Reposted from te@chthought:
“If a learner is to develop a sense of can, he or she must learn it. While some students have more natural confidence or initiative than others, can is slightly different than confidence. Can is a mix of knowledge and self-efficacy that has been nurtured through experience — by consistently meeting both internally and externally created goals judged by standards that are also both internally and externally drawn.
So how does this happen? Where does it come from?
In Developing Minds, a kind of anthology of ways to teach thinking edited by Art Costa, there are suggestions for promoting cognition and metacognition, including “creating a safe environment,” “following students’ thinking,” and “teaching questions rather than answers.”
These suggestions often have emotional roots, implying that learning must be emotional (an implication that is hard to get away from). One broad approach to teaching that works nearly every single time — and can work here as well in creating a culture of can – is the gradual release of responsibility model.”