Tag Archives: performance-dependent learning

Education and hunter-gatherer children

“Education, by my definition, is cultural transmission. It is the set of processes by which each new generation of human beings, in any social group, acquires and builds upon the skills, knowledge, lore, and values – that is, the culture … Continue reading

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…each student begins to learn

“Those of us who presume to ‘teach’ must not imagine that we know how each student begins to learn.” ~ Vivian Gussin Paley Ref: p.78 Vivian Gussin Paley (1990) The Boy who Would be a Helicopter: the uses of storytelling in the … Continue reading

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Teaching students to adopt mastery goals

“…when science teachers use discourse that focuses on mastery, improvement, effort and the inherent value of science, students are likely to adopt mastery goals. In contrast, when teachers consistently talk about relative ability, grades, extrinsic outcomes and test scores, students are likely to … Continue reading

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Encourage Mistakes

Ann Gadzikowski puts this heading in bold: Encourage Mistakes She writes: “One of the important lessons we can teach children is the value of making mistakes. Some of the most significant scientific discoveries were made by accident, such as Alexander Fleming’s … Continue reading

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self-knowledge

“When people are acknowledged and respected, this contributes to the regard they have for themselves. However, this must also go hand in hand with them getting to know themselves. As young children develop they start to learn about themselves and … Continue reading

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Mastery-oriented vs. Performance-oriented learning

“In studying motivation in school-age children, Dweck (1986) described some children as ‘mastery-oriented’ (i.e., challenge seeking and persistent in attempting to solve difficult problems) and others as ‘helpless’ (i.e., challenge avoidant and low in persistence). She maintained that some children … Continue reading

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Defining a disposition to enquire

In a Centre of Innovation report (Ako Ngatahi Teaching and Learning Together as One.  From Leadership to Enquiry.  Teachers’ work in an Infants’ and Toddlers’ Centre) which describes the research done into infant and toddler enquiry (the Hoiho Section at … Continue reading

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