Characteristics of Active Learning Strategies
- Watch the video below and make a note in the comment section the suggestions the speaker makes to make teaching activities engaging and motivating for learners. Mention against every suggestion proposed by the speaker, in a word or a sentence, the theory or concept on which her suggestion might be based.
- In our previous session, we had constructed a partial framework that will help us design effective learning and teaching activities when we begin to work on lesson plans. Incorporate the suggestions made by the speaker in appropriate places in this framework. Bring your finished work in the when we meet next.
Important thing to assess here is to what degree we are able to make sense of the speaker's propositions now that we have some understanding of human mind and how it learns thanks to the works of Pavlov, Skinner, Bandura, Piaget, Harlow, Chase & Simons, etc.
It is never a good idea to accept anybody's suggestions / strategies without first understanding the reasons and the context on which those suggestions are based, We should aim to become competent enough so that we may be able to decide for ourselves whether a given strategy is appropriate in the context in which we work. We develop such competency by means of repeated exercise consisting of
- applying in practice theoretical concepts we learn in PDQ sessions by devising strategies to address the challenges we face in class, and
- examining various other teaching strategies / methodologies through the lens of these theoretical concepts in order to assess their effectiveness.
Neuroscience Pathways From Lab To Classroom: Dr. Judy Willis at TEDxEnola
Submission deadline for Primary Section -- 18th Dec, 2019
Submission deadline for the Secondary Section -- 19th Dec, 2019
According to Judy Wills, sustained or frequent boredom is stressful. If the brain is stressed, the amygdala changes in how metabolically active it is. The amygdala controls how information is received and if the brain is stressed, information is sent to the reactive part of the brain rather than the prefrontal cortex. Therefore, information sent is modulated by the state of stress.
ReplyDeleteThe three responses of the lower reactive brain: Fight, Flight and Freeze.
How the child responses in the class to stress, which is boredom, frustration, zoning out, etc. , is how the brain is designed to respond.
In class, the equivalent of fight, flight and freeze may be opposition/defiance, ADHD and social anxiety/seizures/OCD respectively.
Some suggestions to make teaching activities engaging and motivating:
The Video - Game Model
Judy Wills says that the Survival instinct makes students stop expending effort when there is a low expectation of success. This is the fixed mindset where the students may believe that their intelligence and skills are predetermined, limited and unchangeable. Moreover, repeated failure may reinforce this belief. (This could be a form of Pavlov’s conditioning.)
However, this does not happen with video games. There is sustained effort by gamers despite failure 80% of the time. Gamers persevere with challenge and use feedback to improve their gaming skills. (Skinner’s Operant Conditioning)
Three characteristics of video games:
1. Achievable challenge (age appropriate learning – Piaget / differentiation (individualization) )
2. Prediction and immediate feedback (formative assessment with feedback)
3. Incremental progress (Schemata/ definite stages of development)
Judy Wills also mentions that each player can progress from one level to another without having to wait for the other player. (Differentiated instruction / individual centric)
The player has to work harder in the next level in comparison to the previous level. And, this hard work is what keeps the player engaged.
Judy Wills talks about having each child involved and engaged in the learning process so that they can construct the knowledge and understand through experience. (Constructivism – learning = constructing meaning)
Brain Chemical Equation – The release of dopamine can help learning. Judy Will suggests letting the students make prediction. When their predictions are right, the brain releases dopamine, which reinforces what is learned. (This again sounds like Skinner’s Operant Conditioning)
This will eventually lead to building of confidence and growth mindset, resilience, increase risks of participation and potential for creative innovation.
- Neha Britto
Nice work! You have parsed the talk quite well and have successfully distilled the mains points that are relevant to our concerns.
DeleteI couldn't quite follow one thing: Constructivism – learning = constructing meaning. I don't think we can separate learning from constructivism in the way you seem to suggest here. Constructivism is itself a theory that describes how people learn. So, we may write Constructivism = prior knowledge + new learning = constructing meaning = extended/modified schema.
On reading Miss.Neha Britto's comments, I have been able to co-relate the various theories we have learnt about , with Ms.Judy Wills' methods.
ReplyDeleteTeachers were referring increasing cases of students to Ms.Judy Wills and citing adhd,etc...
The teachers here might be exhibiting "behaviourism" where the student is expected to be a passive receiver of knowledge and any untoward behaviour is referred to the neurologist.
