EDUC 123

Unit 1: Basic Concepts

and Learner-Centered
Psychological
Principles
Definitions of Childhood and
Adolescence.
Childhood - the state or time of being a child;
especially, the period from infancy to puberty.
(1-12)
the time for children to be in school and at play, to
grow strong and confident with the love and
encouragement of their family and an extended
community of caring adults. It is a previous time in
which children should live free from fear, safe
from violence and protected from abuse and
exploitation. (www.unicef.org)
Adolescence (12-18)
Adolescence has been described as the period in life when an
individual is no longer a child, but not yet an adult. It is a period in
which an individual undergoes enormous physical and psychological
changes. In addition, the adolescent experiences changes in social
expectations and perceptions. Physical growth and development are
accompanied by sexual maturation, often leading to intimate
relationships. The individual’s capacity for abstract and critical
thought also develops, along with a sense of self-awareness when
social expectations require emotional maturity. (WHO)
Adolescence is a defining time in the development of a
child that is characterized by rapid physical growth and
neurological sculpting, the onset of puberty and sexual
maturity. It is a critical period for individual identity
development when young people are figuring out who
they want to be in the world; an opportunity for growth,
exploration and creativity. Positive social relationships and
environments enhance feelings of inclusion and belonging
and lead to positive outcomes.
Negative experiences, on the other hand, that increase
fear, self-doubt or social isolation, can get amplified
during this vulnerable period of development, leading to
a cascade of negative and even pathological outcomes as
young people grow into adulthood. When adolescents,
including the most disadvantaged, are supported by
caring families and adults, as well as policies and services
attentive to their needs, they can develop to their full
potential. (www.unicef.org)
Growth and
Development
Nature or
Nurture?
 HUMAN DEVELOPMENT

the sequence of physical and

psychological changes experienced by
human beings, which start with
conception and continue throughout life.
 GROWTH

the physical changes over childhood and

adolescence, both those visible from the
outside and internal changes.
 NATURE OR NURTURE?
NURTURE IS GENERALLY
NATURE IS WHAT TAKEN AS THE
WE THINK OF AS INFLUENCE OF EXTERNAL
PRE-WIRING AND IS FACTORS AFTER
INFLUENCED BY CONCEPTION, E.G., THE
GENETIC PRODUCT OF EXPOSURE,
INHERITANCE AND LIFE EXPERIENCES AND
LEARNING ON AN
OTHER BIOLOGICAL
INDIVIDUAL.
FACTORS.
 PRENATAL INFANCY AND
DEVELOPMENT TODDLERHOOD
(CONCEPTION (BIRTH THROUGH TWO
Periods of THROUGH BIRTH) YEARS)

Development EARLY CHILDHOOD

(3 TO 5 YEARS)

