Jun 15 2012: The key in this is recognising that students hold beliefs regarding self-theory and achievement. Tutors also hold beliefs about student ability and these beliefs ( both student and tutor) can become learning inhibitors or enablers for students. I'm particularly interested in notions of fixed ability, which can limit (inhibit) learning. For example, if a student perceives them self as a 'C' grade student, research shows that they are unlikely to achieve highly...they self-limit their achievement. Check out Carol Dweck's work in this area. Happy to discuss further in relation to higher education. Suffice it to say that students can be supported in viewing themselves and 'ability' differently..and this results in incredible achievement levels...and great, innovative students.
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A comment on Conversation: How does the status quo design of student - faculty interactions diminish innovation in the classroom? How to hack higher ed?