When students find the video game model exciting, it reflects the Banduras model, wherein students tend to imitate or repeat behavior when rewarded by being moved to the next level.
Setting "achievable challenge " points to setting age appropriate challenges as per Piaget's theory.
"Prediction and immediate feedback"would point to formative assessment which teachers periodically conduct during a lesson , to assess the students understanding and it also serves in releasing dopamine in the students (which further aids learning) as the students receive validation of their understanding from the teacher.
This then becomes the schema on which the student can build on using constructivism. And solve more complex problems as in the increasing challenges in higher levels of video game whereby the student is becoming more and more intrinsically motivated.
Thanks for giving credit to Ms Neha's work and for acknowledging the impact it has had on your ideas.
Delete"When students find the video game model exciting, it reflects the Banduras model, wherein students tend to imitate or repeat behavior when rewarded by being moved to the next level." I don't quite understand how game-based model relates with Bandura's model of social learning. Could you elaborate on this further?
Sir, I realise I may have erred. As Banduras theory, shows child 'imitating' behaviour when he sees action being rewarded.
DeleteWhereas , though here, the child is receiving intrinsic motivation of winning, he is not 'imitating' anybody else's behaviour.
I stand corrected.
Boredom is so common that almost half of all high school students are bored in school every day. Boredom is a negative academic emotion that can affect students in multiple ways. Anxiety is the most studied negative emotion while boredom is a newer academic emotion drawing the attention of researchers and educators.
ReplyDeleteAs ways to reduce boredom among students in schools, researchers like Dr Judy began to explore and study on this.
Researchers like Dr Judy begin to apply her research on neuroscience pathway from lab to classroom
Dr Judy’s saying is that: Students' participation in learning activities is not achieved by forcing them to pay attention or by asking them to understand the ultimate goal of learning and the potential value of the information we present (although they also have their role at higher school levels in other). Exclusive use of this tactic in education is counterproductive, leading to the association of school learning with monotony, boredom, frustration, anxiety and stress.
Detailed brain study on this: There are two amygdalae per person normally, with one amygdala on each side of the brain. They are thought to be a part of the limbic system within the brain, which is responsible for emotions, survival instincts, and memory.
The amygdala is part of the limbic system of the brain, which is involved with emotions and other reactions to stimuli. The amygdala is a processing center that is hooked up to receive incoming messages from our senses and our internal organs. It is highly involved with different emotional responses.
When you feel threatened and afraid, the amygdala automatically activates the fight-or-flight response by sending out signals to release stress hormones that prepare your body to fight or run away. This response is triggered by emotions like fear, anxiety, aggression, and anger.
Function of Amygdala:
1 Connections
2 Emotional learning
3 Memory modulation
However if the brain is highly under stress , the metabolic information passes through it is blocked and becomes low reflective. Hence lower reflective brain comes under control and forces the human to act or zoning out only because of passive learning.
Here where her neurology studies comes into picture which says that it is misdiagnosis when brain is not a problem.
Because humans are frequently subjected to give up if it is a continuous failure, and belief that their intelligency is limited.
Where as in the case of active learning where there is maximum participation of learners, the approach of the academics turn out to be instruction that involves actively engaging students with the course material through discussions, problem solving, case studies, role plays and other methods.
Thanks for your response, Ms Hafiza.
DeleteYour focus here is on biological functions of Amygdala. The primary focus of the talk, however, was on what we can do to make learning activities more engaging for learners. You have not discussed this at all. Please go through the video again to formulate your thoughts on the implications of Amygdala, fight-flight-freeze mode in the context of classroom and then submit your response again as a reply to this comment. Please do it today.
I also notice a big disconnect between the sentence structure you've used here and the structure you commonly use. I don't see much overlap between the two. Please make sure that you write in your own words. Borrowing material verbatim from any source is plagiarism. Plagiarism has serious consequences in PDQ. Please correct me if I am wrong in my assessment.
Hello sir,
ReplyDeleteI had put that as constructivism --> learning = constructing meaning. I did not mean it as a 'minus' symbol. My bad. Thanks for the feedback.
- Neha Britto
After watching the video of Dr. Judy Willis, a neurologist and middle school teacher, and reading the comments of Ms. Neha and Ms. Varsha , we came to know that boring and frustrating lectures or things fill stress in the mind. They evoke a feeling of fight, flight and freeze as a reaction. The same thing becomes ADHD, OCD, anxiety etc. in the class.