ADOLESCENCE
MIDDLE CHILDHOOD (6
(12 YEARS TO
TO 11 YEARS)
ADULTHOOD)
 PERIODS OF DEVELOPMENT

1. PRENATAL DEVELOPMENT
CONCEPTION OCCURS AND DEVELOPMENT
BEGINS. ALL OF THE MAJOR STRUCTURES OF THE
BODY ARE FORMING AND THE HEALTH OF THE
MOTHER IS OF PRIMARY CONCERN.
UNDERSTANDING NUTRITION, TERATOGENS (OR
ENVIRONMENTAL FACTORS THAT CAN LEAD TO
BIRTH DEFECTS), AND LABOR AND DELIVERY ARE
PRIMARY CONCERNS.
 PERIODS OF DEVELOPMENT
2. INFANCY AND TODDLERHOOD (0-3)
THE TWO YEARS OF LIFE ARE ONES OF DRAMATIC
GROWTH AND CHANGE. A NEWBORN, WITH A KEEN
SENSE OF HEARING BUT VERY POOR VISION, IS
TRANSFORMED INTO A WALKING, TALKING TODDLER
WITHIN A RELATIVELY SHORT PERIOD OF TIME.
CAREGIVERS ARE ALSO TRANSFORMED FROM
SOMEONE WHO MANAGES FEEDING AND SLEEP
SCHEDULES TO A CONSTANTLY MOVING GUIDE AND
SAFETY INSPECTOR FOR A MOBILE, ENERGETIC CHILD.
 PERIODS OF DEVELOPMENT
3. EARLY CHILDHOOD (3-5)
EARLY CHILDHOOD IS ALSO REFERRED TO AS THE PRESCHOOL YEARS
AND CONSISTS OF THE YEARS WHICH FOLLOW TODDLERHOOD AND
PRECEDE FORMAL SCHOOLING. AS A THREE TO FIVE-YEAR-OLD, THE
CHILD IS BUSY LEARNING LANGUAGE, IS GAINING A SENSE OF SELF AND
GREATER INDEPENDENCE, AND IS BEGINNING TO LEARN THE WORKINGS
OF THE PHYSICAL WORLD. THIS KNOWLEDGE DOES NOT COME
QUICKLY, HOWEVER, AND PRESCHOOLERS MAY INITIALLY HAVE
INTERESTING CONCEPTIONS OF SIZE, TIME, SPACE AND DISTANCE SUCH
AS FEARING THAT THEY MAY GO DOWN THE DRAIN IF THEY SIT AT THE
FRONT OF THE BATHTUB OR BY DEMONSTRATING HOW LONG
SOMETHING WILL TAKE BY HOLDING OUT THEIR TWO INDEX FINGERS
SEVERAL INCHES APART. A TODDLER’S FIERCE DETERMINATION TO DO
SOMETHING MAY GIVE WAY TO A FOUR-YEAR-OLD’S SENSE OF GUILT
FOR ACTION THAT BRINGS THE DISAPPROVAL OF OTHERS.
 PERIODS OF DEVELOPMENT
4. MIDDLE CHILDHOOD (6-11)
THE AGES OF SIX THROUGH ELEVEN COMPRISE MIDDLE
CHILDHOOD AND MUCH OF WHAT CHILDREN EXPERIENCE AT THIS
AGE IS CONNECTED TO THEIR INVOLVEMENT IN THE EARLY GRADES
OF SCHOOL. NOW THE WORLD BECOMES ONE OF LEARNING AND
TESTING NEW ACADEMIC SKILLS AND BY ASSESSING ONE’S
ABILITIES AND ACCOMPLISHMENTS BY MAKING COMPARISONS
BETWEEN SELF AND OTHERS. SCHOOLS COMPARE STUDENTS AND
MAKE THESE COMPARISONS PUBLIC THROUGH TEAM SPORTS,
TEST SCORES, AND OTHER FORMS OF RECOGNITION. GROWTH
RATES SLOW DOWN AND CHILDREN ARE ABLE TO REFINE THEIR
MOTOR SKILLS AT THIS POINT IN LIFE. AND CHILDREN BEGIN TO
LEARN ABOUT SOCIAL RELATIONSHIPS BEYOND THE FAMILY
THROUGH INTERACTION WITH FRIENDS AND FELLOW STUDENTS.
 PERIODS OF DEVELOPMENT
5. ADOLESCENCE (12-18)
ADOLESCENCE IS A PERIOD OF DRAMATIC PHYSICAL
CHANGE MARKED BY AN OVERALL PHYSICAL GROWTH
SPURT AND SEXUAL MATURATION, KNOWN AS PUBERTY.
IT IS ALSO A TIME OF COGNITIVE CHANGE AS THE
ADOLESCENT BEGINS TO THINK OF NEW POSSIBILITIES
AND TO CONSIDER ABSTRACT CONCEPTS SUCH AS LOVE,
FEAR, AND FREEDOM. IRONICALLY, ADOLESCENTS HAVE A
SENSE OF INVINCIBILITY THAT PUTS THEM AT GREATER
RISK OF DYING FROM ACCIDENTS OR CONTRACTING
