“You’re too old to learn a foreign language.”
“I couldn’t work on computers. I’m just not good with them.”
“I’m not smart enough to run my own business.”
Do you know what these statements have in common? They’re all examples of the fixed mindset- the belief that intelligence, ability, and success are static qualities that can’t be changed.
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Column: Futile fight on student tweets - 0 views
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"Taking a cue from The Scarlet Letter, the website Jezebel compiled racially insensitive tweets directed toward President Obama by high school students across the country, naming names and even calling the students' schools. The tweets - posted by students under their real identities - covered the full range of bigotry, from racial epithets to basketball stereotypes, with the N-word in abundance. In response, Giga OMasked, "When does shaming racist kids turn into online bullying?" The answer to that is never. It would be a mistake to mischaracterize the denunciation of racially offensive speech as abusive. To the contrary, that give-and-take (or more precisely "say something deeply offensive and get verbally pummeled") is what free speech in America is all about. That's the flaw in virtually every strategy to keep students in both high school and college on the social media straight and narrow. High school is all about preparing the next generation for citizenship. We teach them civics, history, a smattering of math and science and hand them a diploma. But we too often also try to control their every move. That's literally the case with the news last week that a sophomore at John Jay High School in San Antonio was expelled after refusing to carry an ID with a computer chip designed to track the movements of every student in the school."
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Make Your Images Interactive - ThingLink - 0 views
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Comics in Education: Interview with Dr. Glen Downey - 0 views
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"Comics began to take a foothold in the classroom about a decade ago when educators realized that visual narrative could be used to engage reluctant and struggling readers. Because comics and graphic novels marry the textual with the visual, they help those who find reading challenging by allowing them to see what the vocabulary they are reading looks like. As well, comics and graphic novels break language up into far more manageable units than a traditional text-based novel. At the same time, visual narratives can be just as complex and engaging, so the student gets the benefit of seeing the story unfold, having the text divided into more manageable units, and making connections between new vocabulary words and the images that represent them."
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Common Sense :: Digital Bytes - 1 views
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This new resource is INCREDIBLE !!! "Curious what Digital Bytes is all about? Digital Bytes is all about how you can explore and influence the digital world in which you live. Many kids have inspired/impacted the digital world in a big way... Seniors, known as the West High Bros, make the world a kinder place "one word at a time." A 9-year-old inspires imaginations globally with his cardboard magic. Erika used YouTube to take a stand and become a leader in the Dreamer movement. These kids have found their voices. When is yours going to be heard? Be part of a real conversation and show us what you've got."
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Why the Growth Mindset is the Only Way to Learn | Edudemic - 8 views
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The problem is, this mindset will make you complacent, rob your self-esteem and bring meaningful education to a halt. In short, it’s an intellectual disease and patently untrue.
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In conversation, “skill” and “talent” are often used interchangeably – but there’s an essential difference: Talents are innate. Skills are earned.
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he growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.
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The growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.
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“The growth mindset does allow people to love what they’re doing – and continue to love it in the face of difficulties. … The growth mindset allows people to value what they’re doing regardless of the outcome.” Remember those students in Hong Kong. Be humble, act as if you’re remedial, and you’ll learn all the more!
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In conversation, “skill” and “talent” are often used interchangeably – but there’s an essential difference: Talents are innate. Skills are earned.
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As much as possible, take object orientation out of the equation. Focus on the task at hand. Don’t compare yourself to others or worry if you’re making the knowledge stick. Just learn- stolidly, patiently, and without tripping over your own expectations.
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Focusing on innate qualities and praising purely for current ability inhibits learning, while praising the process of learning and growth instead of immediate talent promotes it.
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7 Essential Tools for a Flipped Classroom - Getting Smart by Guest Author - classrooms,... - 3 views
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The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education.
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The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging.
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Teachem is a timely and valuable resource ideal for teachers interested in a more structured flipped classroom but unwilling to commit to paid or complex programming.
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Google Docs have many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing.
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A social media site open to first-time and experienced flippers, the Flipped Learning Network contains resources for all kinds of flipped classrooms while facilitating discussion, collective problem-solving and peer networking.
