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Effective teaching methods for fostering productive patterns. Jordyn Hirsch
Teachers should emphasize mastery goals (teaching the belief that higher effort leads to better outcomes) over performance goals. However, they should also encourage students to set standards for performance.
Help students to view the development of these new skills as necessary outcomes of learning tasks
Teach them to persist in challenging situations (emphasize that GROWTH MINDSET)
They should also ensure students are setting good goals-- "Bandura (1997) and Schunk (1990) have shown that specific, proximal, and somewhat challenging goals promote both self-efficacy and improved performance" (Eccles & Wigfield, 2002).
WHY should teachers avoid performance-only goals?
They lead to the mindset that trying hard equals a lack of ability, and often students define success relative to their and other's performance (competitive mindset). These goals discourage students from taking on challenges they feel they cannot achieve, and students may avoid seeking help, leading to struggle and dropout.
OVERALL: Teachers should emphasize a balance between the two!
Examples:
Connect tasks to real-world application.
Add relevance for your students and ensure that the assignments are not purely theoretical and abstract (why should the student care about this assignment/concept/topic?)
"Tasks should be purposeful, challenging, and varied" (Deemer 2004).
Give choices (but not too many).
Students thrive with autonomy in their assignments--but often too much choice without direction can be overwhelming. Ensure students have a choice in topic or medium--but usually not both, and provide examples!
Give good feedback (descriptive, specific, evaluative).
If students have feedback that relates to their effort and outcome, they can better decipher what they did well and what they need to work on. Grades alone do not often inspire improvement; specific feedback does.
Jigsaw learning model.
Allow students the opportunity to "teach" each other and themselves through becoming experts in a topic and shuffling to share their findings. This gives students a sense of learning through their own research and interaction with peers and allows them to grow, ask questions, and independently learn while guided.
Provide summative and formative assessments.
Formative assessments are great for fostering growth and assessing effort throughout a unit, not just at the end. It also helps give feedback throughout the learning process and ensure students are building upon skills and content in chunks, not all at once. Summative and formative assessments provide a balance between learning and performance that ensure students are learning and also showing what they know.
Try to assign work that showcases growth, not just performance.
Deemer, Sandra A. (2004). USING ACHIEVEMENT GOAL THEORY TO TRANSLATE PSYCHOLOGICAL PRINCIPLES INTO PRACTICE IN THE SECONDARY CLASSROOM, American Secondary Education, 32 (3). chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://learningandexperienceblog.wordpress.com/wp-content/uploads/2018/08/deemer04.pdf.
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