Building Attention Span - The New York Times - 0 views
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Crystallized intelligence is the ability to use experience, knowledge and the products of lifelong education that have been stored in long-term memory. It is the ability to make analogies and comparisons about things you have studied before. Crystallized intelligence accumulates over the years and leads ultimately to understanding and wisdom.
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The online world is brand new, but it feels more fun, effortless and natural than the offline world of reading and discussion. It nurtures agility, but there is clear evidence by now that it encourages a fast mental rhythm that undermines the ability to explore narrative, and place people, ideas and events in wider contexts.
Why Don't Makers Have Higher Social Status? | TechCrunch - 2 views
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Our society remains deeply biased against careers that involve any sort of risk. Economic anxiety caused by rapid change has encouraged more conservatism when it comes to careers, at precisely the time when we should be most innovative.
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Second, and most importantly, we need to address the risk of these professions head on.
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First, we need to cultivate more role models that show how to be a maker and that such a career is entirely possible and potentially even profitable.
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Cal Poly Students Build, Barter Way to Rose Parade - Schools - Diamond Bar-Walnut, CA P... - 1 views
Is Your School Building a "Whalephant" | The Future of K-12 Education - 0 views
7 Tools for Building Review Games - 0 views
Blended Learning Roadmap - 1 views
Making School About Connection | Edutopia - 0 views
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No one looking back on his or her school experience remembers a particularly poignant test. Instead, people remember the teacher who reached out to them at a vulnerable moment, the unit that changed the way they understand an issue, or the project that seemed impossible at first but then became something far beyond everyone's expectations.
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Warm, genuine greetings and attempts to connect can have a large impact.
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Classrooms based on a foundation of respect encourage people to be kind and the best versions of themselves.
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Empathy is a Design Mindset - part 1 | Social Emotional Learning and the Common Core - 0 views
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At the most basic level, design thinking is thought of as a 5-step process. The first step is to empathize, which is getting into other people’s shoes… literally! Interviewing people, observing them or immersing yourself in what they do. The second step is to define, which is when designers identify implicit needs that users have, or reframe a problem in a new way. The third step is to ideate, which is when designers brainstorm novel solutions to the problems or opportunities they have identified. The fourth step is to prototype, that is making ideas tangible, often with few resources. The last step is to test, which is inviting users to experience your solution and having them help you make it better.
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one principle is having an empathetic mindset, which means that you are always looking for multiple and diverse points of view before you make decisions about a problem. Another principle is to have a bias towards action, which is having an idea and doing something about it. Another principle is identifying and challenging assumptions, which is being aware that there are norms accepted as “truth” and challenging them.
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Using a process like design thinking helps designers to get into the lives and experiences of others. It helps them be less focused on their own emotions and more focused on what is actually needed.
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The Marshall Memo Admin - Issues - 0 views
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students who have four years of art score 91 points higher on the SAT than students who don’t.
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Danny Gregory applauds the arguments made for the importance of art and music in schools: they improve motor, spatial, and language skills; they enhance peer collaboration; they strengthen ties to the community; they keep at-risk students in school and improve their chances of ultimately graduating from college; and
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In middle school, the majority start to lose their passion for making stuff and instead learn the price of making mistakes.
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How to Tap Memory Systems to Deepen Learning - MindShift - 0 views
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When teachers have a better understanding of the brain’s memory systems, they can help students develop stronger study habits and engage them in deep learning.
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In classrooms, some students absorb and master these skills faster than others. Oakley calls these “race car learners” who zoom to the finish line. In contrast “other students have hiker brains,” says Oakley. “They get to the finish line, but more slowly.”
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It’s also why many students struggle at following multi-step directions. It’s not a lack of focus. Their working memory simply does not have the capacity to “keep in mind” something like a five-step process – unless they’ve practiced those steps so many times that it has become a routine that doesn’t require active thought. That’s why skilled teachers spend so much time at the beginning of the year establishing classroom procedures and thinking routines. These practiced routines can free up working memory space for students to learn novel material.
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How to Help Students Manage Anxiety - SEL Skills by SOAR Learning - 0 views
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Anxiety severely limits –and often blocks– all logical and rational problem-solving regions of the brain. So, don’t expect to talk someone out of anxiety or rationalize with them. When students don’t respond to verbal coaching, they aren’t being difficult or defiant. The biology of their brain simply makes it impossible for them to think with reason. To help a student break out of an anxiety spell, get them moving! Aerobic activity is the fastest, most effective way to break the virtuous cycle of anxiety. Next, get them talking about the problem. Have them describe what the problem is, why it is bothering them, and how they feel about it using a feeling wheel. To get our SOAR® Feelings Wheel, sign up for our “How Do I Feel?” Curriculum Kit in the blue box on the right of this page. This process does many things, it: draws the problem up to higher regions of the brain, minimizes the sense of “threat,” gives students a great sense of empowerment over the situation, and helps them better identify potential solutions. Finally, build their skills. Build their skills for managing the anxiety and skills for managing the situation that triggered the anxiety. To learn more about skills for overcoming stress and anxiety, check out the SOAR Social-Emotional Learning Curriculum.
Jon Kamen: STEM to STEAM: Art Is Key to Building a Strong Economy - 0 views
Faculty Collegiality - 0 views
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the most important factor in determining whether a school is a setting in which children grow and learn is whether the school is a setting in which adults grow and learn.
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school buildings were designed to enable the supervision and orderly movement of students. The egg-carton model of school architecture and organization prevails even today. Individual classrooms are adjacent to one another with parallel doors facing a hall (not unlike prison cellblocks).
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The major hurdle is the history and ethos of the teaching profession. "Teaching is a very autonomous experience," says Sara Lawrence Lightfoot, author of The Good High School. "But the flip side of autonomy is that teachers experience loneliness and isolation." In too many schools, teachers close their classroom door and spend the majority of their working hours with children, only talking hurriedly with other adults over a break, during lunch, or while standing at the copying machine. This is not terribly surprising since many educators chose to enter the profession to work with students, not with other adults
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Why Cliques Form at Some High Schools and Not Others - The Atlantic - 0 views
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Most high schools segregate by "type," whether it's age, class, ethnic background, or volume of face makeup.
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The way high schools are designed—their size, their level of diversity, and the way they treat students—can either drive students to segregate based on things like household income and race, or force them to build relationships that are more about their high school life than their socioeconomic backgrounds.
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