CPD COURSE CURRICULUM
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LEARNING OUTCOMES: On completion of this course, the participants will be able to…. |
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Knowledge and understanding |
Skills and competences |
Content (Module outline) |
Teaching methods and activities |
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Module 1: Mindset theory and Mindset in Higher education |
–define the concept of mindset –describe the difference between growth and fixed mindset –know various interventions for changing mindsets –explain how and why teacher’s mindset effects teacher’s practices –explain how and why students’ mindset effects students’ academic motivation and achievement –make connections between their previous teaching experiences and their mindset –discuss the indicators of teaching activities, that support growth mindset –know characteristics of the class environment that support growth mindset
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–recognize thoughts and behaviors, related to fixed or growth mindset in oneself and in their students –reflect on their own beliefs regarding the nature of abilities, importance of effort and perseverance, meaning of failures, attitudes towards mistakes… –become self-aware of own mindset about different abilities –pay attention to the elements of teaching activities and class environment, supporting growth mindset
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Mindset Theory –Fixed and Growth mindset –Mindset –Academic motivation and achievements –Common misconceptions –Interventions Mindset and higher education –Teachers’ mindset (intelligence, creativity, math skills, teaching abilities…) –Higher education students’ mindset (development, behavior…) Mindset and higher education teaching –Indicators of teaching activities, supporting growth mindset –GM-supportive class environment (demanding, challenging, nurturing) |
Lecture, discussion, multimedia, quizzes, self-assessment self-directed learning
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LEARNING OUTCOMES: On completion of this course, the participants will be able to…. |
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Knowledge and understanding |
Skills and competences |
Content (Module outline) |
Teaching methods and activities |
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Module 2: The nature of Brains, intelligence
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–understands the continuing processes of maturation of brains after the birth –knows the concept of the neuroplasticity –knows different types of intelligence –understands the role of learning, education and environment in the development of the intellectual abilities –understand the normative development of cognitive abilities (intelligence, creativity, wisdom) over lifespan –recognize the intelligence as only one of the predictors of the academic success –understand the concept of the creative process |
–provide basic information regarding the neuroplasticity to students –support students in creative process
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–Brain’s development after the birth: the processes of maturation and learning –The plasticity of brains –Intelligence: one, two… or more of them? (general intelligence; crystalized and fluid intelligence; analytical, creative and practical intelligence) –The development of the intelligence and other cognitive abilities (creativity, wisdom) over the lifespan –Academic achievement: intelligence and other predictors –Creativity: ability and process; everyday creativity |
Lecture, discussion, multimedia, quizzes, self-assessment self-directed learning
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LEARNING OUTCOMES: On completion of this course, the participants will be able to…. |
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Knowledge and understanding |
Skills and competences |
Content (Module outline) |
Teaching methods and activities |
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Module 3: Growth Mindset Language
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–raise awareness how they reflect their mindset through their everyday language patterns –understand the difference between labelling students and focusing on learning process –recognize how educators’ expectations shape students’ motivation, effort and mindset –understand the role of positive self-talk in developing growth mindset –recognize different forms of feedback in relation to mindset |
–use language patterns which supports the growth mindset of students –frame mistakes, failures, effort, and learning strategies into growth mindset framework –practice process-oriented feedback –remind students about the connection between growth mindset and learning success –encourage students with examples of positive self-talk |
–growth mindset language patterns –from labelling to learning process –communicating high expectations to all students –growth mindset feedback –growth mindset framing –positive self-talk –brain growth conversation in teaching practice |
Lecture, discussion, multimedia, quizzes, self-assessment, group activities, peer coaching. |
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LEARNING OUTCOMES: On completion of this course, the participants will be able to…. |
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Knowledge and understanding |
Skills and competences |
Content (Module outline) |
Teaching methods and activities |
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Module 4: Growth Mindset Tasks |
–recognize which tasks support a growth mindset of students –understand what exactly benefits students’ growth mindset in specific tasks –understand the role of mistakes, deliberate practice, challenges, desirable difficulty, choice, learning goals, step-by-step learning, and multiple exposure in relation to growth mindset |
–design learning activities which support growth mindset of students –analyze learning activities and tasks for students from the perspective of growth mindset –use growth mindset elements in planning learning activities and tasks for students |
–designing learning activities and tasks to support growth mindset of students –elements of growth mindset in learning activities and tasks for students: mistakes, deliberate practice, challenges, desirable difficulty, choice, learning goals, step-by-step learning, and multiple exposure –examples of tasks, which supports growth mindset |
Lecture, discussion, multimedia, quizzes, self-assessment, group activities, peer coaching. |
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LEARNING OUTCOMES: On completion of this course, the participants will be able to…. |
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Knowledge and understanding |
Skills and competences |
Content (Module outline) |
Teaching methods and activities |
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Module 5: Growth Mindset Assessment |
–recall different forms of assessment and their functions –know which forms and methods of assessment better support growth mindset and learning –understand the role of rewards and punishments for growth mindset –know what kind of feedbacks, praises and criticisms are better for growth mindset –explain the motivational value of high goals and standards |
–use assessment methods that support growth mindset and learning process (e.g. formative assessment, self-testing etc.) –support students overcoming the fear of failing –provide intrinsic additionally to extrinsic rewards –form growth-mindset oriented feedback, praises and criticism –set high goals and standards and stay persistent in evaluating them |
–Forms of assessment –Assessment for learning and growth mindset –Assessment and fear of failing –Intrinsic and extrinsic rewards –Praises and criticism –Constructive and descriptive feedback –High goals |
Lecture, discussion, group activities multimedia, self-directed learning
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| LEARNING OUTCOMES: On |
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| Knowledge and understanding | Skills and competences | Content (Module | Teaching |
Module 6: Growth Mindset | –make connections between | –guide students to reflect on | Student’s reflection: –Struggling experiences–Monitoring progress in goal –Student’s learning processTeacher’s reflection: –Teaching for understanding–GM-supportive class | Lecture, discussion, storytelling, group activities, multimedia, self-directed learning |