Psychology · Year 10

Active learning ideas

The Effects of Learning on Development

This topic examines how our beliefs about learning can actually shape our cognitive development. Students compare Carol Dweck's Mindset theory, which distinguishes between fixed and growth mindsets, with Daniel Willingham's learning theory. They also tackle the popular but scientifically unsupported concept of 'learning styles.'

• National Curriculum Attainment Targets
• GCSE Psychology (AQA) 3.1.3.4: Dweck's Mindset theory
• GCSE Psychology (AQA) 3.1.3.5: Willingham's learning theory

• 15–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: The Power of 'Yet'

Students identify a skill they are currently struggling with. They practice reframing 'I can't do this' into 'I can't do this yet,' discussing in pairs how this shift in language affects their motivation and effort.

What is the difference between a fixed and growth mindset?

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Inquiry Circle
• 40 min · Small Groups

Inquiry Circle: The Learning Styles Myth

Groups are given a set of data from Willingham's research debunking learning styles. They must create a 'myth-busting' infographic that explains why we should focus on the meaning of information rather than the 'style' of delivery.

How does praise affect a child's development?

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Role Play
• 30 min · Small Groups

Role Play: The Feedback Loop

Students act out two scenarios: one where a teacher gives 'person praise' (You're so smart!) and one where they give 'process praise' (I like how you tried different strategies!). They then discuss which approach encourages a growth mindset.

Why does Willingham criticise learning styles?

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

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Watch Out for These Misconceptions

• A growth mindset means you can do anything if you just try hard.

  Effort is important, but Dweck emphasises that it must be combined with the right strategies and seeking help when needed. A group discussion on 'effective vs ineffective effort' can help clarify this nuance.

• Everyone has a specific learning style (visual, auditory, or kinaesthetic).

  Research shows that matching instruction to a 'style' does not improve learning; instead, we should match the method to the content being learned. A peer-teaching task where students try to teach a 'visual' concept using only sound can prove this.

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Methods used in this brief

• Think-Pair-Share
• Inquiry Circle
• Role Play