ReplyDeleteTo protect them from teaching activities, to make Engaging and Motivating, care should be taken that the student is no longer a pre determined . It is more likely to fail if pre-determined mindset . In such a situation, he stops trying for success. But if he is taught and motivated in an entertaining way, his chances of passing in his mind will increase. He will be interested in studies. This corresponds to Pavlov's conditioning theory.
But when the student is played a video game, he plays the game even though most of the time he is unsuccessful and improves his game by getting feedback and skill. This corresponds to Skinner's operant Theory. During the time of video game or teaching, it should be kept in mind that the goal is acheivable and age appropriate. This is in line with Piaget's view.
Children should be allowed to predict about their achievement. He will feel better when Learner's prediction and his achievement match. Their brain will release dopamine. They will get reinforcement for learning. The student will be happily prepared for the next exam or the next class.
If the learner becomes active learner rather than passive , if learning is done by doing then he will be constructive. This is constructivism.
Before learning any concept , the learner should explain why he / she is being taught. If concept or topic is meaningful, the student knows the meaning of it, then his learning will be meaningful which matches with the principle of ausubel.
In this video, Neuroscience Pathways from Lab to classroom, Dr. Judy Willis proposes some vital suggestions related to the active involvement of the learners in a classroom.
ReplyDeleteUsing the example of video games, following are the suggestions made by the speaker to make the teaching activities or classroom environment engaging and motivating :
1. Having achievable challenges in the process of learning is an essential factor for the progress of the learners. According to me, achievable challenges are the tasks or activities that the learner can complete on his/her own based on ‘trial and error’. As mentioned by the speaker, despite 80% failure the gamer continues towards achieving the goal of clearing the level by working hard. Piaget’s age based stages of development and differential learning can help us set the achievable challenges for the learners.
2. Immediate feedback and power of prediction are important tools for making an classroom engaging. These tools indicate towards the formative assessment where the learner need not wait for weeks for seeing his/her progress report. By the means of immediate feedback, the learner intervenes the process of learning and the brain starts adjusting. When the predictions or the estimates are correct, the brain releases a chemical named ´dopamine’ which is responsible for increased perseverance and memory. The urge to ‘want to know’ is an intrinsic reinforcement which motivates the learner towards achieving the challenge.
3. The formative assessment with feedback leads to an incremental progress. As the learner moves ahead, he/she experiences a pleasant consequence of progression which can be related to Skinner’s theory of operant conditioning.
According to me, the suggestions made by the speaker are a part of David Kolb’s theory of ‘experiential learning’ where the gamer has a concrete experience (clearing level 1-2), he/she can review or reflect on the experience (reflective observation at level 3) leading to new ideas or modifications to the current experience (abstract conceptualisation) and finally applying and trying the new ideas by active experimentation.
-Ms. Ketki
Judy Wills mentions the rising number of cases of student referrals. She talks about a particular case where the student would stare and blink. She tried to find a correlation between this behaviour and the classroom situation of the child. She found that a particular classroom had boring and dull decorum and mundane teaching methods which made the students disinterested in studying and paying attention to their teachers due to the very passive environment. She talks about how students acting out in classes and zoning out due to boredom is actually the fight or flight response in mammals, respectively. She says that boredom can be stressful, and so can frustration.
ReplyDeleteDr. Judy Wills mentions the rising number of cases of student referrals with the same symptoms, she talks about a particular case where the student would stare and blink. She found a correlation between this behaviour and the classroom situation of the child. She found that most classrooms had boring and dull decorum and mundane teaching methods which made the students disinterested in studying and paying attention to their teachers due to the very passive environment.
ReplyDeleteBrains in mammals are wired to either fight to nullify stress, flight to avoid stress or freeze, in which case the person zones out.
She talks about students acting out in classes and zoning out due to boredom. It is due to the fight, flight or freeze response in mammals which takes place when they are stressed, and boredom and frustration during learning can be stressful for children. Students weren't good at remembering things when they were stressed. The reason kids were acting out was because they didn't expect themselves to do well due to repeated failure and hence didn't put in a lot of effort and believed that they're not intelligent enough.
She found that the sustained effort despite failure kids put in, in video games was 80%. The reason for that was that the player was instantly gratified for their progress and achieved things at the same instant and went at a comfortable pace and also received instant feedback. She used this video gamer's mindset to strategically get children to be more interested in academic learning. The fact that children have to work harder after each level is what keeps them interested in the video games. We can contrastingly compare this to classroom learning where the child might have to wait for others' progress and not go at the pace they were comfortable with, which makes them bored.
