Hi, I'm doing a chapter that is somewhat related so when I saw yours I thought I'd throw some theories your way - hope that's ok. The theories that I've found that might help are Stress Inoculation Training by Meichenbaum, and the Transactional model of stress, appraisal and coping by Lazarus. Not sure if you've already got these and I'm just repeating it, but hope it helps. Good luck! Cheers, Dot--Foley.d (discuss • contribs) 02:01, 23 August 2018 (UTC)[reply]
The topic development has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing the chapter plan. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Topic development marks are available via UCLearn. Note that marks are based on what was available before the due date, whereas the comments may also be based on all material available at time of providing this feedback.
Consider adding two case studies (can be made up) - one of a person with a fixed mindset encountering challenge, another of a person with a growth mindset encountering challenge
Consider using a table to compare and contrast some of the characteristics of a fixed vs. growth mindset
There is possibly going to be too much theory, so consider being selective (i.e., focus on the theory/theories that you think are most important). That will free up room/space to focus more on the application of the theory.
Possibly there could be more focus on "challenge" - what is a challenge, what does a challenge mean to someone with a fixed vs. growth mindset, etc.
Perhaps consider the practical implications: Can one's mindset change? e.g., How can someone with a fixed mindset develop a growth mindset? Could a positive learning experience with challenge help to develop a growth mindset?
This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.
Overall, this is a reasonably good chapter. It draws on appropriate theory, but could expand more about relevant research. There are several useful learning features. The grammar could be improved.
Consolidate some repetitive information across the "Overview" and "What is a mindset?"
Expand the Conclusion from bullet-points into sentences and paragraphs (arguably, this is the most important section).
For additional feedback, see comments below and these copyedits.
Some relevant research is discussed in relation to theory, but more details would be helpful.
When describing important research findings, consider including a bit more detail about the methodology and indicate the size of effects in addition to whether or not there was an effect or relationship.
Greater emphasis on major reviews and meta-analyses would be helpful.
The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Canvas site. Written feedback is provided below, plus see the general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener.
Overall, this is a promising presentation but probably tries to cover too much content too quickly (even though there is some spare time up to 3 mins).
The presentation is fun and interesting to watch and listen to.
The presentation makes effective use of text and animated image based slides with narrated audio.
Consider slowing down and leaving longer pauses between sentences. This can help the viewer to cognitively digest the information that has just been presented before moving on to the next point.
The font size is sufficiently large to make it easy to read in the time provided.
The visual communication is effectively supplemented by images.
Use the full chapter title and sub-title on the opening slide and in the name of the video because this helps to match the book chapter and to clearly convey the purpose of the presentation.
Audio and video recording quality are very good, however consider muting the music during narration to help the viewer concentrate on the combination of visual information and narrated audio.
Images sources are acknowledged.
A copyright license for the presentation is provided.
A link to and from the book chapter is provided (but note that the link in the slides is incorrect).
A written description of the presentation is provided.
