“While people usually gain power through traits and actions that advance the interests of others, such as empathy, collaboration, openness, fairness, and sharing, when they start to feel powerful or enjoy a position of privilege, those qualities begin to fade.”
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Behaviors like these undermine leaders’ effectiveness by depressing the performance of those around them, and are ultimately self-defeating.
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power puts us in something like a manic state, making us feel expansive, energized, omnipotent, hungry for rewards, and immune to risk – which opens us up to rash, rude, and unethical actions.” But it turns out that simply being aware of those feelings – “Hey, I’m feeling as if I should rule the world right now” – and monitoring impulses to behave inappropriately helps keep those behaviors in check.
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When Keltner works with up-and-coming executives, he counsels them to remember and repeat the virtuous behaviors that helped them rise in the first place and develop three essential practices: empathy, gratitude, and generosity.
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To practice empathy: - Ask a question or two in every interaction, showing genuine interest in the subject. - Paraphrase important points made by others. - Listen with gusto, orienting your body and eyes toward the person speaking and verbally showing interest and engagement. - When someone comes to you with a problem, don’t jump right to judgment and advice but say something like, “That’s really tough” or “I’m sorry.” - Before a meeting, take a moment to think about the person you’ll be with and what’s happening in his or her life.
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The alternative mindset is that people can grow professionally and managers can change the way people perform through effective coaching, management, and intrinsic rewards like personal development and making a difference.
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“From Silicon Valley to New York, and in offices across the world, firms are replacing annual reviews with frequent, informal check-ins between managers and employees.”
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One observer called the traditional performance evaluation a “rite of corporate kabuki” that restricted creativity, generated mountains of paperwork, and served no real purpose. It was also an incentive to put off bad news until the end of the year, at which point both manager and employee may have forgotten what the problem was.
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There’s one more reason: once-a-year reviews focus on past performance rather than encouraging current work and grooming talent for the future.
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To practice gratitude: - Make thoughtful thank-yous a part of how you communicate with others. - Send colleagues specific and timely e-mails or notes of appreciation for a job well done. - Publicly acknowledge the value that each person contributes to the team, including support staff. - Use the right kind of touch – pats on the back, fist bumps, high-fives – to celebrate success. • To practice generosity: - Seek opportunities to spend a little one-on-one time with people you lead. - Delegate some important and high-profile responsibilities. - Give praise generously. - Share the limelight – give credit to all who contribute to the success of your team and your organization.
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There was something else going on in the lifeline idea: transactive memory, or knowing who knows best and taking advantage of their knowledge. It’s easier to get help if you know where to look.
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Studies of the workplace show that the time employees spend helping others is as important to their evaluations and chances of promotion as how they do their jobs. And Grant’s own research on “givers” (who enjoy helping others) and “takers” (who are focused on coming out ahead) shows that givers consistently achieve better results.
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on the most difficult part of his exams – the multiple choice section – if a student was unsure of an question, he or she wrote down the name of another student who might know the answer – like asking for a lifeline on “Who Wants to Be a Millionaire.” If the classmate had it right, they both earned points; one person’s success also benefited a classmate. Grant reports that this made a big difference – more students joined study groups, the groups pooled their knowledge, and the class’s average score went up 2 percentage points compared to the previous year. Why? Because one of the best ways to learn something is to teach it to someone else, and that’s what was going on in the groups.
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employees, especially recent college graduates, learn faster from frequent, detailed feedback from mentors and superiors. Second, companies realized they needed to be agile to survive and thrive in the competitive, ever-changing marketplace and real-time performance monitoring and feedback led to more rapid adaptations. And third, managers saw that teamwork was key to innovation and productivity and moving from forced annual ranking to frequent individual accountability was more conducive to teamwork and better results.
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In this Chronicle of Higher Education article, Ellen Boucher (Amherst College) says the “pressure of perfection” is causing lots of stress for students in their teens and twenties, contributing to the rising suicide rate in this age bracket.
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Language – Moving from less conceptual language – borrowing, carrying, reducing fractions, the “Ring around the Rosie” property – to more mathematically appropriate language – regrouping, simplifying fractions to the lowest terms.