SEXUALLY TRANSMITTED INFECTIONS THAT CAN HAVE
LIFELONG CONSEQUENCES.
DEVELOPMENTAL
TASKS AND EDUCATION
A Robert Havighurst's Theory
 HAVIGHURST’S
DEVELOPMENTAL TASK THEORY
ROBERT HAVIGHURST EMPHASIZED THAT LEARNING IS BASIC AND THAT IT
CONTINUES THROUGHOUT LIFE SPAN. GROWTH AND DEVELOPMENT OCCURS IN
SIX STAGES.
1. INFANCY AND EARLY CHILDHOOD
2. MIDDLE CHILDHOOD
3. ADOLESCENCE
4. EARLY ADULTHOOD
5. MIDDLE AGE
6. LATER MATURITY
 6 STAGES
Developmental Tasks of
Developmental Tasks of
Middle Childhood
Infancy and Early Childhood 1. LEARNING PHYSICAL SKILLS NECESSARY FOR ORDINARY GAMES.
2. BUILDING WHOLESOME ATTITUDES TOWARD ONESELF AS A
1. LEARNING TO WALK. GROWING ORGANISM
2. LEARNING TO TAKE SOLID FOODS 3. LEARNING TO GET ALONG WITH AGE-MATES
3. LEARNING TO TALK 4. LEARNING AN APPROPRIATE MASCULINE OR FEMININE SOCIAL
4. LEARNING TO CONTROL THE ROLE
ELIMINATION OF BODY WASTES 5. DEVELOPING FUNDAMENTAL SKILLS IN READING, WRITING, AND
5. LEARNING SEX DIFFERENCES AND CALCULATING
SEXUAL MODESTY 6. DEVELOPING CONCEPTS NECESSARY FOR EVERYDAY LIVING.
6. FORMING CONCEPTS AND 7. DEVELOPING CONSCIENCE, MORALITY, AND A SCALE OF VALUES
LEARNING LANGUAGE TO DESCRIBE 8. ACHIEVING PERSONAL INDEPENDENCE
SOCIAL AND PHYSICAL REALITY. 9. DEVELOPING ATTITUDES TOWARD SOCIAL GROUPS AND
7. GETTING READY TO READ INSTITUTIONS
 6 STAGES
Developmental Tasks of Developmental Tasks of
Adolescence Early Adulthood
1. ACHIEVING NEW AND MORE MATURE RELATIONS WITH
AGE-MATES OF BOTH SEXES 1. SELECTING A MATE
2. ACHIEVING A MASCULINE OR FEMININE SOCIAL ROLE 2. ACHIEVING A MASCULINE OR FEMININE
3. ACCEPTING ONE'S PHYSIQUE AND USING THE BODY SOCIAL ROLE
EFFECTIVELY 3. LEARNING TO LIVE WITH A MARRIAGE
4. ACHIEVING EMOTIONAL INDEPENDENCE OF PARENTS PARTNER
AND OTHER ADULTS 4. STARTING A FAMILY
5. PREPARING FOR MARRIAGE AND FAMILY LIFE 5. REARING CHILDREN
6. PREPARING FOR AN ECONOMIC CAREER 6. MANAGING A HOME
7. ACQUIRING A SET OF VALUES AND AN ETHICAL SYSTEM 7. GETTING STARTED IN AN OCCUPATION
AS A GUIDE TO BEHAVIOR; DEVELOPING AN IDEOLOGY 8. TAKING ON CIVIC RESPONSIBILITY
8.DESIRING AND ACHIEVING SOCIALLY RESPONSIBLE 9. FINDING A CONGENIAL SOCIAL GROUP
BEHAVIOR
 6 STAGES
Developmental Tasks of Developmental Tasks of
Middle Age Late Maturity
1. ACHIEVING ADULT CIVIC AND SOCIAL
1. ADJUSTING TO DECREASING PHYSICAL
RESPONSIBILITY
STRENGTH AND HEALTH
2. ESTABLISHING AND MAINTAINING AN ECONOMIC
2. ADJUSTING TO RETIREMENT AND
STANDARD OF LIVING
REDUCED INCOME
3. ASSISTING TEENAGE CHILDREN TO BECOME
3. ADJUSTING TO DEATH OF A SPOUSE
RESPONSIBLE AND HAPPY ADULTS
4. ESTABLISHING AN EXPLICIT
4. DEVELOPING ADULT LEISURE-TIME ACTIVITIES
AFFILIATION WITH ONE’S AGE GROUP
5. RELATING ONESELF TO ONE’S SPOUSE AS A
5. MEETING SOCIAL AND CIVIL
PERSON
OBLIGATIONS
6. ACCEPTING AND ADJUSTING TO THE
6. ESTABLISHING SATISFACTORY PHYSICAL
PHYSIOLOGIC CHANGES OR MIDDLE AGE
LIVING ARRANGEMENT
7. ADJUSTING TO AGING PARENTS.
DOMAINS OF DEVELOPMENT

