The first week we'll focus on how to practice so you'll have an idea of how to apply the theories and the process that we'll be studying as we go through the semester.

Additional Resources (optional) -- Short Articles

A Growth Mindset related to Interpreting:

Achieving success in practicing toward your goals also requires the right mindset.

"Mindset can affect expert performance. Dweck (2006) is a recognized leader in the study of mindset within the broader field of educational psychology. Mindset research asks whether people come to believe that the ability to learn is biologically based on factors beyond our control (genetics) or whether learning can ultimately be influenced through instruction and practice. Those who believe that qualities such as intelligence, aptitude, and ability are immutable and bestowed at birth are described as having a “fixed mindset” (Dweck, 2006, p. 6). This view harkens to that of Galton from the 19th century (referenced earlier in this article; see Footnote 2).

A domino effect stems from the belief that intelligence is static. There is a tendency to avoid challenges, to give up easily when faced with obstacles, to see effort as fruitless, to ignore constructive criticism, and to feel threatened by others’ success. This fixed mindset results in a failure to achieve one’s full potential. Studies across domains and ages show that this tendency appears very early in life and persists throughout adulthood. Because the belief is that how one performs is an absolute reflection of who one is, those with fixed mindsets are risk averse.

On the other hand, the growth mindset embodies the belief that basic qualities such as intelligence and ability can be developed through effort (Dweck, 2006), which leads to a tendency to embrace challenges, persist despite setbacks, and see effort as a path to mastery. People may still experience failure, but instead of feeling demoralized and worthless, they will seek to learn lessons from the experience and use those lessons to inform future successes.

From the standpoint of learning, a growth mindset is desirable, as it allows for openness to new approaches. Conversely, a fixed mindset can result in resistance to change and experimentation. Dweck insists that people can change their mindsets through education. Often, by learning about fixed and growth mindsets, people who are of a fixed mindset can take steps toward a growth-oriented mindset. Changing one’s mindset requires diligent effort to avoid falling into old patterns of thinking that may limit achievement. "

http://www.interpretereducation.org/wp-content/uploads/2016/01/Deliberate-Practice-Article.pdf

Goal Setting

1) Assess your Motivation

Do you have the motivation to pursue this goal? Do you really want it?

You won't challenge Usain Bolt if you only do sprint training when you feel like it and work in an office from 9-5.

Clarify why it is you want to pursue this goal by visualising the desired outcome in detail.

2) Clearly Define your Goals

Do you want to be the best in the world or just good enough to do something well without embarrassing yourself?

Write these down and make sure that they’re measurable and specific.

For example, for language learning, choose a goal to “hold a 15 minute conversation with a native” rather than just “learn the language.”

3) Choose a Sustainable Schedule

Have you chosen a practice schedule you have the discipline to stick with until you achieve your goal?

It’s better to under commit initially and add more hours after a few weeks than to get disheartened when you don’t live up to your ambitious schedule and throw in.

Breaking Down Interpreting Skills into Sub-Skills

Marty Taylor and the EIPA have created a list of sub-skills that come together as "Interpreting". You will record a baseline and from that we will talk about some of the skills that should be on your list of goals. The Marty Taylor text is a great reference for skill building because it describes how it should be correctly performed and common errors.

Look over the list of skills included in the syllabus and start to create a list of the ones you would like to focus on. Your goals may change from week to week as you learn new skills and encounter new challenges.