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Rebrand. A more inviting name for these perennial meetings is “progress conferences.” This is more positive and doesn’t seem to exclude foster parents and guardians.
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Finesse the childcare issue. “To pay a babysitter to watch your three younger siblings so a parent can attend a conference is not going to happen,” says Ohio high-school teacher Allison Ricket. She invites parents to bring along other children and provides crayons and paper in an area at the back of her classroom where they can entertain themselves during conferences.
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Accommodate. Some parents need an interpreter (children shouldn’t be asked to translate) and support with disabilities.
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Change the dynamic. It makes a difference if a teacher sits side by side with family members and doesn’t hold a clipboard or pad of paper; open hands suggest an open mind.
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Involve students. Progress conferences are much more helpful when students are at the table reporting on their progress, challenges, and goals. Advisory group meetings focus on preparing students to lead parent conferences and lobby their parents to attend.
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• Listen. “Parents usually come in having an idea of what they want to talk about, so I like to be open and ready for whatever they need,” says Ricket. Although she has students’ grades and portfolios on hand, she lets parents go first and is careful to empathize with any concerns they have.
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“mathematics is better taught when everyone shares in consistent language, symbols and notation, models and schema, and rules that support developing learners. The idea behind this comprehensive agreement is not unlike a schoolwide behavior management policy – whereby children hear the same phrases, share identical expectations, and experience practices that are common and consistent year after year across classrooms and throughout the school.”
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Sociologists have shown that students from less-privileged backgrounds often have trouble understanding the unwritten rules of college life – the so-called hidden curriculum… [A]sking a professor for an extension doesn’t always come naturally. It might not even occur to them as an option.”
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Symbols and notation – For example, writing fractions with a slanted bar 3/8 may confuse students who think the bar is the numeral 1 and think it’s 318.
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Number lines or graphics should be consistent through the grades, for example, a graphic showing two parts next to one whole.
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“This unified approach is particularly helpful for students who struggle,” conclude Karp, Bush, and Dougherty, “as it provides a recognizable component to new content. Additionally, all learners in a school can make connections among ideas in a unified and collaborative culture that promotes stronger learning in mathematics.”
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"Online Resources for Teaching About the Presidential Campaign In this article in Education Week, Madeline Will shares five free classroom resources for teaching and discussing this year's election: - Letters to the Next President 2.0 www.letters2president.org - Students' letters to the 45th president will be published by PBS member station KQED and the National Writing Project. - Teaching Tolerance Election 2016 Resources www.tolerance.org/election2016 - These include a civility contract, civic activities, and PD webinars. - iCivics www.icivics.org/election_resources_2016 - Materials on the basics of democracy, with an interactive digital game in which students manage their own presidential campaign. - C-Span Classroom www.c-spanclassroom.org/campaign-2016.aspx - Primary sources with historical and contemporary video clips and related discussion questions, handouts, and activity ideas. - Join the Debates www.jointhedebates.org - Curriculum materials for collaborative discussions on issues in the campaign and debates. "Educators Grapple with Election 2016" by Madeline Will in Education Week, September 14, 2016 (Vol. 36, #4, p. 1, 12-13), www.edweek.org "
Coding In The Classroom: 10 Tools Students Can Use To Design Apps & Video Games - - 0 views
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“It’s not just effort, but strategy. Students need to know that if they’re stuck, they don’t need just effort. You don’t want them redoubling their efforts with the same ineffective strategies. You want them to know when to ask for help and when to use resources that are available.”
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the key to schools succeeding with all students is prioritizing – isolating and focusing on “only the most vital, game-changing actions that ensure significant improvement in teaching and learning” and then sustaining a disciplined, laser-like focus for a significant amount of time.
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Teachers should have clear, specific direction on which skills and concepts to teach – the what and when – with discretion on the how to and some room each week for teachable moments and personal passions.
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Of paramount importance is ongoing checking for student understanding (minute by minute, day by day, week by week) and adjusting instruction based on assessment insights. This is especially important for project- and problem-based learning.
