the sake of grades/immediate rewards but for true long-term growth/development as individuals?

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I understand that the actual "how-to" portion is later in the book...

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I understand that the actual "how-to" portion is later in the book...

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So far, much of Chapters 1 through 4 seem to be devoted to belaboring a point that is becoming rather stale for me, using an over-abundance of case studies (presented in a very lay-person-friendly anecdotal form rather than a data-rich scientific form).  I would actually appreciate more data and objective facts presented; this would do much to persuade me further of what otherwise seems reasonably convincing conversational arguments in favor of the growth mindset, as put forth.
I realize that in playing "devil's advocate" I risk coming across as cynical, but I am simply being frank.  Therefore, I believe that in her attempt to reach/please as many readers as possible, there is an unnecessarily cumbersome plethora of anecdotes presented about various famous people who are widely considered successful in order to prove and re-prove the point that it was hard work and perseverance rather than mere natural talent that led to their remarkable success in their respective fields.
Okay, I get it, can we please move on to concrete examples of how to put this into action?  I would appreciate some step-by-step guides.  How can we become the sorts of teachers that emulate the approach, the methods, or the results of the math teacher from "Stand and Deliver" within our own community of students?

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Many of the anecdotes about exceptional people are inspiring, but are they healthy role models?

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Many of the anecdotes about exceptional people are inspiring, but are they healthy role models?

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Carol discusses the perseverance of the late actor Christopher Reeve (p. 22-23), for example, and of a female Olympic wrestler (I don't recall her name or the page number discussed on) to demonstrate having a growth mindset and extraordinary resolve in the face of adversity (refusal to quit).  However, while highlighting these people's great accomplishments, little to no attention is given to discussing their emotional well-being or state of mind; are/were they joyous? Fulfilled? Frustrated? Depressed?  The quest to success in the ways the author discusses (as opposed to finding a happy balance between "good enough" and having leisure time) may not be a recipe for joy in life, merely success - as defined by the author or by anyone - arbitrarily.

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Try not to praise outcomes, but rather processes

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Try not to praise outcomes, but rather processes

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Dual mindsets, the fact that everyone is both growth mindset and fixed mindset but about different things.

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Dual mindsets, the fact that everyone is both growth mindset and fixed mindset but about different things.

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Malcolm Gladwell - people prize natural ability over earned ability

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Malcolm Gladwell - people prize natural ability over earned ability

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Tiger Woods - mental toughness.  Is mindset his issue now?

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Tiger Woods - mental toughness.  Is mindset his issue now?

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"Exceptionalism" as a handicap in American thinking

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"Exceptionalism" as a handicap in American thinking

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"When stereotypes are invoked they fill people's minds with distracting thoughts" p.78

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"When stereotypes are invoked they fill people's minds with distracting thoughts" p.78

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fear of losing a positive level or deserving the negative label.

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praise for doing what it takes to succeed vs. "smart"

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praise for doing what it takes to succeed vs. "smart"

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George Danzig and "unsolvable" math problems!

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George Danzig and "unsolvable" math problems!

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""did I do it for success, or did I do it because it I thought the effort itself was valid

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""did I do it for success, or did I do it because it I thought the effort itself was valid

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"... to value what you are doing regardless of the outcome."  p.48

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"... to value what you are doing regardless of the outcome."  p.48

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"Think about what what you want to look back and say."  p. 44

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"Think about what what you want to look back and say."  p. 44

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I could have been... I gave my all...

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"You have to work hardest for the things you love the most." - excellent perspective for a teacher.  Complacency is never acceptable.  We must always grow.

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"You have to work hardest for the things you love the most." - excellent perspective for a teacher.  Complacency is never acceptable.  We must always grow.

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Growth mindset - admire effort.  Effort is what ignites ability into accomplishment.  p.41

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Growth mindset - admire effort.  Effort is what ignites ability into accomplishment.  p.41

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You can still be in the process of learning from mistakes until you deny them.  John Wooden

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You can still be in the process of learning from mistakes until you deny them.  John Wooden

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"Failure has been transformed from an action into an identity"

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"Failure has been transformed from an action into an identity"

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"If you are somebody when you are successful, what are you when you are unsuccessful? p. 32

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"If you are somebody when you are successful, what are you when you are unsuccessful? p. 32

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Special meaning "better than others"?  That's a problem.

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Special meaning "better than others"?  That's a problem.

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NASA selecting astronauts that had significant failures and overcame them.  Capacity for growth.

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NASA selecting astronauts that had significant failures and overcame them.  Capacity for growth.

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How about developing capacity over time?  Maybe someone is not yet the person they are to become (Elvis Lucille Ball, Thomas Edison) p.28

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How about developing capacity over time?  Maybe someone is not yet the person they are to become (Elvis Lucille Ball, Thomas Edison) p.28

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Should one (test) have the power to measure the most basic intelligence now and forever?  Should it have the power to define a person? p. 27

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Should one (test) have the power to measure the most basic intelligence now and forever?  Should it have the power to define a person? p. 27

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"You can't determine the slope of a line with only one point." p. 28

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I have a short video (3 min?) on how our brains work which was used for the mindset class in summer school that I would like to show to the group. Catherine

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Add random thoughts, questions and aha's as you read.  Elaine

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Add random thoughts, questions and aha's as you read.  Elaine