INSPIRATION
It would be impossible to list every academic article, every film, every documentary and every book that inspired me along the way, but I have provided a select listing below as well as providing a short summery of one particular work that opened my mind to new possibilities.
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BOOKS
Dweck, C. S. (2000). Self-Theories: Their role in motivation, personality and development. Washington, DC: American Psychological Association.
Carol Dweck is particularly interested in how students view themselves as learners and has found that their “self-theory” is likely to have a major effect on their motivation to learn. Her work provides a continuation of Attribution Theory (Graham Hudley and Williams, 1994-2009) and Self-Determination Theory (Deci and Ryan, 1985-2009) in the field of human motivation.
Dr. Dweck’s ground-breaking research has shown that incremental learners tend to focus on the idea that everyone, with effort and guidance, can increase their intellectual abilities. Incremental learners are generally less concerned with "looking smart" than with learning something new and can throw themselves whole-heartedly into difficult tasks. Entity Learners, on the other hand believe that intelligence or ability is "fixed." They quickly began to denigrate their abilities and blame their intelligence for failures. Each unsuccessful effort seems to undermine their self-worth and their fragile self-belief is quickly eroded, lowering their motivation to learn.
These two types of learners are differentiated only by their basic belief that intelligence or ability is either fixed (entity) or malleable/changeable with effort (incremental). In Self-Theories Dr. Dweck makes recommendations for encouraging an incremental mindset including: explanation of brain processes and neuroplasticity to understand how “intelligence” can be “grown” and a focus of praise on effort rather than performance or product.
I first came across Self-Theories during my EPSE 505 class (Foundations in Human Development ) with Shelly Hymel and immediately recognized certain entity mindset traits as constant barriers to learning amongst students with learning difficulties and/or giftedness. These included: avoidance of challenge, preferring reward for easy performance goals and reacting to failure by switching off. I therefore began to encourage an incremental mindset with the students in my practice as much as possible. Dr. Dweck’s work was also a real eye-opener for me in terms of the definition of "intelligence." Regardless of how we choose to define this incendiary concept, we should be very keenly aware of the fact that an individual’s belief in their own intelligence can have a profound effect on their academic and life outcomes.
Carol Dweck is particularly interested in how students view themselves as learners and has found that their “self-theory” is likely to have a major effect on their motivation to learn. Her work provides a continuation of Attribution Theory (Graham Hudley and Williams, 1994-2009) and Self-Determination Theory (Deci and Ryan, 1985-2009) in the field of human motivation.
Dr. Dweck’s ground-breaking research has shown that incremental learners tend to focus on the idea that everyone, with effort and guidance, can increase their intellectual abilities. Incremental learners are generally less concerned with "looking smart" than with learning something new and can throw themselves whole-heartedly into difficult tasks. Entity Learners, on the other hand believe that intelligence or ability is "fixed." They quickly began to denigrate their abilities and blame their intelligence for failures. Each unsuccessful effort seems to undermine their self-worth and their fragile self-belief is quickly eroded, lowering their motivation to learn.
These two types of learners are differentiated only by their basic belief that intelligence or ability is either fixed (entity) or malleable/changeable with effort (incremental). In Self-Theories Dr. Dweck makes recommendations for encouraging an incremental mindset including: explanation of brain processes and neuroplasticity to understand how “intelligence” can be “grown” and a focus of praise on effort rather than performance or product.
I first came across Self-Theories during my EPSE 505 class (Foundations in Human Development ) with Shelly Hymel and immediately recognized certain entity mindset traits as constant barriers to learning amongst students with learning difficulties and/or giftedness. These included: avoidance of challenge, preferring reward for easy performance goals and reacting to failure by switching off. I therefore began to encourage an incremental mindset with the students in my practice as much as possible. Dr. Dweck’s work was also a real eye-opener for me in terms of the definition of "intelligence." Regardless of how we choose to define this incendiary concept, we should be very keenly aware of the fact that an individual’s belief in their own intelligence can have a profound effect on their academic and life outcomes.
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WEBSITES
The Mindup Program - Mindfulness in the Classroom
Association for Mindfulness in Education
CASEL - Collaborative for Academic, Social and Emotional Learning
Social Thinking - Teaching Social Cognition
Khan Academy - Many, many online lessons that can be used to pre-load information, teach metacognition etc.
