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Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives

Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives
By Maria Popova “If you imagine less, less will be what you undoubtedly deserve,” Debbie Millman counseled in one of the best commencement speeches ever given, urging: “Do what you love, and don’t stop until you get what you love. Work as hard as you can, imagine immensities…” Far from Pollyanna platitude, this advice actually reflects what modern psychology knows about how belief systems about our own abilities and potential fuel our behavior and predict our success. Much of that understanding stems from the work of Stanford psychologist Carol Dweck, synthesized in her remarkably insightful Mindset: The New Psychology of Success (public library) — an inquiry into the power of our beliefs, both conscious and unconscious, and how changing even the simplest of them can have profound impact on nearly every aspect of our lives. One of the most basic beliefs we carry about ourselves, Dweck found in her research, has to do with how we view and inhabit what we consider to be our personality. Related:  Design thinking etc

How to Bounce Back From Burning Out Summer 2013, Gaslight Coffee Roasters, Chicago, Illinois: I’m sitting staring at a computer screen, again. I’m exhausted, again. I feel like absolute shit incarnate. I just spent the last year listening to these kinds of questions: “How’s that whole writing thing coming along?” “Have you thought about part-time work?” “Don’t you have student loans to pay though?” I ponder responding to those questions with the kind of answers I believe they deserve, but then I realize that I have to actually maintain relationships with those people. How does one recover from burnout? How do you start all over again? What it means to burnout There’s no clear cut definition of what burnout is but the term first appeared in the 1970s from the psychologist Herbert Freudenberger. These twelve stages don’t necessarily have to happen in order. The physiological symptoms of burnout are caused by our fight or flight response. Adrenal gland secretes cortisol hormoneHeartbeat speeds upBlood pressure rises Getting real

Why we need creative confidence In 2012, IDEO founder and longtime Stanford professor David Kelley took the TED stage in Long Beach and shared a deeply personal story. It was the tale of his own cancer diagnosis, of finding a lump in his neck and being told he had a 40% chance of survival. This was clearly a sobering moment, but he wasn’t sharing the story to seek our sympathy. Rather, he wanted to talk about his resulting epiphany. “While you’re waiting for your turn to get the gamma rays, you think of a lot of things,” he said drily. “I thought a lot about: ‘What was I put on earth to do? His conclusion: “The thing I most wanted to do was to help as many people as possible regain the creative confidence they lost along their way.” Innovation is scary. The main thing that seems to work is to have a bunch of experiments where people dig in. So how do you embed innovation in an organization? The first thing a client doesn’t want to hear is that it’s probably a 10-year process. At Stanford, it’s clean. So what next?

Starting From Scratch: A Public School Built on Dreams of Students and Parents Getty District public schools have a bad reputation for being static and slow to change. But a public school district near San Diego is proving that collaboration between motivated teachers, engaged parents ready for a change and progressive leaders can lead to a dramatically different way of approaching public education. Poway Unified School District’s student population is steadily growing as families move into new housing developments popping up nearby. All last year five teachers and two administrators researched school models, drew on business practices and used design thinking principles to combine the most inspiring practices into a new school. “The really unique thing about the school is the fact that it really involved parents, asking them to help design what the school would be like,” Collins said. “They wanted students to really like and enjoy school,” said Megan Power, one of the five teachers who designed the school. The afternoon is what Power calls “deep dive time.”

