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How can we know the dancer from the dance?
In a world where fortunes are sought through data-mining vast information repositories, the computer is our indispensable but far from infallible assistant. Personas demonstrates the computer’s uncanny insights and its […]
Director General's Memo: Commonwealth-state Funding Outcomes for NSW
Dear Colleagues, State and territory governments met with the Commonwealth on the weekend to negotiate funding agreements for public schools and vocational education and training. Of course you’d […]
What’s important?
The ritual dance, between the NSW Teachers Federation and the NSW Department of Education and Communities, continues over how education is organised in our state. I do not propose to […]
© 2013 Darcy Moore's Blog
Brainology – Transforming Students’ Motivation to Learn
“More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives…we have shown that what students believe about their brains — whether they see their intelligence as something that’s fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.”
So many students seem to believe that those who have success are naturally brainy and limit their own potential for achievment with this false understanding. I like the many of the ideas in this inspiring article.