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Perhaps the most popular screencasting technology available, Camtasia Studio is now in its eighth incarnation and has remained up-to-date with educational trends
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eyond enabling activities fundamental to the flipped classroom, such as video lectures and e-readings, these comprehensive online learning platforms offer educator networks and resources,
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shared by mardimichels on 30 Jan 14
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Handing out iPads to students isn't enough - latimes.com - 0 views
www.latimes.com/...uters-20140119,0,2183468.story
ipads students technology teaching education digital citizenship
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The focus tends to be on how to use computers rather than on what makes them work. Students may become adept at surfing the Web and at word processing, but they aren't developing the critical thinking skills essential to creating the software and hardware that power computers.
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Livescribe :: Never Miss A Word - 0 views
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In addition to helping students take notes, the Echo Pen represents a new way for teachers to assess students while they're presenting or explaining something. You can even go back later to hear their presentations. I'd stick it under the Augmentation category of SAMR since improves one's ability to take detailed notes but doesn't bring you to a whole new level of assessment.
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shared by garth nichols on 11 Apr 14
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Change the Subject: Making the Case for Project-Based Learning | Edutopia - 0 views
www.edutopia.org/...s-larry-rosenstock-rob-riordan
project based learning staff_development learning projectbasedlearning
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What should students learn in the 21st century? At first glance, this question divides into two: what should students know, and what should they be able to do? But there's more at issue than knowledge and skills.
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For the innovation economy, dispositions come into play: readiness to collaborate, attention to multiple perspectives, initiative, persistence, and curiosity. While the content of any learning experience is important, the particular content is irrelevant. What really matters is how students react to it, shape it, or apply it. The purpose of learning in this century is not simply to recite inert knowledge, but, rather, to transform it.1 It is time to change the subject.
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Expanding the "Big Four" Why not study anthropology, zoology, or environmental science? Why not integrate art with calculus, or chemistry with history? Why not pick up skills and understandings in all of these areas by uncovering and addressing real problems and sharing findings with authentic audiences? Why not invent a useful product that uses electricity, or devise solutions to community problems, all the while engaging in systematic observation, collaborative design, and public exhibitions of learning?
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What might students do in such schools, in the absence of prescribed subjects? They might work together in diverse teams to build robots, roller coasters, gardens, and human-powered submarines. They might write and publish a guide to the fauna and history of a nearby estuary, or an economics text illustrated with original woodcuts, or a children's astronomy book. They might produce original films, plays, and spoken word events on adolescent issues, Japanese internment, cross-border experiences, and a host of other topics. They might mount a crime scene exhibition linking art history and DNA analysis, or develop a museum exhibit of World War I as seen from various perspectives. They might celebrate returning warriors, emulating the bard in Beowulf, by interviewing local veterans and writing poems honoring their experiences. The possibilities are endless.
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Changing the subject, then, means deriving the curriculum from the lived experience of the student. In this view, rather than a collection of fixed texts, the curriculum is more like a flow of events, accessible through tools that help students identify and extract rich academic content from the world: guidelines and templates for project development, along with activities and routines for observation and analysis, reflection, dialogue, critique, and negotiation.
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Newman's prompts - 1 views
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The Australian educator Anne Newman (1977) suggested five significant prompts to help determine where errors may occur in students attempts to solve written problems. She asked students the following questions as they attempted problems.1. Please read the question to me. If you don't know a word, leave it out.2. Tell me what the question is asking you to do.3. Tell me how you are going to find the answer.4. Show me what to do to get the answer. "Talk aloud" as you do it, so that I can understand how you are thinking.5. Now, write down your answer to the question.These five questions can be used to determine why students make mistakes with written mathematics questions.
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Teachers' Expectations Can Influence How Students Perform : Shots - Health News : NPR - 1 views
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So since expectations can change the performance of kids, how do we get teachers to have the right expectations? Is it possible to change bad expectations?
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"It's really tough for anybody to police their own beliefs," he said. "But think about being in a classroom with 25 kids. The demands on their thinking are so great."
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"If I believe boys are disruptive and my job is control the classroom, then I'm going to respond with, 'Johnny! You're out of line here! We need you to sit down right now.' "
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But if the teacher doesn't carry those beliefs into the classroom, then the teacher is unlikely to see that behavior as threatening. Instead it's: " 'Johnny, tell me more about what you think is going on ... But also, I want you to sit down quietly now as you tell that to me,' " Pianta says.
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"It's far more powerful to work from the outside in than the inside out if you want to change expectations," he says. In other words, if you want to change a mind, simply talking to it might not be enough.
