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A big new study on student engagement, with a zillion co-authors, including Carol Dweck, was recently released.
The practices the study promoted won’t be anything new to most teachers:
Practices targeted by the program. In the FUSE program, we provided teachers with professional learning that helped them to communicate a culture of learning (and overturn the culture of judgment and evaluation) through relatively short, targeted messages to students (see Table 1 and Extended Data Figure 5). These messages conveyed that all students, regardless of their past performance, can learn, improve, and do well if they work hard and seek appropriate help from teachers and peers. Examples of these messages include the ideas (a) that students’ mistakes provide useful information to teachers about what students need and about how the teachers can be more effective in their teaching, (b) that test scores represent students’ performance at one moment in time and, if not optimal, need not determine how well they can perform in the future, and (c) that the teacher has 4 rigorous but flexible classroom grading policies if students correct their mistakes and show evidence of mastering the material (via retesting or revision). (see Supplemental Online Materials).
However, while the practices won’t be new, the study’s authors included the materials they used to train teachers to implement them. I think a fair number of them might be new to teachers, and suitable for distribution and discussion among faculty.
You can download them here, and then scroll to page 11.
I’m adding this info to The Best Posts & Articles On Student Engagement.