The reason their interest in video games didn't waver was that dopamine was released in their brains every time they achieved something and were given a harder task at different progressive levels. Dr. Wills noted that it's the regular release of dopamine that kept them motivated, and she said that a similar methodology if used in classrooms, would be very effective in getting children interested in academics.
She also talked about the different ways by which dopamine would be released in the brain.
1) When a correct prediction is made: she conducted an activity for the audience based on this. When a correct prediction is made by someone, it reinforces their intuition and self confidence is increased.
2) Achievable challenge: using one's skill to make predictions and take on new challenges causes intrinsic reinforcement and builds confidence.
3) Makes them resilient. They want to persevere to achieve and take more risks of participating and it also creates a potential for creative innovation in that person.
Dr.Judy Willis has observed opposition/ deficiency ADHD,seizures, OCD and social anxiety with respect to frequent boredom and frustration resulting in three responses like flight, frights ,freeze which are automatic due to passive learning .
ReplyDeleteFrequent boredom is stressful causing many problems in the brain resulting in Behaviourism.
The Amygdala called as switching station has an direct impact on the functioning of it due to high frequency stress it blocks the information to pass to the lower reactive brain so switching station is modulated by stress .Therefore it is observe in the classroom (Acting out and Zooming out )as kids are unengaged and also due to over stuff curriculum which influences the prefrontal cortex affecting on academic and cognitive development of the child .
When the child is given video game the dopamine releases so the child uses reflective thinking, experimenting ,exploring ,reinterpreting. He uses logical and cognitive thinking in crossing over different levels of the game which becomes harder and more difficult.( differential learning) but still the child manages to play even after 80% failure he uses his feedback and perseveres with new challenges the next level . (operant conditions)
Positive emotion state very important for learning new knowledge helping the child to become more focus and attentive reducing the negative state and helps the flowing of amygdala expanding the child’s awareness ,developing knowledge , skills and ability to learn .Information turns to memories they show incremental progress building. (constructivism they build on prior knowledge which the child learns from experiences and active learning .(neuroscience)
The speaker talks about child with fix mind set (traits are fixed) they give up easily and show less confidence and low expectation of success .Repeated failure not doing well at a subject or units stops the child for making efforts, so learner develop fix mind set with academics. They also believe that Intelligence and skill are predetermined this is conditioning .(Pavlov’s theory )
Suggestions- We can transplant activities like video game in our classroom ,child centric learning using Piaget's theory of cognitive development learning activities and breaking the cycle of fix mind-set by activating dopamine which helps by increasing motivation, setting achievable challenges, age appropriate ,frequent predictions and giving immediate feedbacks.( formative assessment)
when every child is engaged or involved in learning process they acquire knowledge by experience and when their prediction turns right the dopamine flows ( developing schema )which promotes learning and building confidence in the learners.
From Ms Fauzia Qureshi
ReplyDeleteAfter watching the video of Dr Judy Willis, the following are my intakes from it:
1)Talking about curriculum as it was too much for the students and loaded for teachers too so quiet obvious it reflect boredom for both teacher as well as students. Here students will obviously are not interested, no link for them to connectivity, not meaningful as they are not understanding anything from it, not relevant-----. These all reflects findings of Chase and Simons, Bandura, Piaget , Ausubel.
The teacher here should have started prior to formal lecturing, ask students to jot down questions pertaining to the subject matter on index cards. After she collect the cards, mix them up and read and answer the student-generated questions. It is very important to encourage student participation. This will be connected to “Reflection v/s Reactive”
2) The classroom environment was not pleasing for the students, it was a very different place, shabby windows, no poster on walls .So was teacher’s personality, language that means modelling- this signifies Bandura again as “modelling”.
The teacher here should use teaching aids that press for answers, and capture/hold the student's attention. Also she can set up a work-group environment. It would be more interesting if she involve herself as well as the student. She can use questions that stimulate response, discussion, and a hands-on experience.