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“To succeed, students simply need vastly more time to purposefully read, discuss, and write about worthy, substantive literature and nonfiction across the curriculum (as often as possible, in the interpretive and argumentative mode)
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“Nobody has a growth mindset in everything all the time,” says Dweck. “Everyone is a mixture of fixed and growth mindsets.
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When students fail, teachers and parents should say things like, “Okay, what is this teaching us? Where should we go next?”
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With praise, focus on the process that led to success – hard work, good strategies, effective use of resources. “Be matter-of-fact,” advises Dweck, “with not too strong or too passive a reaction… Effective teachers who actually have classrooms full of children with a growth mindset are always supporting children’s learning strategies and showing how strategies created that success.”
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U.S. elementary teachers spend an average of about 32 hours a week with their students, secondary teachers about 30 hours, out of a 38-hour contractual week. Daily planning time ranges from 12 to 80 minutes for elementary teachers, from 30 to 96 minutes at the secondary level. The paucity of contractual planning time in most schools pushes a lot of teachers’ work into late afternoons, evenings, and weekends; including that time, the typical teacher’s work week is about 52 hours.
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Teachers need two types of planning time, Merritt believes: (a) Individual time every day to prepare materials for upcoming lessons, assess student work, and communicate with specialists and parents about their students; and (b) common planning time once or twice a week with same-grade/same-subject colleagues to plan, implement, reflect on, and modify instruction.
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The 30-32 hours U.S. teachers spend with their students each week compares to about 20-21 hours in other countries.
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Increased staffing – Core subject teachers can be given more planning time within the school day if their students go out to additional physical education, art, music, science, environmental education, and other specialty subjects – and also by increasing supervised recess and using instructional assistants and parent volunteers.
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“we should trust teachers who are asking for more time, and make planning time a high priority in budgeting decisions. Instead of implementing costly interventions that yield minimal results in schools, we should pay more attention to the repeated requests from teachers about how to support them in their daily work… They need more time to identify problems they see in their schools or classrooms and work individually and collectively on solutions.”
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Using inquiry protocols, they asked each other What do we want students to get out of the curriculum? and How can we get them there? - They collaboratively developed model curriculum units and adapted them as needed; - They used a fishbowl approach to observe colleagues teaching new curriculum materials; - They watched outside curriculum experts modeling appropriate classroom strategies. - They looked together at student work as students grappled with the new expectations and thought about the implications for unit and lesson planning; - They jointly figured out ways to support students in material that at first seemed too hard.
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Meaningful data – Static assessment results from benchmark assessments are not enough. To have truly high-quality discussions about their work, teachers need (a) open-ended assessment items from their ongoing instruction to identify student strategies and uncover their mathematical reasoning; (b) feedback from classroom observations; and (c) video clips of their own instruction and that of colleagues. • Supportive tools – These include classroom observations and videos and having a facilitator with deep pedagogical content knowledge. It’s also crucial that the PLC sinks its teeth into one or two substantive and actionable math concepts or strategies.
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• Supportive colleagues – Dissonance is not enough, say the authors. To truly improve instruction, teachers also need a collegial group that will hold their hands as they deal with their students’ struggles and criticism from observers:
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“It is likely,” say the authors, “that repeated video recording and written feedback motivated Ms. Walker and other teachers to try out new instructional strategies and continuously assess and refine them so that they could demonstrate improvement in subsequent observed lessons.”
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- Within-class grouping (teachers differentiating instruction among several small groups) had moderately positive effects.
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- Cross-grade grouping (students from different grade levels brought together to learn a particular subject or unit – e.g., the Joplin Plan for reading) had small-to-moderate benefits.
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- These two forms of grouping benefited students with high, medium, and low achievement.
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- Special grouping for gifted students (pullout or honors programs) was very helpful for those students.
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- Acceleration (students skipping a grade or taking courses at a younger age than their peers) was the most beneficial of all.
