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Gippsland Theory / Approaches List: GROWTH MINDSET-Scott & Tomika

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Gippsland Theory / Approaches list

Theory/ Notes PSTs


Approach
Differentiation is being able to cater for a range of students Meagh
Differentiati through content, process, product and environment. Teachers an /
on need to differentiate based on student's readiness, interests and Aiden
learning profiles. 

Teachers use ongoing diagnostic assessment to identify a


student's current knowledge skillsets and capabilities before
learning takes place. 

Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all


learners. Association for Supervision & Curriculum Development. 

Formative Dylan William is a behaviour/cognitive theorist who focuses on Brooke


Assessment formative assessment. He expresses formative assessment as / Lachy
– Dylan having 5 strategies that can be used to get to know learners and
Wiliam their needs in depth. They are: 

1. Clarifying, understanding, and sharing learning intentions

2. Engineering effective classroom discussions, tasks and


activities that elicit evidence of learning

3. Providing feedback that moves learners forward

4. Activating students as learning resources for one another

5. Activating students as owners of their own learning

He discusses how to embed formative assessment within the


classroom and the benefits of doing this ie: establishing a
student's understanding of a particular task through assessment
(monitoring assessment). 

Growth GROWTH MINDSET- Scott & Tomika  Scott /


Mindset Overview of growth mindset:  Tomik
– Carol The term ‘growth mindset’ was coined by Carol Dweck, an American a
psychologist, in 2007. This term is often used in conjunction with its
Dweck antonym ‘fixed mindset’. Mindsets are used to describe the beliefs
that individuals have about their knowledge and ability. People with a
fixed mindset typically believe their talent, ability and intelligence is
stuck and unable to improve; while contrastingly, those with a growth
mindset believe they can always learn new concepts and further their
skills and intelligence.  
Benefits of growth mindset in the classroom: 
Dweck highlighted that when students are praised for their attempts
and for putting in high levels of effort, rather than simply being
Gippsland Theory / Approaches list
praised for the final result, made them more likely to take on difficult
problems/challenges.  
Ways to implement a growth mindset in the classroom: 
Strategy  Example 
Rewording “I can’t do this” becomes “I can’t do this yet,
negative thinking  but I am still learning” 
Reminders  “It is okay that you don’t understand this right
now, but remember we are all learning” 
Model growth “I am still learning this too, and sometimes I
mindset  get things wrong, but that is okay” 
Encourage the “You don’t need to get it correct today, our goal
process  is to get better each time, what might we do
next?” 

 
 
Websites used: 
https://www.mindsethealth.com/matter/growth-vs-fixed-
mindset  
https://soeonline.american.edu/blog/growth-mindset-in-the-
classroom/  

Gradual The Gradual Release Instructional Frame work Kimber


Release of (Fisher and Frey, 2013).  ley
Responsibili  
ty Model Is an instructional framework based on –
I do, we do, you do approach.  

I like how you can move backward and forward between the first
two steps, to ensure a depth and breadth of learning  by  guiding
students into their individual zones of proximal development
before releasing control to the students to attempt alone when
they are ready.  

Zone of Chelse
Proximal A theory that I largely draw from, when considering my a
Developme pedagogy, is Vygotsky’s theory concerning the zone of proximal
nt development (ZPD). According to Churchill et al. (2019), and
- Vygotsky Duchesne and McMaugh (2019), this theory is about identifying
and engaging in teacher-to-student collaboration at the pupil’s
point of need. This information will be based on the data that the
teacher has gather from both formative and summative
assessments to gauge the skills that the child demonstrates when
Gippsland Theory / Approaches list

they are being assisted; then, the educator must move the pupil
towards reaching independence with these proficiencies
(Churchill et al., 2019; Duchesne & McMaugh, 2019). This cycle
continues throughout the learner’s engagement with a topic, or
subject area.

I have been utilising this theory on placement. Specifically, I have


been conducting small groups for literacy based on the cohort’s
morphology test results. I have used the ZPD to identify which
students require sentences stems, or more explicit questions,
when connecting specific phonemes to the digraphs, or trigraphs,
that represent these.

References

Churchill, R., Godinho, S., Johnson, N. F., Keddie, A., Letts, W.,
Lowe, K., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Shaw, K.,
& Rogers, J. (2019). Teaching: Making a difference (4th ed.). John
Wiley & Sons.
Duchesne, S., & McMaugh, A. (2019). Educational psychology: For
learning and teaching (6th ed.). Cengage Learning Australia.

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