- What is the difference between mindset and worldview?
- How does one most efficiently change from a fixed to growth mindset? What ethical issues arise in trying to change another’s?
- What worldviews, techniques or insights fuel desire for more learning rather than shutting it down?
- What kinds of assessment, including self-assessment, can be detailed and effective without interrupting the ability to just be present in the learning moment? In other words, how can I get kids to keep focusing on doing rather than on how they’re doing?
- Do even effective, well-thought-out rubrics turn a student’s attention more toward the question “How am I doing?” than to the question “How well am I learning?”?
- What are the effects on learning–and on mindset–of giving everyone an A at the start of the course? Or having students self-grade? Or having shared grades for a single project?
- How do grades and evaluations develop different mindsets and thus affect real creativity? Are there assessments that promote it?
- How do I as a teacher take advantage of the ways that different students respond to different assessments while also staying fair?
- How can I make more-creative assessments both rigorous and intellectually provocative?