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Self Concepts

CPD presentation tool for staff development on the topic of self concepts

Daniel Stanley

on 30 June 2010

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Transcript of Self Concepts

Double click anywhere & add an idea Self-Concepts:
The Elephant
in the Classroom Learning Objectives:
Appreciate the relationship between goal orientations, self-belief and motivation
Understand how policy decisions and teacher attitudes can affect learner self-worth A swift survey... Goal orientations:
Validation 1 - 0 Mastery Malleable (incremental) theory of intelligence Fixed (entity) theory of intelligence Indicators and
Implications Fixed (entity)
theorists Aim for performance and appearance of smartness easy, low-effort, low-risk successes feed into self-esteem desire to outperform peers seek validation believe performance is indicative of innate intelligence Vulnerable to criticism and failure (helpless response) Believe feelings of challenge and need for effort indicate low ability prone to lose perspective of previous successes Malleable (incremental) theorists aim for mastery and learning relish challenge and effort seek strategies for improvement seek growth believe intelligence is malleable (not innate) resilient to failure and use mistakes to improve Implication: class setting and targets How do teachers and systems operating under the "fixed entity" framework act towards others? Do they measure and categorise others as readily? Do they decide on that basis what others have the potential to learn?

"Once you have decided that someone has innate, fixed, low intelligence... you have already decided - in advance - what they can and cannot learn. And this may dramatically affect what and how you try to teach them." (Dweck, p.84). Study: Dweck and Heyman (1998) 'When you assume that "it comes natural or it doesn't," there is simply not much you can recommend for students who are doing poorly: They simply don't have the potential. And, in fact, many entity theorists offered minimal advice or, in some cases, simply expressed sympathy.' (Dweck, p.84) By witholding effort, "fixed entity" theorists can preserve the belief that they COULD have done well with application (hence preserving self esteem). What do the kids say? Validation is related to social anxiety and fear of unfamiliar situations, which means risk taking less likely. Labelling, e.g. "Gifted and Talented" and North/South have the appearance of being fixed (e.g. geographical), and internalised by our students. The Good News... People's intelligence theories are malleable. What is intelligence?
Answers on a post-it... Group discussion:
How can we (as teachers) change people's ideas about their (and others') intelligence? 1. Acknowledge power of emotional intelligence "when children gain flow from learning, they are emboldened to take on challenges in new areas." - Howard Gardner 2. Encourage strategies for growth over validation, E.g.
teach success = effort
prove profitability of learning from mistakes
model acceptance of challenge
teach the value of dynamic selves in a dynamic world
praise seeking strategies/solutions and effort rather than intelligence
steer learners away from intellectual competition and towards work ethos/culture 3. Consider the power of language for learning Language itself is malleable - exploit its POSITIVE AMBIGUITY to create empowered states and self-belief. "[W]e take language for granted and make meaning from it that affects us, our beliefs and even our destiny"
David Hodgson Deletions
"your best is yet to come"
"young people are naturally great learners"
"using your curiosity to reduce difficulty"
"As you sit here you will become more focused on today's work"
"relaxing improves our concentration"
"The more you listen the more you'll understand"
"You may be wondering what we'll be learning today"
"I know which parts of this subject you like best"
"I know how hard you've worked this term"
"I know you think about your future"
Lost performative
"It's good you can learn so quickly"
"It's important to do your best"
Universal Quantifiers
"Always ask if you don't understand"
"All teenage brains have huge potential"
Modal Operators
"You can enjoy school"
"You can do more than you think"
"fortunately, as you're interested in better ways of doing well in this subject, you'll learn more quickly now and be more successful"
Plenary Write me a postcard (I will post back to you). 1 short term action
1 long term action
Something you've thought about in relation to yourself. ANy Questions? Taurus
(a load of bull?) I know you are ready (mind-reading: how could you know)
for a better time (deletion: better than what, when, whom?)
Hesitation annoys you (cause-effect: links two unrelated things)
with Venus in Uranus you need to seize the opportunity (complex equivalence: are these two things really linked?)
because everyone wants to be their best (universal quantifier : we can't speak for everyone).
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