Faith and Hope sermon Sermon:Faith Part 6 – Faith and Hope Scripture: Luke 17:4-6; Mark 11:24; Galatians 5:5; Romans 8:24; Introduction Last week I shared with you about walking in your profession of faith. I dealt with profession as a “job” and as a “confession”. Webster defines faith as “unquestioning belief, complete trust or confidence.” I. Hebrews 11:1 says “Now faith is….” The Elephant and the Rider Every now and then I come across a metaphor that really sticks and helps me think differently about something I see every day. The metaphor helps me look at these situations with a new lens, and, as a result, think, feel, and act more effectively. I’ve heard of several ways to think about our thinking. I’ve heard of the left-brain and right-brain. I’ve heard of the emotional side and the rational side. This time, the metaphor is the Elephant and the Rider. In the book, Switch: How to Change Things When Change Is Hard , Dan Heath and Chip Heath write about the Elephant and the Rider. The Two Systems: The Emotional and the Rational Side Our brain has two systems at work – an emotional side and a rational side. “The conventional wisdom in psychology, in fact, is that the brain has two independent systems at work at all times. The Planner and the Doer Modern behavior economists think of the two systems as the Planner and the Doer. The Elephant and the Rider Metaphor Photo by Swami Stream.

Designing Professional Learning The Designing Professional Learning report provides a snapshot of the key elements involved in creating effective and engaging professional learning in a globally dispersed market. Whether you are developing professional learning from scratch, enhancing an existing program or evaluating professional learning for yourself or others, the Designing Professional Learning report provides detailed guidance on how to configure and/or evaluate your own context-specific model/s. Following analysis of a broad range of professional learning activities, a Learning Design Anatomy was developed to provide a framework for understanding the elements of effective professional learning. Each learning design element is framed by a detailed series of questions that challenge users to refine and clarify aims, intended learning outcomes and the most effective ways in which to engage—taking into consideration the unique context for learning. Designing Professional Learning report 778KB PDF International Partners

Ubuntu (philosophy) Ubuntu (/ʊˈbuːntʊ/ uu-BOON-tuu; Zulu pronunciation: [ùɓúntʼú])[1][2] is a Nguni Bantu term roughly translating to "human kindness."[dubious ] It is an idea from the Southern African region which means literally "human-ness," and is often translated as "humanity toward others," but is often used in a more philosophical sense to mean "the belief in a universal bond of sharing that connects all humanity".[3] In Southern Africa, it has come to be used as a term for a kind of humanist philosophy, ethic or ideology, also known as Ubuntuism or Hunhuism (the latter after the corresponding Shona term) propagated in the Africanization (transition to majority rule) process of these countries during the 1980s and 1990s. Since the transition to democracy in South Africa with the Nelson Mandela presidency in 1994, the term has become more widely known outside of Southern Africa, notably popularized to English language readers by Desmond Tutu (1999). Stanlake J. Jump up ^ Tutu, Desmond.

A Brilliant Question Not Essential There is a difference between essential questions and brilliant questions. While essential questions touch upon the most important issues of life, they are rarely brilliant. Essential questions touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend? In contrast with essential questions, brilliant questions are important for their power to unlock mysteries and open doors. What will it take to win her heart? Brilliant questions may also be essential, but they almost always deal with strategy and change of some sort. A Vivid Example In studying important figures from history we might ask the essential question, "What kind of person was Joan of Arc or Matthew Flinders?" But all this gathering may not bring us to the heart of the matter. Here is where the brilliant question comes into play. Where did Joan go wrong?

Interview: Elizabeth Green, Author Of 'Building A Better Teacher' Teacher effectiveness is a hot topic in education circles right now. How do you measure it, and how can you improve it? What type of teachers should schools keep, and who should they let go? Elizabeth Green says that it's not, as some people assume, a question of personality or charisma. Great teachers are not born, they're made, she says — and there's much more to teaching than being "good" or "bad" at it. Her book, Building a Better Teacher, explores teaching as a craft and shows just how complicated that craft can be. Green studied teaching methods in both American and Japanese classrooms over the span of six years. Interview Highlights On teaching math in the United States versus in Japan One of the differences is the number of problems in a single class period. On the importance of mentorship Another thing that holds our country back is that we have this culture of privacy around teaching. Elizabeth Green is the cofounder of Chalkbeat, a nonprofit news site that covers education.