1. Incorporate Mystery Into Your Lessons
2. Don't Repeat Classroom Material
3. Create Classroom Games
4. Give Your Students Choices
5. Use Technology
6. Don't Take Teaching so Seriously
7. Make Your Lessons Interactive
8. Relate Material to Your Students' Lives
9. Flip Your Lessons
10. Think Outside the Box
These strategies will make classroom effectiv
More from Ms Fauzia Qureshi
Delete3) The sitting arrangement was also not in groups –which again reflects absence of collaborate learning. The child might feel isolated-Harry Harlow Theory
The teacher here can use the technique of --think, pair, and share. Establish a problem or a question, then pair your students. Give each pair sufficient time to form a conclusion, and permit each participant to define the conclusion in his or her personal voice. She can also request that one student explain a concept while the other student evaluates what is being learned. By applying different variations of the process the students will be engaged, communicating, and retaining more information before your eyes. Participants come together in session groups that focus on a single topic. Within each group, every student contributes thoughts and ideas. Encourage discussion and collaboration among the students within each group; everyone should learn from one another’s input and experiences. This will divert them from being isolated and lead to fruitful collaborating learning.
4) Next was the detail study of Amygdala which consists of connections, emotions and memory module. Here she emphasis about students being bored and frustrated--- Kolb’s Experimental learning.
The teacher when sees students often lose interest during lecture-style teaching, interactive teaching styles promote an atmosphere of attention and participation. Make the topic interesting. Make it exciting. Make it fun. As you well know, telling is not teaching and listening is not learning. Here I like the way she compared animals with humans by giving examples-- fight, flight and freeze.
5) Next was the example of video games. This truly reflects Pavlov and Skinner Theory.
Here the students have no confidence, no effort, still they are continuously engaged. They have to cross 1 level after the other till they reach level 10 without any competition or reward in mind .Their reward is the hard work put into by them. This system can be applied into classroom to break cycle of fix mindset.
Dopamine- reward make us feel good. If you involve students in the development of classroom activities, e.g., allow them to choose the topic of a short discussion or generate ideas about how a concept could be applied to a problem that interests them, it automatically increases engagement levels. Involving students in classroom activities also requires them to assess their understanding and skill and rather than allowing them to rest comfortably with a surface knowledge, it forces them to develop a deeper understanding of the material.
Debate – this is another active learning technique that helps develop critical thinking and logical reasoning skills. Present competing viewpoints in lecture and assign students to defend one, or both, of the viewpoints in a short (five-minute) written exercise or classroom debate.
6) The example of cents and dollars relate to incident process
This teaching style involves a case study format, but the process is not so rigid as a full case study training session. The focus is on learning how to solve real problems that involve real people—preparing your students for life beyond your classroom. Provide small groups of students with details from actual incidents and then ask them to develop a workable solution
When can there be effective classroom teaching and learning, with higher efficiency?
ReplyDeleteThe answer is when there is no passive learning
Passive learning is the method of learning in which the students receive information from the teacher/tutor/lecturer without any feedback related to their progress.
Dr JUDY WILLIS in her video refers to how passive learning will lead to frequent boredom in the classroom, which activates the amygdala and brings about stressful condition
This is a chain reaction where response to high stress will lead fight/flight/freeze, which decreases in the stimulation of prefrontal cortex.
Prefrontal cortex is responsible for wide varieties of functions, including focusing attention, predicting the consequences of one’s action
So in this case, what strategies are to be used for engaging, motivating, effective teaching and learning?
THE VIDEO -GAME MODEL
Judy Willis says that student while playing video games, enjoy and their stress level is low which release happy hormone ‘DOPAMINE ‘
Why this does happens
a) Having achievable challenges while playing video games
b) Immediate feedback and power of prediction
c) Incremental progress
Applying above techniques in classroom teaching and learning will help in decrease in stress level and fun learning in students, which will help in elevating and increasing ‘DOPAMINE’ and activates the prefrontal cortex in students.
Frequent boredom is stressful. During state of stress/ confusion there is reaction in the lower brain due to which the brain switches to fight, flight and freeze mode to survive.
ReplyDeleteIn classroom the zoning out behavior of kids is found to be related to the frustration to their boredom.
The teachers should understand that the zoning out is not even intentional but it's an automated response to high stress.
Brain stops expending efforts when there is low expectation of success hence children give up easily and think that their efforts are fruitless.( Pavlov's Conditioning)
The interesting part is even after 80% of failure the gamers persevere using the feedback provided by the automated system ( Skinner's Conditioning)
Ideas to be implemented in classroom using video game modelling: 1. Achievable individualised challenge must be given. Achievable since through experience the learners know that the goal is attainable but at the same time the complexity level must be increased.( Differentiated learning strategies)
2 Predictions and immediate feedback must be given on what things could be worked on as well as the things that were worth an appraisal. The dopamine is released after making a correct prediction it provides an intrinsic satisfaction which encourages the learner to go further with the assigned task.( Idea of formative assessment and feedback along with Skinner's Conditioning)
3 Awareness on incremental progress.
So teachers must try to give individualised achievable challenges that include making predictions and giving appropriate incremental feedback throughout the process of learning this will also help to build the ability of perseverance.