Cognitive

Biological

Social-emotional
 THE COGNITIVE DOMAIN INCLUDES
COGNITIVE INTELLECTUAL DEVELOPMENT AND
DEVELOPMENT CREATIVITY. AS THEY DEVELOP
COGNITIVELY, KIDS GAIN THE
ABILITY TO PROCESS THOUGHTS,
PAY ATTENTION, DEVELOP
MEMORIES, UNDERSTAND THEIR
SURROUNDINGS, EXPRESS
CREATIVITY, AS WELL AS TO MAKE,
IMPLEMENT, AND ACCOMPLISH
PLANS.
 JEAN PIAGET'S COGNITIVE
DEVELOPMENT
STAGES OF COGNITIVE DEVELOPMENT
THE SENSORIMOTOR STAGE: A PERIOD OF TIME BETWEEN BIRTH AND AGE
TWO DURING WHICH AN INFANT'S KNOWLEDGE OF THE WORLD IS LIMITED
TO HIS OR HER SENSORY PERCEPTIONS AND MOTOR ACTIVITIES. BEHAVIORS
ARE LIMITED TO SIMPLE MOTOR RESPONSES CAUSED BY SENSORY STIMULI.

THE PREOPERATIONAL STAGE: A PERIOD BETWEEN AGES TWO AND SEVEN

DURING WHICH A CHILD LEARNS TO USE LANGUAGE. DURING THIS STAGE,
CHILDREN DO NOT YET UNDERSTAND CONCRETE LOGIC, CANNOT
MENTALLY MANIPULATE INFORMATION AND ARE UNABLE TO TAKE THE
POINT OF VIEW OF OTHER PEOPLE.
 JEAN PIAGET'S COGNITIVE
DEVELOPMENT
THE CONCRETE OPERATIONAL STAGE: A PERIOD BETWEEN AGES SEVEN AND
ELEVEN DURING WHICH CHILDREN GAIN A BETTER UNDERSTANDING OF
MENTAL OPERATIONS. CHILDREN BEGIN THINKING LOGICALLY ABOUT
CONCRETE EVENTS, BUT HAVE DIFFICULTY UNDERSTANDING ABSTRACT OR
HYPOTHETICAL CONCEPTS.

THE FORMAL OPERATIONAL STAGE: A PERIOD BETWEEN AGE TWELVE TO

ADULTHOOD WHEN PEOPLE DEVELOP THE ABILITY TO THINK ABOUT
ABSTRACT CONCEPTS. SKILLS SUCH AS LOGICAL THOUGHT, DEDUCTIVE
REASONING AND SYSTEMATIC PLANNING ALSO EMERGE DURING THIS STAGE.