CHAPTER 5 Johari Window Return to Table of Contents The process of giving and receiving feedback is one of the most important concepts in training. Through the feedback process, we see ourselves as others see us. Through feedback, other people also learn how we see them. Feedback gives information to a person or group either by verbal or nonverbal communication. A model known as the Johari Window illustrates the process of giving and receiving feedback. The first pane, the "Arena," contains things that I know about myself and about which the group knows. The second pane, the "Blind Spot," contains information that I do not know about myself but of which the group may know. Pane three, the "Facade" or "Hidden Area," contains information that I know about myself but the group does not know. The fourth and last pane, the "Unknown," contains things that neither I nor the group knows about me. Individual Goals Within a Group Suppose you decide to reduce the Facade pane, i.e., move the horizontal line down. Converger

Many, Many Examples Of Essential Questions by Terry Heick Essential questions are, as Grant Wiggins defined, ‘essential’ in the sense of signaling genuine, important and necessarily-ongoing inquiries.” These are grapple-worthy, substantive questions that not only require wrestling with, but are worth wrestling with–that could lead students to some critical insight in a 40/40/40-rule sense of the term. I collected the following set of questions through the course of creating units of study, most of them from the Greece Central School District in New York. Or maybe I’ll make a separate page for them entirely. See also 8 Strategies To Help Students Ask Great Questions Many, Many Examples Of Essential Questions Decisions, Actions, and Consequences What is the relationship between decisions and consequences? Social Justice What is social justice? Culture: Values, Beliefs & Rituals How do individuals develop values and beliefs? Adversity, Conflict, and Change How does conflict lead to change? Utopia and Dystopia Chaos and Order Creation Sources

Johari window The Johari window is a technique created in 1955 by two American psychologists, Joseph Luft (1916–2014) and Harrington Ingham (1914–1995),[1] used to help people better understand their relationship with self and others. It is used primarily in self-help groups and corporate settings as a heuristic exercise. When performing the exercise, subjects are given a list of 58 adjectives and pick five or six that they feel describe their own personality. Peers of the subject are then given the same list, and each pick five or six adjectives that describe the subject. Charles Handy calls this concept the Johari House with four rooms. Open or Arena: Adjectives that are selected by both the participant and his or her peers are placed into the Open or Arena quadrant. Hidden or Façade: Adjectives selected only by subjects, but not by any of their peers, are placed into the Hidden or Façade quadrant, representing information about them their peers are unaware of. Johari adjectives[edit] Therapy[edit]

50 Questions To Help Students Think About What They Think - TeachThought contributed by Lisa Chesser Using the right questions creates powerful, sometimes multiple answers and discussions. Aristotle said that he asked questions in response to other people’s views, while Socrates focused on disciplined questioning to get to the truth of the matter. Ultimately questions spark imagination, conjure emotions, and create more questions. The questions asked by a teacher or professor are sometimes more glaringly valuable than the information transferred to the students. Those questions spark a thought, which leads to a fiercely independent search for information. If students are the ones gathering that information then they’re the ones learning it and student-driven learning cements lessons into the students’ minds making any lesson more powerful with this strategy. The questions are unrestricted and open the mind up to unfettered thought, perfect for innovation and understanding. See also our 28 Critical Thinking Question Stems For Classroom Use Logical Questions 1.

Design Thinking – The New Innovation Strategy – Leader In U Today we are living and doing business in complex modern technology driven environment. There are various types of complexities, in different forms and faces, and in this volatile environment, business need to experiment with different approaches to thrive. They not only need to understand the complex technologies but also make sense to start using the same for their benefit. We are seeing a massive transformation across the business world – where they are applying the principles of design to the way people work. They are investing in design to get to the top of the trend to deliver more value to their customers. How Design is playing a critical role in modern business environment? Although Design is most often used to describe an object or end result, Design in its most effective form is a process, an action, a verb not a noun. Have you seen your newspaper? Let’s talk little more about the foundation of Design Thinking: Integrate your thinking – think ‘HOW’ Be ready for some bumps

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