For example, children labeled “gifted” early on often reach the conclusion that needing to work hard is a sign of low intelligence. On the flip side, misguided belief in fixed intelligence can lead to a variety of negative learning patterns. The most advanced learners understand this, and they seek out challenges that help them expand their intellectual capacity. Intellectual capacity expands or contracts based on how we use our brains. These struggles build stronger, deeper neural connections and help children become more determined, resilient, and confident when facing challenges. Research shows that these moments of struggle with difficult tasks are critical to higher learning. Instead of seeing impossible and frustrating tasks, they see challenges that need to be sweated over and solved. More than three decades of research from Stanford psychologist Carol Dweck and others support the idea that when students believe they can develop their potential-rather than believing it’s limited by natural intelligence or ability-they begin to approach difficult problems differently. But a large and growing body of research shows that this may be limiting the quality and quantity of the next generation of thinkers. The onus is on parents to prove that their child has extraordinary talent before they can access the most effective learning resources. Unfortunately, in the current education system, exceptional ability is too often an entry point, not a destination. We need more innovators, problem solvers, and highly skilled people to tackle the monumental challenges of the 21st century. All of this sounds fine until you consider who we’re leaving out and what’s at stake.
0 kommentar(er)