HTTPS://YOUTU.BE/IHCGYGX7AAA
Biological
Development PHYSICAL DEVELOPMENT IS DEFINED
AS THE BIOLOGICAL CHANGES THAT
OCCUR IN THE BODY AND BRAIN,
INCLUDING CHANGES IN SIZE AND
STRENGTH, INTEGRATION OF SENSORY
AND MOTOR ACTIVITIES, AND
DEVELOPMENT OF FINE AND GROSS
MOTOR SKILLS.
 PHYSICAL DEVELOPMENT IN CHILDREN FOLLOWS
A DIRECTIONAL PATTERN. MUSCLES IN THE BODY'S
Biological CORE, LEGS AND ARMS DEVELOP BEFORE THOSE IN

Development
THE FINGERS AND HANDS. CHILDREN LEARN HOW
TO PERFORM GROSS (OR LARGE) MOTOR SKILLS
SUCH AS WALKING BEFORE THEY LEARN TO
PERFORM FINE (OR SMALL) MOTOR SKILLS SUCH
AS DRAWING. MUSCLES LOCATED AT THE CORE OF
THE BODY BECOME STRONGER AND DEVELOP
SOONER THAN THOSE IN THE FEET AND HANDS.
PHYSICAL DEVELOPMENT GOES FROM THE HEAD
TO THE TOES.
SOCIAL- SOCIAL-EMOTIONAL DEVELOPMENT IS DEFINED
AS THE CHANGES IN THE WAYS WE CONNECT
EMOTIONAL TO OTHER INDIVIDUALS AND EXPRESS AND
DEVELOPMENT UNDERSTAND EMOTIONS.
THE CORE FEATURES OF EMOTIONAL
DEVELOPMENT INCLUDE THE ABILITY OF A
CHILD TO IDENTIFY AND UNDERSTAND THEIR
OWN FEELINGS, TO ACCURATELY READ AND
COMPREHEND EMOTIONAL STATES OF
OTHERS, TO MANAGE STRONG EMOTIONS AND
THEIR EXPRESSION IN A BENEFICIAL MANNER,
TO REGULATE THEIR OWN BEHAVIOR, TO
DEVELOP EMPATHY FOR OTHERS, AND TO
ESTABLISH AND MAINTAIN RELATIONSHIPS.
SOCIAL-
EMOTIONAL HEALTHY SOCIAL-EMOTIONAL
DEVELOPMENT DEVELOPMENT FOR INFANTS AND
TODDLERS DEVELOPS IN AN
INTERPERSONAL CONTEXT, SPECIFICALLY
THAT OF POSITIVE ONGOING
RELATIONSHIPS WITH FAMILIAR AND
NURTURING ADULTS. EMOTION AND
COGNITION WORK TOGETHER,
INFORMING THE CHILD’S IMPRESSIONS OF
SITUATIONS AND INFLUENCING
BEHAVIOR.
DEVELOPMENT AND
PEDAGOGY:
THEORY AND
RESEARCH
 JEAN PIAGET’S THEORY HOWARD GARDNER’S
OF COGNITIVE
PEDAGOGICAL
THEORY OF MULTIPLE
DEVELOPMENT INTELLIGENCES

THEORIES
DAVID H. ROSE:
FOUNDER OF CAST: CAROL DWECK:
DEFINED THE MINDSET/ IMPLICIT
UNIVERSAL DESIGN THEORIES OF
FOR LEARNING (UDL) INTELLIGENCE
 HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES
HOWARD GARDNER THEORIZED THAT THERE WAS MORE THAN MEETS THE I(Q)
TEST WHEN DISCUSSING “INTELLIGENCE.” HE ARGUED THAT THE IQ TEST WAS FAR
TOO NARROW- FOCUSING PRIMARILY ON LINGUISTIC AND MATHEMATICAL
ABILITIES AND IGNORING OTHER AREAS OF THE CHILD’S INTELLIGENCE. IN 1983
GARDNER WROTE HIS FLAGSHIP BOOK FRAMES OF MIND: THE THEORY OF MULTIPLE
INTELLIGENCES. HE PROPOSED EIGHT ABILITIES THESE ARE AS FOLLOWS:

