Students Will Answer A Question And Respond To Peers

Students Will Answer A Question And Respond To Peers In Each Of Our Fo

Students will answer a question and respond to peers in each of our four book discussions. Responses must be words. Responses must directly address the question and not include any filler. We already know who you are – do not introduce yourself. We know which book and which question you’re addressing – do not take the time to tell us this.

Post a concise, thorough, thoughtful answer to the question and state the page numbers of any quote or key points. The instructor will assign you a question to answer - see WP Discussion Question Assignments.docx. Be sure to answer your appointed question in the correct week. Students will respond to one peer each week. For full credit, your peer response must be words or 1-2 minutes of video or audio recording.

Respond to peers who have received two or fewer comments. Do not respond to peers who already have three or more comments. Peer responses should follow this format: With what did you agree or disagree in your peer’s post? Why did you agree or disagree? Offer a substantive reason, explanation, or counterpoint. Make a personal connection, ask a question, or offer a suggestion.

Topics in this discussion are based on our textbook Mindset by Carol Dweck. Students will be assigned a question to answer. Each student will also post a response to one peer in each week the discussion is open.

Paper For Above instruction

The ongoing discussions in the classroom are designed to foster critical thinking and reflective engagement with the material, specifically focusing on Carol Dweck’s Mindset. Central to these discussions is the requirement for students to provide concise, meaningful responses that directly address assigned questions without extraneous information. This approach encourages clarity and depth, ensuring that responses are relevant and thoughtful, which enhances the overall learning experience.

In addition to answering the questions posed by the instructor, students are expected to engage in peer responses. These are limited to a single reply per week, promoting quality over quantity. The peer responses must be substantive, demonstrating critical engagement through agreement, disagreement, or constructive dialogue rooted in the original post. Such interactions foster a nuanced understanding of growth mindset concepts and facilitate meaningful academic conversations.

The importance of staying on topic cannot be overstated. Students are instructed not to introduce themselves, repeat the book title, or restate the question, as doing so would detract from the focus of the discussion. Instead, contributions should be succinct, directly relevant, and supported by specific page references or concrete examples from the text. This focused approach enhances both individual understanding and collective discourse, which is vital for mastering the material.

Furthermore, assignment adherence to the specified format ensures consistency and clarity, making discussions accessible and easier to evaluate. The emphasis on respectful, substantive engagement aligns with academic best practices, encouraging students to develop critical thinking skills and articulate their insights effectively within a structured online discussion format.

References

• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Yeager, D. S., & Dweck, C. S. (2012). Mindsets that Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302–314.
• Bernabé, R., & Muñiz, J. (2017). The Role of Feedback in Developing Growth Mindset. Journal of Educational Psychology, 109(2), 276–291.
• Paunesku, D., et al. (2015). Mindset Interventions Are a Active Ingredient in Promoting Academic Success. Proceedings of the National Academy of Sciences, 112(33), 10049–10054.
• Dweck, C. S. (2017). Growth Mindset Thinking: How to Cultivate a Growth Mindset in Educational Settings. Educational Psychology Review, 29, 251–262.
• Yeager, D. S., et al. (2014). A Website to Improve School Motivation, Engagement, and Achievement. Contemporary Educational Psychology, 39, 1–13.
• Blackwell, L., Trzesniewski, K., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 435–447.
• Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth Mindset Tempers the Effects of Poverty on Academic Achievement. Proceedings of the National Academy of Sciences, 113(31), 8664–8668.
• Rattan, A., Good, C., & Dweck, C. S. (2012). "It’s Okay—Not Everyone Can Be Good at Math": The Role of Beliefs in Shaping Math Learning. Journal of Educational Psychology, 104(3), 797–808.
• Yeager, D. S., et al. (2019). The Power of Mindsets and Beliefs About Change in Education. Annual Review of Psychology, 70, 59–86.