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"1. Mike Schmoker on three focus areas 2. Carol Dweck on fine-tuning the growth mindset 3. Maximizing high-quality teacher planning time 4. Effective and ineffective teacher teamwork in the Common Core 5. What gets professional learning communities working well? 6. Research findings on ability grouping and acceleration"
The 50 Best Videos For Teachers Interested In Gamification - 0 views
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Teachers: Math in Videogames ~ Activities : Get The Math - 0 views
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She uses functions to control objects by assigning a number, or input, to a variable that results in a specific output or movement, producing the action that you see in a videogame. She also uses algebraic reasoning, coordinate graphing, linear equations and rate of change or slope to create her games.)
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Years later, I found out that they were visiting a questionable chat room where a stranger was vaguely threatening them.
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seventeen-year-old son of a Pakistani immigrant had connected with a like-minded geek with whom he had begun sharing ideas for creating apps — and soon a business was launched. His mystified father shook his head as he told this story. “I don’t know how he did that,” he said.
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Our young people are still learning their way around the digital landscape largely on their own — when what we need to do is confidently take them by the hand, show them how to look both ways, and cross the street with them — at least at first. That means staying up-to-date about digital safety, the rules of the road, and what’s going on in the neighborhood. Finally, we need to foster the kinds of personal relationships that encourage our kids to talk about where they are going and what they discover along the way (their successes as well as their mistakes) once we let them travel on their own.
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Jane McGonigal’s Reality Is Broken (on video games). If you want to try to keep up with the moving target of day-to-day digital parenting, I recommend Marti Weston’s information-packed, down-to-earth blog, Media! Tech! Parenting!
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Equally inspiring is nine-year-old Martha Payne, whose blog NeverSeconds, about the lunches served at her school in Scotland, sparked a national controversy about school nutrition that attracted the attention of celebrity chef Jamie Oliver
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Some people call it a digital footprint, others a digital tattoo. As a parent, you are no doubt concerned about the possible missteps your children may take
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although your children are already comfortable interacting online, they don’t yet necessarily know how to translate their skills into products that show them at their best
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create “a portfolio of work that is both public and interactive, that reflects the potential of the online world and that serves as a solid foundation for a lifetime of participation online.”
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Those of us in education need parents like you to be involved as active and open learners about the digital world, learners who can engage with us, their children and their children’s teachers, in much-needed conversations about digital matters.
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6 Strategies for Differentiated Instruction in Project-Based Learning | Edutopia - 1 views
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Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction.
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Not all students may need the mini-lesson, so you can offer or demand it for the students who will really benefit.
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Are you differentiating for academic ability? Are you differentiating for collaboration skills? Are you differentiating for social-emotional purposes? Are you differentiating for passions?
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Throughout the project, students should be reflecting on their work and setting goals for further learning. This is a great opportunity for them to set personalized learning goals and for you to target instruction specific to the goals they set.
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Perhaps you offer mini-lessons or center work to support your students' learning, or maybe you show students a variety of resources from which to learn, including videos, games, and readings.
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Another essential component of PBL is student voice and choice, both in terms of what students produce and how they use their time.
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as you check for understanding along the way, you can formatively assess in different ways when appropriate.
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We want to leverage collaboration as much as content. However, there are times when individual instruction and practice may be needed. You need to differentiate the learning environment because some students learn better on their own, and others learn better in a team. In fact, we all need time to process and think alone just as much as we need time to learn from our peers. Make sure to balance both so that you are supporting a collaborative environment while allowing time to meet students on an individual basis.
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Honestly, not too much new information for me in this article, but a well-summarized version of that information for sure; comments were actually what made this stand out for me...
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Andrew Miller offers up concrete examples of how teachers can differentiate through PBL. He includes: differentiation through teams, reflection and goal setting, mini-lessons, centers and resources, voice and choice in products, differentiation through formative assessments, and balancing teamwork with individual work.
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Digital Citizenship Week: 6 Resources for Educators | Edutopia - 0 views
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Understanding YouTube and Digital Citizenship (6): YouTube’s online curriculum for secondary students is a perfect resource for Digital Citizenship Week. Teachers will find ten lessons, all of which take between 20-50 minutes to teach, and they cover extremely relevant topics like managing online reputation and protecting privacy online.
