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Posts Tagged ‘mindset

 
I have a lunar tic at this time of year. I have to resist the urge to point out we just marked the Lunar New Year (LNY), not the Chinese New Year (CNY).

Wishing someone a happy CNY is perfectly fine if you are celebrating in China.

If you are not in China, you are not thinking about the non-Chinese who also celebrate the LNY, e.g., some Thais, Vietnamese, Koreans, Japanese.

Some do not give a damn and others call this semantics. I call this being inclusive and taking a global perspective. It is about adopting a flexible mindset instead of clinging to a fixed one.

 
I like learning concepts from unexpected places.

I did not expect to unearth three labels for how mindset bubbles form from a Film Theorists video, How Star Wars Theories Killed Star Wars.


Video source

Attitudes and beliefs shape mindsets, and a hardened mindset bubble easily becomes a shell to retreat into. To remain open to learning, one must look out for the:

  • Exposure effect: Being exposed only to information that you prefer or are familiar with
  • Illusory truth effect: Believing information after it is repeated over and over again
  • Confidence effect: Receiving information so that it creates more confidence in their accuracy, regardless of their actual accuracy

Bubbles still can be popped; shells are harder to break.

Teachers, and teacher educators in particular, should never take for granted the long-term impact of what they say and model when they teach.

Every semester I provide feedback on the lesson plans of future faculty. I also evaluate their ability to facilitate a short lesson using learner centric strategies.

Every semester a few cases will require me to correct a well-intentioned but ultimately harmful practice — the use of extrinsic rewards like chocolate or other candy. I provide this feedback to adults who might have experienced such extrinsic rewards in their primary or elementary schooling 15 to 20 years ago.

This teach-as-they-were-taught mindset is frighteningly common. I observed this when I was a full-time teacher educator over 10 years. I fought to break this mindset then and I still fight it today. I do this by citing critical research and reflective teaching practice.
 

 
One rationale for avoiding extrinsic rewards is the matter of pragmatism. It is costly to keep doing this, it establishes the wrong set of expectations, it taps the wrong source of motivation, and it distracts from learning outcomes.

One argument that my learners might state is that students need to develop an internal drive. They claim that their candy rewards are an attempt to move from extrinsic to intrinsic motivation.

I gently but firmly tell them this is bullshit. A reliance on extrinsic rewards is a learnt behaviour, not an inherent trait. Kids learn by watching some other child get rewards or by experiencing it first hand.

I do not mean that extrinsic rewards do not work. They can, for a short-term behaviour modification. However, they also set up an insidious longer term expectation and establish this as acceptable practice.

Being well-intentioned is not enough. Teaching practice needs to be informed by critical research and reflective practice. Both focus on the long game that is not fuelled by mere candy.

This funny-yet-sad tweet reminded me of why I need to do what I do.

Viewed positively, you might say that the teacher was very consistent about his attire over four decades.

Viewed more critically, you might ask if his dressing was a possible reflection of his unchanging mindset.

Symbolism aside, the teacher’s attire does indicate how many teachers operate. They might get older, but they do not change how they appear to others.

Ask most lay folk what a teacher looks like and you will likely get traditional views. You will hardly, if at all, hear of distinctions between teachers and educators, or educators who reach through walls, teach over the Internet, or operate without school principals.

These are educators who are pushing the boundaries of the past so that their learners are better prepared for the present and look forward to shaping their futures. There is value in looking back, but facing backwards while trying to walk forwards is a recipe for falling and injuries.

I liking showing people how to look and walk forward, strange as that may sound. I start by pointing out that they have their feet pointed in one direction and their eyes in the other.

Do some descendants of our former colonial masters think that Singapore is part of China? That was the impression I got when I read this article.

A video recording crew travelled all the way here from the British isles only to discover that their footage looked like it could have been shot at home. So they decided to get a post-production house to digitally alter signs in English to Chinese.

I could also point out that the article was edited after my screen capture (compare my tweet with the article) without adding a footnote about this change, but that is not the purpose of my reflection.

My reflection is about how perceptions drive reality. If people believe something outdated and inaccurate but do not check against reality or newer information, they will continue to shape their realities to fit their beliefs.

More disconcertingly, if people want to perpetuate their mistaken beliefs, they will do so, even if presented with more current and conflicting information.

To be clear, Singapore is not in China, we have a Chinese majority but our lingua franca is English, and some of us might speak and write better English than “native” users.

My design manta has always been this: Mindsets shape expectations, expectations dictate behaviour. If we do not change mindsets, beliefs, and attitudes), we cannot hope to change actions, environments, or cultures.

I cannot change your behaviour if I do not first help you change your mind.

This is why I try to address mindsets when I have short term engagements like seminars or workshops. I try to attack the tip of the brain; the change makers I influence have to deal with the long tail of expectations and behaviours.

 
Every semester I provide formative feedback on written work submitted by graduate students. Before I do this, the students submit their assignments to Turnitin via an institutional LMS to determine the extent to which their work matches other work in the database.

Every semester I get at least one email from a concerned student worrying about the matching score. The worry is good in that the plagiarism talks they attend have an impact. However, the worry is bad because they misunderstand what plagiarism is and how tools like Turnitin work.

Turnitin runs on formulae and algorithms. It has a huge database of references and previously submitted work. Any new student work is compared against this content. The extent to which the new content matches with the existing work is a percentage that I call the matching score.

Some students seem to think that the matching score is the same as plagiarism. This is not necessarily the case.

If a student uses a template provided by a curriculum committee or tutor, the headers and helping text will match. If another student correctly and ethically cites common quotations and lists reference, these will match with other existing work. All these means that the matching scores go up, but this does not mean the students have plagiarised.

In 2009, I provided examples on how the scores alone are not valid or reliable indications of plagiarism. A low score could hide plagiarism while a high score could actually come from the work of conscientious student with lots of correctly cited references.

Both the students and I have the benefit of not just the quantative matching scores, but also the qualitative highlights of matching texts. The latter should allay fears of plagiarism or highlight what is potential plagiarism. The student can take remedial action and I can determine if a score actually indicates plagiarism.

The problem with the system is the human element. Grading teams, administrators, librarians, advisers, and supervisors often arbitrarily set ranges of matching scores to mean no plagiarism, possible plagiarism, or definite plagiarism. The numbers are an easy shortcut because they take out human decision-making. The reports with highlighted text require reading and evaluation and thus mean a bit more work.

Both faculty and students need to be unschooled in focusing on numbers and playing only the numbers game. Life is not just about what can be quantified. Neither is the quality of a student’s assignment and their mindset on attribution.

My hunt for an elusive video brought me to the Singapore Ministry of Education’s Facebook page.

While I did not find what I was looking for, I found a series of images. They served as a helpful reminder of what teachers should stock up on to prepare for the new year.

What MOE teachers will use in 2017...

It was also a stark reminder of the mindset and expectations of teachers. The technologies are not current. If they were, there would be reminders to change passwords, renew VPN plans, update software, check digital archives, etc.

The call to arms was: You will be needing these and more to make a lasting impact on that one student. I get that message and stand behind it because it is a call to individualise, difficult as that will be.

I hope that teachers read this as reaching out to more than just that one student because all students are that one student. However, this task is impossible with the traditional tools and methods because they are largely about centralisation, standardisation, and control.

The newer tools are about decentralisation, individualisation, and self-regulation. This will only happen if school leaders and teachers change their mindsets and expectations about which tools to focus on and how to use them.


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