Over-Practicing Makes Perfect | TIME.com - 0 views
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The brain can get by on less energy when you overlearn a task
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Decades of research have shown that superior performance requires practicing beyond the point of mastery.
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Whenever we learn to make a new movement, Ahmed explains, we form and then update an internal model—a “sensorimotor map”—which our nervous system uses to predict our muscles’ motions and the resistance they will encounter. As that internal model is refined over time, we’re able to cut down on unnecessary movements and eliminate wasted energy.
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The Marshall Memo Admin - Issues - 0 views
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In This Issue: 1. Four secrets of peak performance 2. “Emotional labor” on the job 3. Getting students thinking at higher levels 4. Student work analysis to improve teaching, assessment, and learning 5. Elements of the Haberman principal interview
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“The key to resilience is trying really hard, then stopping, recovering, and then trying again… Our brains need a rest as much as our bodies do… The value of a recovery period rises in proportion to the amount of work required of us.”
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the best long-term performers tap into positive energy at all levels of the performance pyramid.” Here are the four levels:
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Strengthening Student Engagement:A Framework for Culturally Responsive Teaching - 0 views
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To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students.
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Engagement is the visible outcome of motivation, the natural capacity to direct energy in the pursuit of a goal. Our emotions influence our motivation. In turn, our emotions are socialized through culture—the deeply learned confluence of language, beliefs, values, and behaviors that pervades every aspect of our lives.
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What may elicit that frustration, joy, or determination may differ across cultures, because cultures differ in their definitions of novelty, hazard, opportunity, and gratification, and in their definitions of appropriate responses. Thus, the response a student has to a learning activity reflects his or her culture.
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Juice from Juice - CCI Solar - 0 views
What If...? - 0 views
Time - The finite resource - 0 views
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As time is such a valuable resource its allocation to particular aspects of teaching and learning signifies their value. If we give time to content and memorisation of facts, we signal to our students that this is what we value. Likewise, if we remind our students that time is short and work must be completed quickly we should not be surprised when our students see tasks as work to be done rather than learning to be mastered. A more effective distribution of our time will see students being given time to think deeply and truly engage with the problems they are asked to solve.
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The importance of these soft-skills including important aspects of socio-emotional learning, creativity and even critical thinking are often not given the time they deserve.
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Ritchhart (2015) quotes research that reveals the power of wait time and thinking time with the quality and quantity of student thinking increasing by 300% to 700% when additional time is given to thinking within class discussion. Wait time or thinking time combined with strategies such as those from ‘Making Thinking Visible’ signify to students that what is wanted is not a speedy response but a well considered one. Wait time and thinking time according to Ritchhart combat the habit many students develop of guessing what the teacher wants as a response.
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What's Missing from the Conversation: The Growth Mindset in Cultural Competency - Indep... - 0 views
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“In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success — without effort. They’re wrong,” according to Dweck’s website. “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work — brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities,” according to Dweck’s website. (See graphic by Nigel Homes.)
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The “All or None” myth teaches us that there those who are “with it” and those who are not. Under this myth, those of us who understand or experience one of the societal isms (racism, sexism, classism, ableism, ageism, heterosexism, ethnocentrism, etc.) automatically assume that we understand the issues of other isms.
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This myth keeps us from asking questions when we don’t know; we spend more energy protecting our competency status rather than listening, learning, and growing.
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Managing Email Effectively - Time Management Training From Mind Tools - 0 views
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check email only at set points during the day.
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reserve time to read and respond to email after a long period of focused work, or at the time of day when your energy and creativity are at their lowest (this means that you can do higher value work at other times).
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if the email will take less than two minutes to read and reply to, then take care of it right now, even if it's not a high priority.
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Home | Science Education - 0 views
CarbonKids "carbon footprint" - 0 views
National Science Week: carbon capture and storage teaching resources launched | Global ... - 0 views
Why Do Teachers Quit? - Liz Riggs - The Atlantic - 0 views
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Ingersoll extrapolated and then later confirmed that anywhere between 40 and 50 percent of teachers will leave the classroom within their first five years
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ut, turnover in teaching is about four percent higher than other professions.
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Why are all these teachers leaving—or not even entering the classroom in the first place?
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The Art of Facilitating Teacher Teams | Edutopia - 0 views
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Note that I'm using the term "facilitator" to mean the person who plans and designs agendas as well as who guides a team through processes outlined on an agenda
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a variety of structures or protocols to meet the desired outcomes.
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The purpose of the meeting and desired outcomes are articulated and connected to the school's vision, mission, and big goals
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