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Digital Citizenship Learning Center from CyberWise (7): CyberWise produced an extensive list of digital citizenship resources, including videos, games and toolkits from a variety of sources.
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Digital History | Promises and Perils of Digital History - 0 views
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Gertrude Himmelfarb offered what she called a “neo-Luddite” dissent about “the new technology’s impact on learning and scholarship.” “Like postmodernism,” she complained, “the Internet does not distinguish between the true and the false, the important and the trivial, the enduring and the ephemeral. . . . Every source appearing on the screen has the same weight and credibility as every other; no authority is ‘privileged’ over any other.”
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“A dismal new era of higher education has dawned,” he wrote in a paper called “Digital Diploma Mills: The Automation of Higher Education.” “In future years we will look upon the wired remains of our once great democratic higher education system and wonder how we let it happen.”3
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In the past two decades, new media and new technologies have challenged historians to rethink the ways that they research, write, present, and teach about the past. Almost every historian regards a computer as basic equipment; colleagues view those who write their books and articles without the assistance of word processing software as objects of curiosity.
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Just ten years ago, we would not have imagined the need for “a guide to gathering, preserving, and presenting the past on the web.” Indeed, few of us knew the web existed. Even the editors of Wired ignored it in their inaugural issue.4 Ten years ago, we would have been objects of curiosity, if not derision, if we had proposed such a project.
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The first advantage of digital media for historians is storage capacity—digital media can condense unparalleled amounts of data into small spaces.
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The most profound effect, however, may be on tomorrow’s historians. The rapidly dropping price of data storage has led computer scientists like Michael Lesk (a cyber-enthusiast to be sure) to claim that in the future, “there will be enough disk space and tape storage in the world to store everything people write, say, perform, or photograph.” In other words, why delete anything from the current historical record if it costs so little save it? How might our history writing be different if all historical evidence were available?
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Our web server at the Center for History and New Media (CHNM) gets about three-quarters of a million hits a day, but on September 11, 2002 (when people looking to commemorate the attacks of the previous year descended in droves on the September 11 Digital Archive that we organized in collaboration with the American Social History Project), we handled eight million hits—a more than ten-fold increase with no additional costs
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But the flexibility of digital data lies not just in the ability to encompass different media. It also resides in the ability of the same data to assume multiple guises instantaneously. Although language translation software is still primitive, we are moving toward a time when words in one tongue can be automatically translated into another—perhaps not perfectly but effectively enough.
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Flexibility transforms the experience of consuming history, but digital media—because of their openness and diversity—also alters the conditions and circumstances of producing history. The computer networks that have come together in the World Wide Web are not only more open to a global audience of history readers than any other previous medium, they are also more open to history authors. A 2004 study found that almost half of the Internet users in the United States have created online content by building websites, creating blogs, and posting and sharing files.
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quantitative advantages—we can do more, reach more people, store more data, give readers more varied sources; we can get more historical materials into classrooms, give students more access to formerly cloistered documents, hear from more perspectives.
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o consider these “expressive” qualities we need to think, for example, about the manipulability of digital media—the possibility of manipulating historical data with electronic tools as a way of finding things that were not previously evident. At the moment, the most powerful of those tools for historians is the simplest—the ability to search through vast quantities of text for particular strings of words. The word search capabilities of JSTOR, the online database of 460 scholarly periodicals, makes possible a kind of intellectual history that cannot be done as readily in print sources.
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Digital media also differ from many other older media in their interactivity—a product of the web being, unlike broadcast television, a two-way medium, in which every point of consumption can also be a point of production. This interactivity enables multiple forms of historical dialogue—among professionals, between professionals and nonprofessionals, between teachers and students, among students, among people reminiscing about the past—that were possible before but which are not only simpler but potentially richer and more intensive in the digital medium. Many history websites offer opportunities for dialogue and feedback. The level of response has varied widely, but the experience so far suggests how we might transform historical practice—the web becomes a place for new forms of collaboration, new modes of debate, and new modes of collecting evidence about the past. At least potentially, digital media transform the traditional, one-way reader/writer, producer/consumer relationship. Public historians, in particular, have long sought for ways to “share authority” with their audiences; the web offers an ideal medium for that sharing and collaboration.16
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inally, we note the hypertextuality, or nonlinearity, of digital media—the ease of moving through narratives or data in undirected and multiple ways.
