The Proactive Mind:

The Proactive Mind:

How do mental models shape thinking and

learning?

How do mental models shape thinking and

learning?

Week 8 Week 8

AnnouncementsAnnouncements

Sections: • Wednesday 11:30-12:30 Larsen 210• Thursday 2:00-3:00 Larson G01

TF appointments:• December is approaching quickly! We thank you for planning ahead.

Sections: • Wednesday 11:30-12:30 Larsen 210• Thursday 2:00-3:00 Larson G01

TF appointments:• December is approaching quickly! We thank you for planning ahead.

Quick recapQuick recap

1.1.Pandora’s questionsPandora’s questions

2.2.Critical LiteracyCritical Literacy

3.3.The Dispositional MindThe Dispositional Mind

Preview: The Proactive MindPreview: The Proactive Mind

1. Changing our spots

2. Modeling our models

3. A matter of balance

4. Quick design

1. Changing our spots

2. Modeling our models

3. A matter of balance

4. Quick design

Learning Goals Learning Goals

• Reflect upon our own self-theories vis-à-vis teaching and learning

• Reflect upon our own self-theories vis-à-vis teaching and learning

• Understand self-theories and how they support--or inhibit—proactive thinking

• Understand self-theories and how they support--or inhibit—proactive thinking

• Consider self-theories in the context of our work

• Consider self-theories in the context of our work

General self-theory themes

General self-theory themes

•Incremental vs. entity theories of intelligence

•Proactive thinking is broader than intelligence or single-loop/double-loop theories

•Dealing with failure

•Can we really change our self-theories?

•Incremental vs. entity theories of intelligence

•Proactive thinking is broader than intelligence or single-loop/double-loop theories

•Dealing with failure

•Can we really change our self-theories?

Changing our spotsChanging our spots

What does Lucky show us about self-theories?

What does Lucky show us about self-theories?

Lucky Questions Lucky Questions

How does Lucky feel about his abilities at different points in the story? How do we know?

What influences Lucky’s self-theory throughout the story?

How would you compare Lucky’s self-theory at the beginning of the story to his self-theory at the end?

How does Lucky feel about his abilities at different points in the story? How do we know?

What influences Lucky’s self-theory throughout the story?

How would you compare Lucky’s self-theory at the beginning of the story to his self-theory at the end?

Lucky streak Making your own luck

Lucky streak Making your own luck

• “Luck has nothing to do with your spots! You make your luck through thinking, planning and hard work!”

• “It’s all about using your head and being ready!”

• “When you got the steak from the truck it wasn’t luck, it was planning… and

you kept practicing until you were an expert… it wasn’t luck.”

• “Luck has nothing to do with your spots! You make your luck through thinking, planning and hard work!”

• “It’s all about using your head and being ready!”

• “When you got the steak from the truck it wasn’t luck, it was planning… and

you kept practicing until you were an expert… it wasn’t luck.”

• “Go ahead, rub my horseshoe, maybe some of it will rub off on you!”

• “Go ahead, rub my horseshoe, maybe some of it will rub off on you!”

Modeling our Models Modeling our Models

Goal: Reflect upon how we personally react to challenges.

Goal: Reflect upon how we personally react to challenges.

Reflecting on giving or receiving negative feedback Reflecting on giving or receiving negative feedback

??????

Reflecting in pairs Reflecting in pairs

• Share the gist of what went unsaid with your partner--your thoughts are personal so share only what you feel comfortable

• Compare themes of what went unsaid

• Compare themes of how the situation might have been more productive

• Discuss potential challenges to using double-loop thinking in your daily interactions and in classroom or work situations

• Share the gist of what went unsaid with your partner--your thoughts are personal so share only what you feel comfortable

• Compare themes of what went unsaid

• Compare themes of how the situation might have been more productive

• Discuss potential challenges to using double-loop thinking in your daily interactions and in classroom or work situations

Reflecting as a group Reflecting as a group • What went unsaid?

• What would have made the situation better?

• What are the practical challenges to using double-loop thinking and communicating?

• Any ah-ha moments you would like to share about you own self-theories?

• Is there anyone who thinks that he/she has handled a more recent situation more proactively?

• What went unsaid?

• What would have made the situation better?

• What are the practical challenges to using double-loop thinking and communicating?

• Any ah-ha moments you would like to share about you own self-theories?

• Is there anyone who thinks that he/she has handled a more recent situation more proactively?

A Matter of Balance A Matter of Balance

Goal: To expand upon our understanding of mental models and their implications in learning situations

Goal: To expand upon our understanding of mental models and their implications in learning situations

Viewing guideViewing guide

• What might you do in this scenario?• What might you do in this scenario?

• What is going on here? What is the story?• What is going on here? What is the story?

• What do the actors do? What mental models might they be playing out?

• What do the actors do? What mental models might they be playing out?

• What other situations does this video call to mind?

• What other situations does this video call to mind?

In the classroomIn the classroom

• What are 2 or 3 dangers/pitfalls of helpless vs. mastery-oriented dispositions in the classroom?

• What are 2 or 3 dangers/pitfalls of helpless vs. mastery-oriented dispositions in the classroom?

• For each, how might a teacher promote mastery-oriented dispositions?

• For each, how might a teacher promote mastery-oriented dispositions?

• For each, how might a teacher reinforce entity theories – consciously or not?

• For each, how might a teacher reinforce entity theories – consciously or not?

Quick design Quick design

Goal: To consider how to promote positive self-theories in the classroom.

Goal: To consider how to promote positive self-theories in the classroom.

Design ScenarioDesign Scenario

• Think of a particularly challenging assignment you have given to your students and/or employees.

• Think of a particularly challenging assignment you have given to your students and/or employees.

• How might you use this as an opportunity to introduce and model a mastery-oriented approach

• How might you use this as an opportunity to introduce and model a mastery-oriented approach

Learning Goals ReviewLearning Goals Review

Understand self-theories and how they support--or inhibit—proactive thinking

Reflect upon our own self-theories vis-à-vis teaching and learning

Consider self-theories in the context of our work

Understand self-theories and how they support--or inhibit—proactive thinking

Reflect upon our own self-theories vis-à-vis teaching and learning

Consider self-theories in the context of our work

Beyond these walls Beyond these walls

•Strive to improve your own proactive thinking

•Strive to improve your own proactive thinking

•Consider how to encourage proactive thinking in your students, friends, peers…

•Consider how to encourage proactive thinking in your students, friends, peers…