Does Growth Mindset Matter?, Shaping an Admissions Class, and Depth of Knowledge Levels on the SAT and ACT

Hello listeners! Listen to this week's great episode and learn everything you need to know about growth mindset.

LAST WEEK

527. DOES GROWTH MINDSET MATTER?

Few concepts in education and performance psychology are as universally accepted as that of the power of a growth mindset. Does that mean the research is conclusive and settled? Not exactly. Amy and Mike invited journalist Jill Barshay to dig into an unexpectedly controversial question–does growth mindset matter?

What are five things you will learn in this episode?

1. What is growth mindset?

2. How new is the concept of growth mindset?

3. What is the research evidence for growth mindset?

4. Is the science behind growth mindset universally accepted?

5. Should growth mindset be taught?

Have you listened to these gems from our archives?  

126. SHAPING AN ADMISSIONS CLASS

In a surprising number of ways, putting together a new incoming class at a college is like crafting a list for the perfect party. So how can you make sure you are invited? Amy and Mike invited author Jeff Selingo to pull back the curtain on the process of shaping an admissions class.

What are five things you will learn in this episode?

1. What does “shaping” mean in admissions parlance?

2. Do all colleges have the same priorities?

3. What role do test scores play in shaping a class?

4. How influential is the prospect of a full-pay family?

5. What might a student do to get shaped into rather than out of a class?

142. DEPTH OF KNOWLEDGE LEVELS ON THE SAT AND ACT

Webb’s Depth of Knowledge levels provide a clear system for categorizing the complexity of thought different tasks–and test questions–require. Amy and Mike invited educational consultant Erik Francis to explain depth of knowledge levels on the SAT and ACT.

What are five things you will learn in this episode?

1. What are depth of knowledge (DOK) levels?

2. How are depth of knowledge levels tested on the SAT and ACT?

3. Why can’t all DOK levels be tested on standardized exams?

4. Do higher DOK levels correlate with harder test items?

5. What is the difference between difficulty and demand?