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Consider, for example, the famous “photograph” of Lee Harvey Oswald and Jack Ruby playing rock music together in a Dallas basement. Such fake photographs have a long history; Stalin’s photo retouchers, for example, spent considerable time airbrushing Trotsky out of the historical record. But the transformation of the original Bob Jackson photo of Ruby shooting Oswald into “In-A-Gadda-Da-Oswald” did not require a skilled craftsman. George Mahlberg created it with Photoshop in forty minutes and it quickly spread across the World Wide Web, popping up in multiple contexts that erase the credit of the “original” counterfeiter.20
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Is there some way to police the boundaries of historical quality and authenticity on the web? Could we stop a thousand historical flowers—amateur, professional, commercial, crackpot—from blooming on the web? Would we want to? Of course, issues of quality, authenticity, and authority pre-date the Internet. But digital media undercut an existing structure of trust and authority and we, as historians and citizens, have yet to establish a new structure of historical legitimation and authority. When you move your history online, you are entering a less structured and controlled environment than the history monograph, the scholarly journal, the history museum, or the history classroom. That can have both positive and unsettling implications.
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Digital enthusiasts assume that the online environment is intrinsically more “interactive” than one-way, passive media like television. But digital technology could, in fact, foster a new couch potatoÐlike passivity. Efforts to create nuanced interactive history projects sometimes become quixotic when the producers confront the fact that computers are good at yes and no and right and wrong, whereas historians prefer words like “maybe,” “perhaps,” and “it is more complicated than that.” Thus the most common form of historical interactivity on the web is the multiple-choice test. But the high-budget version is little better. Take, for example, the History Channel’s website Modern Marvel’s Boys’ Toys, which is a combination of watching the cable channel and playing a video game. The true interactivity here comes when you click on the “shop” button. As legal scholar Lawrence Lessig has written pessimistically: “There are two futures in front of us, the one we are taking and the one we could have. The one we are taking is easy to describe. Take the Net, mix it with the fanciest TV, add a simple way to buy things, and that’s pretty much it.” At the same time, some wonder whether we really want to foster “interactivity” at all, arguing that it fails to provide the critical experience of understanding, of getting inside the thoughts and experiences of others. The literary critic Harold Bloom, for example, argues that whereas linear fiction allows us to experience more by granting us access to the lives and thoughts of those different from ourselves, interactivity only permits us to experience more of ourselves.25
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Another concern stems more from the production than the consumption side. Will amateur and academic historians be able to compete with well-funded commercial operators—like the History Channel—for attention on the Net?
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Where Kids Find Hate Online | Common Sense Media - 0 views
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digital citizenship hate speech bullying cyberbullying diversity
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Just by playing a game on the internet, looking up a definition, or maybe checking out some music, they'll encounter some of the most vile and offensive words and images that can be expressed in the comments section of a YouTube video, a meme in their feed, or a group chat
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The intensity of these ideas, the frequency with which kids see them, and the acceptance by so many that it's just part of internet life mean that it's critical to talk to kids about this difficult topic.
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But when kids see the horrific race-, religion-, and gender-based attacks committed in the real world by members of online extremist groups, they must wonder why adults can't stop these hate crimes.
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Ultimately, hate speech is an area where sharing your own family's values -- around compassion and tolerance, appropriate communication, and empathy toward other -- sets a stable path forward for your kids to follow even in unsettled times.
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Does it matter if you're exposed to it a lot or a little? Are people with different social statuses -- for example, a popular kid vs. a loner type -- affected differently?
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What's the difference between hate speech and cyberbullying? If someone is trying to hurt someone, or knows that they're hurting someone, and does it repeatedly, that's cyberbullying. When someone expresses vicious views about a group or toward an attribute of a group, that's hate speech.