PATHS Program - Promoting Alternate Thinking Strategies
Self-Determination Theory
National Association of Child Development
Byrdseed Classroom Ideas
SENG - Supporting the Emotional Needs of the Gifted
Future Problem Solving Program
Misunderstood Minds
Association for Mindfulness in Education
CASEL - Collaborative for Academic, Social and Emotional Learning
Social Thinking - Teaching Social Cognition
Khan Academy - Many, many online lessons that can be used to pre-load information, teach metacognition etc.
PATHS Program - Promoting Alternate Thinking Strategies
Self-Determination Theory
National Association of Child Development
Byrdseed Classroom Ideas
SENG - Supporting the Emotional Needs of the Gifted
Future Problem Solving Program
Misunderstood Minds
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FILMS AND DOCUMENTARIES
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ACADEMIC ARTICLES
Alloway, T. P., &Alloway R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 80 (2): 606–21. doi:10.1016/j.jecp.2009.11.003. PMID 20018296.
Alloway, T. P., Gathercole, S. E., Kirkwood. H.,& Elliott J. (2009). The cognitive and behavioural characteristics of children with low working memory". Child Development,80 (2): 606 21.doi:10.1111/j.1467. 8624.2009.01282.x. PMID 19467014.
Alloway, Tracy Packiam (2009). "Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties". European Journal of Psychological Assessment 25 (2): 92-98. doi:10.1027/1015-5759.25.2.92
Baddeley, A.D., & Hitch, G.J. (1974) .Working memory. In G.H. Bower (Ed.), The psychology of learning and motivation, Vol. 8 (pp. 47± 89) . New York: Academic Press.
Baddeley, Alan. (1996), Exploring the Central Executive. THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 49A (1), 5± 28
Barnes, V., Davis, H., Murzynowski, J., & Trieber, F. (2004). Impact of meditation on resting and ambulatory blood pressure and heart rate in youth. Psychosomatic Medicine, 66, 909914.
Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 3445.
Cain, K. M., & Dweck, C. S. (1995). The relation between motivational patterns and achievement cognitions through the elementary school years. Merrill-Palmer Quarterly, 41, 25-52
Carpendale, Jeremy I. M., Charlie Lewis, Constructing an understanding of mind: The development of children’s social understanding within social interactions. BEHAVIORAL AND BRAIN SCIENCES (2004) 27, 79–15
Champagne, FA and Curley, JP (2005) How social experiences influence the brain. Current Opinion in Neurobiology 15(6), 704–709.
Csikszentmihalyi, Mihaly, Harper and Row. (1990), FLOW: The Psychology of Optimal Experience. Global Learning Communities, Integral Learning Futures
Cowan, N., &Alloway, T.P. (2008). The development of working memory. In N. Cowan (Ed). Development of Memory in Childhood, 2nd edition, pp. 303–342. Hove, England: Psychology Press
Diamond, Adele, W. Steven Barnett, Jessica Thomas, Sarah Munro, Preschool Program Improves Cognitive Control, Science 317, 1387 (2007) + online support materials
Klassen, Rob (2002), A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities, Learning Disability Quarterly , Vol. 25, No. 2, pp. 88-102
Klingberg T, Fernell E, Olesen P, Johnson M, Gustafsson P, Dahlström K, Gillberg CG, Forssberg, H, Westerberg, H (2005) Computerized training of working memory in children with ADHD – a randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44(2): 177-186.
Morrison, Alexandra B. & Jason M. Chein (2010 a, b, 2011), Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychon Bull Rev 18:46–60.DOI 10.3758/s13423-010-0034-0
Perry, Nancy E. Young Children's Self-Regulated Learning and Contexts That Support It. Journal of Educational Psychology, 1998, Vol. 90, No. 4,715-729
Peterson, Christopher, Nansook Park and Martin E.P. Seligman (2005). Orientation to Happiness and Life Satisfaction: The Full Life Versus the Empty Life. Journal of Happiness Studies, 6:25–41
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness based education program on pre and early adolescents' wellbeing and social and emotional competence. Mindfulness, 1:137–151, DOI 10.1007/s12671-010-0011-8
Seigel, Linda, S. IQ is Irrelevant to the Definition of Learning Disabilities. Journal of Learning Disabilities. Vol. 22, Num. 8, Oct. 1989
Sternberg, R.J. (2007). Who are all the bright children? The cultural context of being and acting intelligent. Educational Researcher, 36 (3), 148-155.
