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“Up until now, everything is okay”

“Up until now, everything is okay”

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“Up until now, everything is okay”

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  1. “Up until now, everything is okay” Jennie Blake, Research Associate University of Manchester Val Wass (Principal Investigator) University of Keele HEARing Student Voices: developing the pedagogy to reflect achievements across the student experience This project has been funded by the 2009 NTFS Projects Funding strand

  2. Results Outline • Although students rarely report much forward planning with choices, it became clear as the study progressed that much of their energy was directed away from making informed choices by the nature and set up of the resources available to them. Thus, it was not so much that they were choosing to make ad-hoc or ill-informed choices but that they were left with no other option. • Especially in the case of feedback, resources slotted students into a fixed mindset and entity theory of intelligence. As they were receiving little direction from the feedback, the students had fewer chances to use the resources to move forward and instead responded to them as judgments that could not be changed. • The issue of being in a fixed mindset has effects beyond responses to feedback. A fixed mindset implies that effort at change will be useless and that no growth is possible, severely impacting activities such as PDP and students’ own abilities to plan and make independent informed choices.

  3. No Map and a Broken Compass “No one’s ever said, ‘Look, here’s the underlying structure of what we want to give you, this is why we’re doing all of this...’ That’s never happened.” (efg1)

  4. Feedback: Fuel for the learning environment

  5. Self-Portrait:knowing who you are and how to find your way You can just feel completely anonymous (efg1)

  6. References • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246-263. • Dweck, C. S. (2000). Self-Theories: Their role in motivation, personality, and development. Lillington: Taylor and Francis. • Dweck, C. S. (2007). Mindset: The New Psychology of Success. New York: Ballantine Books. • O'Connell, C. (2003). The Development of Recording Achievement in Higher Education: Models, Methods and Issues in Evaluation. In D. Gosling (Ed.), Personal Development Planning (Vol. 115, pp. 15-28). Birmingham: Staff and Educational Development Association. • Schwartz, B. (2005). The Paradox of Choice: Why More is Less. On TED Talks 2005: TED.

  7. Contact Jennifer Blake jennifer.blake@manchester.ac.uk