"In his book, The Talent Code (2009), Daniel Coyle describes how Carol Dweck, in her ongoing effort to find ways to enhance student academic performance and to also hopefully advance higher levels of self-motivated educational engagement, set out to test the hypothesis of two of her rules: "pay attention to what ... children are fascinated by" and "praise [the children] for their effort" (2007)."
""The first group was given an eight-week workshop on study skills; the second was given the same workshop along with an additional element: a special 50-minute session that explained how the brain functions and how it develops when challenged." In terms of outcomes and results, "[w]ithin a semester, the second group had significantly improved their grades and study habits. The experimenters didn't tell the teachers which group the kids were in, but the teachers could tell anyway. The teachers couldn't put their finger on it, but they knew something big had changed.""
Carol Dweck tested two educational rules with 700 low-achieving middle school students divided randomly into two groups. Both groups attended an eight-week study-skills workshop; one group also received a 50-minute session explaining how the brain functions and how it develops when challenged. Within a semester the group receiving the brain-focused session showed significant improvements in grades and study habits. Teachers, unaware of group assignments, nevertheless perceived a clear, substantial change in those students. One explicit conclusion emphasizes presenting anatomical and physiological information about the brain and linking effort to brain development as impactful.
Read at Psychology Today
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