In this video Dr. Judy Willis ( Neurologist and Middle School Teacher) has highlighted following points in her talk.
ReplyDelete1) High stress results in information transport to the lower, reactive brain where the behavioral responses are limited to fight/flight/freeze.
2) The brain to stop expending effort when experience predicts a low probability of success.
3)Motivation from positive experiences is necessary to overcome the brain’s resistance to applying effort when it has low expectation of reward.
4) Goals that are clear and desirable promote attention, motivation, effort, and reduce stress.
5) Effort increases when there is awareness of one’s incremental progress toward a desired goal.
6) The Amygdala: The amygdala is a part of the limbic system. It can be thought as a “switching station” on the way to the “thinking brain” (prefrontal cortex).
• Once the information enters the amygdala. The amygdala then directs the information to one of two places.
•The information can be sent to either the lower REACTIVE brain or to the REFLECTIVE “thinking brain” (prefrontal cortex).
•In the reactive lower brain, information is responded to with an automatic fight, flight or freeze response.
•In the reflective “thinking brain” (prefrontal cortex) conscious thought, logic and judgment can be used to respond to new information.
7) When the students are in the state of high or sustained stress or fear:
•New information coming through the sensory intake areas of the brain cannot pass through the amygdala’s filter to gain access to the reflective prefrontal cortex.
•Incoming information is conducted to the lower, reactive brain.
•The lower, reactive brain has a limited set of behavior outputs: fight, flight, or freeze.
•Students during these states of stress-directed behavior may be misidentified as suffering from disorders i.e. ADHD, social anxiety syndrome(staring and blinking), oppositional-defiant syndrome, seizures.
8) Video games are compelling because they offer individualized achievable challenges that are physiologically rewarded with the intrinsic satisfaction of achievement produced by the brain chemical, dopamine.
At the outset, a player is presented with a goal. The player begins at level one, and through trial and error (Thorndike theory)builds enough skills to ultimately pass level one.
The next level challenges the player’s newly developed skills, but ultimately, through sustained effort, practice, and persistence( Skinner operant conditioning) the player succeeds and continues to progress through the levels.
The player receives ongoing feedback and the dopamine boosting pleasure incremental goal progress – reaching the next level.
He/she feels the pride of knowing that their effort caused their success (intrinsic reinforcement) ( Skinner's operant conditioning).
The player then seeks the greater challenge of the next level.
9) Video game model helps in the release of Dopamine which results in
•Pleasure
•Creativity
•Motivation
•Curiosity
•Persistence and perseverance.
Ms. Jasmine Masani.
Characteristics of active learning strategies
ReplyDeleteWhen Dr. Judy Willis received referrals of children with different behavioral problems, she decided to go into the classrooms and observe them. During her observations she noticed that children were following direct instructions and the environment of the classrooms was passive.
She discussed about the 'Brain stress syndrome' and it's effects on children's behavior. Amygdala in the brain is a switching station that allows the flow of information. If the amygdala is stressed it blocks the flow of the information to the upper prefontal cortex which results in Fight, Flight and Freeze an automatic reactive response through the quickly reactive lower brain. This results in different behavioral problems like Oppositional defiant, ADHD, Social anxiety syndrome.
She also talked about 'Repeated failure / Fixed mindset belief' that is experienced after repeated failures or not doing well at a subject or unit. This results in ' Stop expending effort' as skills are predetermined and effort is fruitless. On the contrary when children play video games there is sustained effort despite failures. This happens because: 1. Achievable challenge
2. Prediction and immediate feedback
3. Incremental progress
All three factors break the cycle of fixed mindset and there is a pull of dopamine which surges pleasure, decreases stress, increases attention and motivation resulting in increased perseverance and memory.
Dopamine is secreted when there is movement, humor, positive interaction, choice, optimistic thought and intrensic satisfaction of correct prediction.
Therefore assessment and differentiation results in building of confidence, resilience, increase risks of participation and potential for creative innovation.
Ms. Nital Ashar
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ReplyDelete