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Twitter Illiterate? Mastering the @BC's - NYTimes.com - 5 views
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An important technical rule governs the use of the “@” sign, which is the beginning of every account’s handle. If you start a tweet to someone with “@,” only that person and those who follow both of you will see the tweet. This is so you can have a semi-private conversation with that person without cluttering up others’ timelines. To make the tweet appear in the timelines of everyone who follows you, add a word or character before the “@” sign, even just a period.
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What Students Will Learn In The Future - 0 views
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ust as advances in technology enabled the growth of science, the extremely rapid growth of technology we’re experiencing today is impacting our perspectives, tools, and priorities now. But beyond some mild clamor for a focus on “STEM,” there have been only minor changes in how we think of content–this is spite of extraordinary changes in how students connect, access data, and function on a daily basis.
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What kind of changes might we expect in a perfect-but-still-classroom-and-content-based world? What might students learn in the future? Of course any response at all is pure speculation, but if we draw an arc from classical approaches to the Dewey approach to what might be next–factoring in technology change, social values, and criticisms of the current model–we may get a pretty decent answer. This assumes, of course a few things (all of which may be untrue): 1. We’ll still teach content 2. That content will be a mix of skills and knowledge 3. Said skills and knowledge will be thematically arranged into “content areas”
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The Content Of The Future: 8 Content Areas For Tomorrow’s Students 1. Literacy Big Idea: Reading and writing in physical & digital spaces Examples of traditional ideas and academic content areas included: Grammar, Word Parts, Greek & Latin Roots, The Writing Process, Fluency; all traditional content areas 2. Patterns Big Idea: How and why patterns emerge everywhere under careful study Examples of traditional ideas and academic content areas include: Grammar, Literature, Math, Geometry, Music, Art, Social Studies, Astronomy 3. Systems Big Idea: The universe—and every single thing in it–is made of systems, and systems are made of parts. Examples of traditional ideas and academic content areas include: Grammar, Law, Medicine, Science, Math, Music, Art, Social Studies, History, Anthropology, Engineering, Biology; all traditional content areas by definition (they’re systems, yes?) 4. Design Big Idea: Marrying creative and analytical thought Examples of traditional ideas and academic content areas include: Literature, Creativity, Art, Music, Engineering, Geometry 5. Citizenship Big Idea: Responding to interdependence Examples of traditional ideas and academic content areas include: Literature, Social Studies, History; Civics, Government, Theology 6. Data Big Idea: Recognizing & using information in traditional & non-traditional forms Examples of traditional ideas and academic content areas include: Math, Geometry, Science, Engineering, Biology; 7. Research Big Idea: Identifying, evaluating, and synthesizing diverse ideas Examples of traditional ideas and academic content areas include: English, Math, Science; Humanities 8. Philosophy Big Idea: The nuance of thought Examples of traditional ideas and academic content areas include: Ethics, Literature/Poetry, Art, Music; Humanities
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The Secret Skill Behind Being An Innovator | LinkedIn - 0 views
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Let’s look more closely at what is happening, conceptually, when we make an analogy. “The essential requirement for analogical thinking,” Holyoak and Thagard write, “is the ability to look at specific situations and [] pull out abstract patterns that may also be found in superficially different situations.” That’s important, so I’ll say it again in a slightly different way: A useful analogy reveals the deep commonalities beneath superficial differences.
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What does this allow us to do? The scientists Kevin Dunbar studied used analogies, first, to formulate hypotheses that they could then test. Their thought process went something like this: If we know that X does Y when Z, is it possible that A does Y when Z, too? Let’s find out. That’s often how innovations get their start, in the lab and elsewhere: by taking a familiar starting point and using it as a launch pad to explore new territory.
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The appearance in the transcript of words indicating uncertainty, such as “maybe,” “I don’t know,” and “I don’t understand,” was often followed by an attempt to draw an analogy—to compare the ambiguous situation to a situation with which the scientists were familiar.
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At such moments, the scientists were employing analogies as different sort of bridge—a conceptual catwalk that provides just enough space to move forward and keep searching for solutions. As Schunn writes: “Scientists and engineers do not always seek to completely eliminate uncertainty (and indeed, sometimes it is not possible to do so) but often drive problem solving with the aim of converting it into approximate ranges sufficient to continue problem solving.”
