way2go! 7. Coursebook, Schulbuch

88 SEMESTER CHECK Read the text about a way of looking at the world. Some words are missing. Choose the correct answer (A, B, C or D) for each gap (1–10). Put a cross ( ) in the correct box. The first one (0) has been done for you. LANGUAGE IN USE 4 !! SPRACH- VERWENDUNG IM KONTEXT Ich kann ein hinreichend breites Spektrum an sprachlichen Mitteln korrekt erkennen und anwenden. Do you have a growth mindset? Let’s suppose, just for a moment, that you fail an English test. What would you do? Would you tell yourself that you’ll never be able to (0) an English test? Or would you make excuses such as “I would have passed the test if I (1) more time to study”? This could indicate that you have a fixed mindset. (2) , if you realise that you need help and seek out new strategies so that you succeed the next time, this is (3) for a growth mindset. So what do these terms mean? According (4) Carol Dweck, who developed the idea, people with a fixed mindset believe their basic qualities, like their intelligence or talent, are simply unchanging traits. They spend their time showing evidence of these innate qualities (5) developing them. They also believe that talent alone creates success – without effort. Pupils with a growth mindset tend to see struggle as a natural part of getting better at something. When they encounter something they can’t yet do, they (6) their effort, try new strategies, and end up learning more. During her research, Dweck (7) that the distinction between fixed and growth mindsets has potentially far-reaching implications for schools and teachers. This is because the ways in which pupils think about learning, intelligence and their own abilities can have a significant effect on learning progress and academic improvement. If teachers encourage pupils (8) that they can learn more and become smarter if they work hard and practise, Dweck’s findings suggest, it is more likely that pupils will in fact learn more, and learn it faster and more thoroughly, than if they are of the opinion that learning is determined by how intelligent or unintelligent they are. Her work has also shown that a ‘growth mindset’ (9) pupils. If, for example, a teacher is going to intentionally praise a pupil when they excel, they should (10) on effort and perseverance rather than crediting learning achievements to innate qualities or talents, e.g. giving feedback such as “You must have worked very hard,” and not “You are so smart.” Nur zu Prüfzwecken – Eigentum des Verlags öbv