Conference Agenda

Abstract

Nowadays, scientists have made enormous discoveries in the fields of neuroscience and neuropsychology. However, to translate these findings to classroom teaching and learning process in order boost academic achievements requires another branch of investigation. Consequently, teachers carried out action research to examine the usefulness of the concept in benefiting students of different age groups, culture, gender, etc. At the end, action researchers drew conclusion recommending the selective adoption of the pre-existing ideas. In his book called “how the brain learns”, David Sousa (2016) states: The cognitive belief system is a window through which we can see the world to understand it, there is a self-concept underlying the cognitive belief system. Self-concept means how we understand ourselves in the world. One of the most important components of our self-concept is a mindset. There are two basic types of mindsets: fixed mindset and growth mindset. Neuro scientist David Huberman from Sandford university explains the process-effort reward concept from the point of view of Neuroscience and in terms of the chemical neurotransmitters, and concludes that if you recognise the agitation, stress and confusion as an entry point to where you eventually want to go, it is allowed to pass through more easily, and rewarding it makes you feel joyful in the process. (David Huberman, 2021). This action research will examine the effect of the mind-set in enhancing the teaching and learning in the classroom.

Introduction

The term “growth mindset” was coined by psychologist Carol Dweck in the mid-eighties. “The “Growth Mindset” is the belief that mindset can be changed, especially in the education system, it refers to the belief that a student’s intelligence or learning ability can be improved when teachers give praise for the effort” (Carol Dweck, 2017). Dweck argued that we all have different beliefs about the underlying nature of ability; children and adults with a growth mindset believe that intelligence and abilities can be developed through effort, persistence, trying different strategies and learning from mistakes (Carol Dweck, 2017). Dweck argues that having a growth mindset can improve academic achievements.Dweck introduces simple methods for teachers to apply during lesson time to improve students’ experiences and academic achievements. She provides two simple tools to encourage students’ growth mindset in her ted-talk. She states the praising students’ effort and rewarding their process help to master their growth mindset and boost their academic achievements. (Carol Dweck 2014).

A search of the available literature found that there are currently no studies testing the value of growth mindset approaches in Kazakhstan. By analysing our own teaching experience and observing our colleagues' lessons over the years, I noticed that in most cases, students were praised for their intelligence and rewarded only for their achievements.

Despite being selected through examination, NIS school students have a wide range of abilities within each grade, even within each class. Students in Kazakhstan, especially those who have lower achievement levels, may find that using the growth mindset approach improves their learning experiences and academic achievements. To determine how the growth mindset intervention could benefit learners in Kazakhstan, called for an action research. This research will focus on the relevance of the concept to the Kazakh curriculum and possible pitfalls to avoid in the future while successfully implementing it in the classroom teaching and learning practices. To qualify the research process, the following research question was formulated:

What benefits can periodic use of “praising effort” instead of “intelligence rewarding” of achievement bring to academic achievement of year-12 students?

Twice exceptional students (2e students) are those young people who combine superior ability in one or more areas and disabilities that may be areas of specific learning disabilities, behavioural or attention deficits, or social impairments (Reis et al., 2014, Ronksley-Pavia et al., 2018). Based on teachers’ observation currently there are more learners who can be both gifted and possess additional exceptionality. Another observation is that there are more students who have difficulties when expressing their thoughts, understanding own emotions and following accepted behavioral patterns. Hence, it is highly important to provide differentiation strategies for 2e students as several studies report that negative school experiences have lifelong ramifications. These students continue to feel insecure, undervalued, and like they do not belong (Ronksley-Pavia et al., 2018).

Teacher collaboration is vital when searching for ways to adjust curriculum and teaching strategies. One of these experiences is described in this study. Teachers of History and English (as a foreign language) conducted a Lesson study implementing storytelling into their lessons.

Purpose of study

The study is aimed at identifying effective teaching instruments for facilitating twice exceptional students with the focus on storytelling. The following research questions were shaping this study:

How effective is the use of storytelling in meeting the needs of twice exceptional students?

What are some suggestions for school administration and teachers who are interested in meeting the needs of twice exceptional students?

Conceptual framework

There are two concepts which are shaping this study: twice exceptionality and storytelling.

Understanding the needs of twice exceptional students is a critical factor of curriculum adjustment. More than 50 articles were analyzed and important findings were taken into consideration when planning collaborative work for this study. Based on literature review storytelling teaching method, which currently is gaining popularity, can be an effective tool to help twice exceptional learners use their full potential in educational organizations.

The topic of twice exceptionality has been widely discussed by researchers mainly focusing on inclusive and special education. There is a lack of research suggesting strategies which could be employed on a wide range of subjects in regular classrooms for developing countries where inclusive education is being introduced currently (Gierczyk & Hornby, 2021, Yuying 2015, Metelski 2022). Another important finding is the difficulty in identifying 2e learners. Educators frequently are unaware or unable to identify 2e learners (Baldwin et al., 2015, Neihart, 2018, Bechard, 2019, Baldwin et al., 2015) since “some 2e learners achieve average grades because their superior talents and disabilities are counterbalanced in a manner that masks both high potential and areas of weakness” (Neihart, 2018). Therefore, there role of teachers conducting professional dialogs with their colleagues to understand the complexity of 2e nature is crucial. Since these learners can be very complex and have needs that are usually met in gifted or special education settings constant development of teachers’ skills by sharing their results and opinions through research could bring positive effects (Bechard, 2019).

Regarding storytelling teaching method, research shows that for language and History lessons storytelling can be employed in various ways and the implementation of this technique can lead to improvements in academic performance and enjoyable learning process (Atta-Alla, 2013, Xu, Park, & Baek, 2011, Gakhar & Thompson, 2007; Myatt, 2008, Schell, 2004; Nguyen, et.al., 2014). Moreover, it can lead to a positive transformation of students and improved social interactions and language outcomes (Maier & Fisher (2007). As for History, a number of educational scholars have indicated that viewing history as a story offers stronger possibilities for bringing overall coherence and interest to history instruction (Schell, 2004).