MUSICAL-RHYTHMIC,
VISUAL-SPATIAL,
VERBAL-LINGUISTIC,
LOGICAL-MATHEMATICAL,
BODILY-KINESTHETIC,
INTERPERSONAL,
INTRAPERSONAL,
NATURALISTIC
MULTIPLE INTELLIGENCES
Musical-Rhythmic and Harmonic Intelligence is described as a type of intelligence that is
highly musical with sensitivity to sound, and rhythm.
VISUAL-SPATIAL INTELLIGENCE
THE PERSON WITH VISUAL-SPATIAL INTELLIGENCE IS THAT PERSON WHO CAN SEE FOR EXAMPLE A
GEOMETRIC SHAPE AND THEN, TURN IT, FLIP IT, SPIN IT AND MORE ALL WITHIN THEIR MIND’S EYE.
VERBAL-LINGUISTIC INTELLIGENCE
THOSE WITH HIGH LEVELS OF VERBAL-LINGUISTIC INTELLIGENCE WILL BE GREAT WITH WORDS,
PHENOMENAL STORY-TELLERS, AND GREAT READERS AND WRITERS.

Logical-Mathematical Intelligence involves problem solving through reason. Those with

high levels of this type of intelligence may be epistemologists, or mathematicians.
 MULTIPLE INTELLIGENCES
BODILY-KINESTHETIC INTELLIGENCE
WHEN YOU THINK OF BODILY-KINESTHETIC INTELLIGENCE YOU PROBABLY INSTANTLY THINK OF AN OLYMPIC
ATHLETE AMONG THE TOP OF THE LIST, AND YOU WOULD BE CORRECT! ACTORS, BUILDERS, AND DANCERS.

INTERPERSONAL INTELLIGENCE
THE PERSONS WITH HIGH LEVELS OF INTERPERSONAL INTELLIGENCE CAN READILY EMPATHIZE WITH
OTHERS’ EMOTIONS AND MOTIVATIONS.

INTRAPERSONAL INTELLIGENCE
THE TYPE OF PERSON WHO REALLY KNOWS ABOUT THEMSELVES PROBABLY SEEMS LIKE A SAGE.
THIS PERSON KNOW ALL ABOUT THEIR INNER STATES, AS WELL AS THEIR CARNAL NEEDS.

GARDNER ADDED NATURALISTIC INTELLIGENCE A DECADE LATER IN THE 1990S. AS IS IMPLIED, A

PERSONAL WITH HIGH LEVELS OF NATURALISTIC INTELLIGENCE IS “TUNED IN” WITH NATURE.
DAVID H. ROSE: FOUNDER
OF CAST: DEFINED THE
UNIVERSAL DESIGN FOR
LEARNING (UDL)
 DAVID H. ROSE:FOUNDER OF CAST: DEFINED THE UNIVERSAL
DESIGN FOR LEARNING (UDL)
DAVID H. ROSE IS THE CO-FOUNDER OF CAST WHO IN THE MID-80’S WORKED TO IMPROVE
EDUCATION FOR ALL TYPES OF LEARNERS THROUGH TECHNOLOGY. HIS WORK LEAD TO THE
UNIVERSAL DESIGN FOR LEARNING (UDL) WHICH INFLUENCED EDUCATION POLICY THROUGHOUT
THE US INCLUDING THE REAUTHORIZATION OF IDEA IN 2004. THE UDL FRAMEWORK CALLS FOR
THESE THREE GENERAL PRINCIPLES WHEN DESIGNING A CLASSROOM CURRICULUM:

“MULTIPLE MEANS OF REPRESENTATION TO GIVE LEARNERS VARIOUS WAYS OF ACQUIRING

INFORMATION AND KNOWLEDGE”
“MULTIPLE MEANS OF EXPRESSION TO PROVIDE LEARNERS ALTERNATIVES FOR
DEMONSTRATING WHAT THEY KNOW”
MULTIPLE MEANS OF ENGAGEMENT TO TAP INTO LEARNERS’ INTERESTS, CHALLENGE THEM
APPROPRIATELY, AND MOTIVATE THEM TO LEARN
DAVID H. ROSE:FOUNDER OF CAST: DEFINED THE UNIVERSAL
DESIGN FOR LEARNING (UDL)
 DAVID H. ROSE:FOUNDER OF CAST: DEFINED THE UNIVERSAL
DESIGN FOR LEARNING (UDL)

ADDITIONALLY, UDL IS HEAVILY STEEPED IN THE FIELD OF NEUROSCIENCE AND SO THE

LEARNING FRAMEWORK IDENTIFIES WHICH AREAS OF THE BRAIN ARE RESPONSIBLE FOR
VARIOUS COMPONENTS OF LEARNING INCLUDING THE:

RECOGNITION NETWORKS WHICH ARE HOW WE GATHER INFORMATION, AND PLACE THAT
INFORMATION INTO CATEGORIES LIKE NUMBERS, LETTERS, WORDS ETC.
STRATEGIC NETWORKS ARE HOW WE PLAN AND THEN PERFORM OUR TASKS WHETHER
THROUGH WRITTEN EXPRESSION OR PROBLEM SOLVING.
AFFECTIVE NETWORKS INDICATE HOW WE GET MOTIVATED, ENGAGED, AND EXCITED
ABOUT LEARNING
Carol Dweck: CAROL DWECK IS BEST KNOWN FOR HER
Mindset/ Implicit RESEARCH AND CONTRIBUTIONS TO

Theories of IMPLICIT THEORIES OF INTELLIGENCE AND

MINDSET. IF WE WERE TO SELECT JUST
Intelligence ONE WORD THAT IS THE ESSENCE OF HER
WORK WE WOULD PICK CHANGE. DWECK
ARGUES THAT AS LEARNERS AND CREATORS,
WE ARE MORE MALLEABLE THAT WE MAY
GIVE OURSELVES CREDIT. EVEN TREES THAT
ARE ROOTED DEEP IN THE EARTH GROW,
TALK TO EACH OTHER, AND CONTINUE TO
CHANGE.
Carol Dweck:
Mindset/ Implicit
DWECK ENCOURAGES US TO SEE THE GROWTH NO
MATTER WHAT THE AGE. SHE ENCOURAGES HER
Theories of AUDIENCE TO BELIEVE IN CHANGE, AND TO LOVE

Intelligence THE PROCESS. INCREMENTAL THEORY DEALS WITH

A GROWTH MINDSET- OUR BELIEF THAT WE CAN
ACHIEVE OUR OWN GREATNESS THROUGH HARD
WORK AND PERSEVERANCE. AS OPPOSED TO A FIXED
MINDSET WHERE STUDENTS ESSENTIALLY PLATEAU
AND WITHDRAW FROM CHANGE. CHANGE CAN
EXPOSE WEAKNESS, CHANGE CAN MEAN MAKING
MISTAKES. CHANGE CAN TAKE TIME, AND CHANGE
DOESN’T ALWAYS HAPPEN QUICKLY.
Carol Dweck:
Mindset/ Implicit
Theories of “THE GROWTH MINDSET WAS
INTENDED TO HELP CLOSE
Intelligence ACHIEVEMENT GAPS, NOT HIDE THEM.
IT IS ABOUT TELLING THE TRUTH
ABOUT A STUDENT’S CURRENT
ACHIEVEMENT AND THEN, TOGETHER,
DOING SOMETHING ABOUT IT, HELPING
HIM OR HER BECOME SMARTER.”
THANK YOU!