Swanson, H. Lee, Danielle Stomel (2012), Learning Disabilities and Memory. B. Y. L. Wong & D. Butler (Ed.), Learning about learning disabilities (4thed.). San Diego: Academic Press.
Tough, P. (Sept. 14, 2011). What if the secret to success is failure? The New York Times.
Wager, Tor D and Edward E. Smith (2003) Neuroimaging studies of working memory: A meta-analysis. Cognitive, Affective, & Behavioral Neuroscience, 3 (4), 255-274
Alloway, T. P., Gathercole, S. E., Kirkwood. H.,& Elliott J. (2009). The cognitive and behavioural characteristics of children with low working memory". Child Development,80 (2): 606 21.doi:10.1111/j.1467. 8624.2009.01282.x. PMID 19467014.
Alloway, Tracy Packiam (2009). "Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties". European Journal of Psychological Assessment 25 (2): 92-98. doi:10.1027/1015-5759.25.2.92
Baddeley, A.D., & Hitch, G.J. (1974) .Working memory. In G.H. Bower (Ed.), The psychology of learning and motivation, Vol. 8 (pp. 47± 89) . New York: Academic Press.
Baddeley, Alan. (1996), Exploring the Central Executive. THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY, 49A (1), 5± 28
Barnes, V., Davis, H., Murzynowski, J., & Trieber, F. (2004). Impact of meditation on resting and ambulatory blood pressure and heart rate in youth. Psychosomatic Medicine, 66, 909914.
Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13(1), 3445.
Cain, K. M., & Dweck, C. S. (1995). The relation between motivational patterns and achievement cognitions through the elementary school years. Merrill-Palmer Quarterly, 41, 25-52
Carpendale, Jeremy I. M., Charlie Lewis, Constructing an understanding of mind: The development of children’s social understanding within social interactions. BEHAVIORAL AND BRAIN SCIENCES (2004) 27, 79–15
Champagne, FA and Curley, JP (2005) How social experiences influence the brain. Current Opinion in Neurobiology 15(6), 704–709.
Csikszentmihalyi, Mihaly, Harper and Row. (1990), FLOW: The Psychology of Optimal Experience. Global Learning Communities, Integral Learning Futures
Cowan, N., &Alloway, T.P. (2008). The development of working memory. In N. Cowan (Ed). Development of Memory in Childhood, 2nd edition, pp. 303–342. Hove, England: Psychology Press
Diamond, Adele, W. Steven Barnett, Jessica Thomas, Sarah Munro, Preschool Program Improves Cognitive Control, Science 317, 1387 (2007) + online support materials
Klassen, Rob (2002), A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities, Learning Disability Quarterly , Vol. 25, No. 2, pp. 88-102
Klingberg T, Fernell E, Olesen P, Johnson M, Gustafsson P, Dahlström K, Gillberg CG, Forssberg, H, Westerberg, H (2005) Computerized training of working memory in children with ADHD – a randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44(2): 177-186.
Morrison, Alexandra B. & Jason M. Chein (2010 a, b, 2011), Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychon Bull Rev 18:46–60.DOI 10.3758/s13423-010-0034-0
Perry, Nancy E. Young Children's Self-Regulated Learning and Contexts That Support It. Journal of Educational Psychology, 1998, Vol. 90, No. 4,715-729
Peterson, Christopher, Nansook Park and Martin E.P. Seligman (2005). Orientation to Happiness and Life Satisfaction: The Full Life Versus the Empty Life. Journal of Happiness Studies, 6:25–41
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness based education program on pre and early adolescents' wellbeing and social and emotional competence. Mindfulness, 1:137–151, DOI 10.1007/s12671-010-0011-8
Seigel, Linda, S. IQ is Irrelevant to the Definition of Learning Disabilities. Journal of Learning Disabilities. Vol. 22, Num. 8, Oct. 1989
Sternberg, R.J. (2007). Who are all the bright children? The cultural context of being and acting intelligent. Educational Researcher, 36 (3), 148-155.
Swanson, H. Lee, Danielle Stomel (2012), Learning Disabilities and Memory. B. Y. L. Wong & D. Butler (Ed.), Learning about learning disabilities (4thed.). San Diego: Academic Press.
Tough, P. (Sept. 14, 2011). What if the secret to success is failure? The New York Times.
Wager, Tor D and Edward E. Smith (2003) Neuroimaging studies of working memory: A meta-analysis. Cognitive, Affective, & Behavioral Neuroscience, 3 (4), 255-274