A pretty good article on some stuff being done by my home boys at UT. It seems to be well known at this point that a belief in talent or innate ability is perhaps the single impediment to academic achievement. Some tips. When teaching, always couch performance issues in terms of preparedness and prior experience rather than being good or bad at something. The first day of teaching statistics I always let students know that many of them are going to be at a disadvantage, as some people will have better prior preparation. I try and make it clear that success in the class is based entirely on prior experience and hard work. From the get go this shifts the focus from Im not good at math or more particularly I cant understand statistics to the more mundane how much effort am I willing to put into this class in order to master it and make an A? I refuse to accept the Im not good at math hypothesis, and students generally run with this. The self-analysis feedback for poor performance ends up being along the lines of I didnt allocate enough time for this class, given my previous level of preparation going in to it. This both reflects what I believe to be reality in addition to steering students away from negative self-analysis. nytimes/2014/05/18/magazine/who-gets-to-graduate.html
Posted on: Mon, 19 May 2014 13:30:44 +0000
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