As we continue to learn and act to deepen learning, empower learners, and work on the edge of capability, how might we ignite effort and confidence?
What skill-building really is, is confidence-building. First they got to earn it, then they got it. (Coyle, 134 pag.)
What if we use actionable feedback to embrace struggle, seize opportunity to learn, and celebrate success?
Now we’ll look more deeply into how it can be triggered by the signals we use most: words. (Coyle, 132 pag.)
How might we improve our feedback and choose words carefully to send a spark?
And according to theories developed by Dr. Carol Dweck, Engblom’s verbal cues, however minimal, are just the kind to send the right signal. Dweck is a social psychologist at Stanford who has spent the past thirty years studying motivation. She’s carved an impressively varied path across the field, starting with animal motivation and shifting to more complex creatures, chiefly elementary and high school students. Some of her most eye-opening research involves the relationship between motivation and language. “Left to our own devices, we go along in a pretty stable mindset,” she said. “But when we get a clear cue, a message that sends a spark, then boing, we respond.” (Coyle, 135 pag.)
What if the target the actions taken on a pathway to success? How might we highlight effort to ignite deep practice and serious effort?
Praising effort works because it reflects biological reality. The truth is, skill circuits are not easy to build; deep practice requires serious effort and passionate work. The truth is, when you are starting out, you do not “play” tennis; you struggle and fight and pay attention and slowly get better. The truth is, we learn in staggering-baby steps. Effort-based language works because it speaks directly to the core of the learning experience, and when it comes to ignition, there’s nothing more powerful. (Coyle, 137 pag.)
Summer Reading using VTR: Sentence-Phrase-Word: The Talent Code Chapter 6: The Curaçao Experiment
When we hear I can’t…, can we reframe it using yet? What if we insist on the use of yet any time we hear I can’t?
I can’t yet _______.
I can’t ________, yet.
How might we spur more confidence, more I can… effort and learning?
You must have worked really hard.
Have you thought about trying this next?
I’m giving you this feedback because I believe in you.
Coyle, Daniel (2009-04-16). The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc.. Kindle Edition.