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To aid in finding just the right analogy, it helps to have a deep pool of potential targets. The Boston Strategy Group, a consulting firm, has created an online gallery of sources of analogical inspiration for its consultants and their clients to use. We can do this, too—bookmarking or pinning websites that inspire connections, keeping a folder of ripped-out articles or pictures from newspapers and magazines. A class or a workplace team can create a shared repository of analogical targets.
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The best use of an analogy, as we’ve seen, is as as a bridge—and once we’ve crossed over the bridge, we can leave it behind.
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Why I'm Asking You Not to Use Laptops - Lingua Franca - Blogs - The Chronicle of Higher... - 3 views
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On the first day of class, students and I spend the first 30-40 minutes learning something new about how language works (in order to set the tone for the class), and then we go over the syllabus. When we get to the laptop policy, I pause and say, “Let me tell you why I ask you generally not to use laptops in class.” And here’s the gist of what I say after that:
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First, if you have your laptop open, it is almost impossible not to check email or briefly surf the Internet, even if you don’t mean to or have told yourself that you won’t. I have the same impulse if I have my laptop open in a meeting. The problem is that studies indicate that this kind of multitasking impairs learning; once we are on email/the web, we are no longer paying very good attention to what is happening in class. (And there is no evidence I know of that “practice” at doing this kind of multitasking is going to make you better at it!)
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Now I know that one could argue that it is your choice about whether you want to use this hour and 20 minutes to engage actively with the material at hand, or whether you would like to multitask. You’re not bothering anyone (one could argue) as you quietly do your email or check Facebook. Here’s the problem with that theory: From what we can tell, you are actually damaging the learning environment for others, even if you’re being quiet about it. A study published in 2013 found that not only did the multitasking student in a classroom do worse on a postclass test on the material, so did the peers who could see the computer. In other words, the off-task laptop use distracted not just the laptop user but also the group of students behind the laptop user. (And I get it, believe me. I was once in a lecture where the woman in front of me was shoe shopping, and I found myself thinking at one point, “No, not the pink ones!” I don’t remember all that much else about the lecture.)
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In addition, I can find your multitasking on a laptop a bit distracting as the instructor because sometimes you are not typing at the right times; I am not saying anything noteworthy and yet you are engrossed in typing, which suggests that you are doing something other than being fully engaged in our class. And that distracts my attention.
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There’s also the issue of the classroom environment. I like to foster a sense of conversation here, even in a class of 100 students. If you are on a laptop, I and your peers are often looking at the back of your computer screen and the top of your head, rather than all of us making eye contact with each other. Learning happens best in a classroom when everyone is actively engaged with one another in the exchange of information. This can mean looking up from your notes to listen and to talk with others, which means you may need to make strategic decisions about what to write down. Note-taking is designed to support the learning and retention of material we talk about in class; note-taking itself is not learning. And speaking of what you choose to write down …
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A study that came out in June—and which got a lot of buzz in the mainstream press—suggests that taking notes by hand rather than typing them on a laptop improves comprehension of the material. While students taking notes on a laptop (and only taking notes—they were not allowed to multitask) wrote down more of the material covered in class, they were often typing what the instructor said verbatim, which seems to have led to less processing of the material. The students taking notes by hand had to do more synthesizing and condensing as they wrote because they could not get everything down. As a result, they learned the material better.* I think there is also something to the ease with which one can create visual connections on a handwritten page through arrows, flow charts, etc.
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I figure it is also good for all of us to break addictive patterns with email, texting, Facebook, etc. When you step back, it seems a bit silly that we can’t go for 80 minutes without checking our phones or other devices. Really, for most of us, what are the odds of an emergency that can’t wait an hour? We have developed the habit of checking, and you can see this class as a chance to create or reinforce a habit of not checking too.
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Of course, if you need or strongly prefer a laptop for taking notes or accessing readings in class for any reason, please come talk with me, and I am happy to make that work. I’ll just ask you to commit to using the laptop only for class-related work.
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Joy: A Subject Schools Lack - The Atlantic - 1 views
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The thing that sets children apart from adults is not their ignorance, nor their lack of skills. It’s their enormous capacity for joy.
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Human lives are governed by the desire to experience joy. Becoming educated should not require giving up joy but rather lead to finding joy in new kinds of things: reading novels instead of playing with small figures, conducting experiments instead of sinking cups in the bathtub, and debating serious issues rather than stringing together nonsense words, for example
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In some cases, schools should help children find new, more grown-up ways of doing the same things that are perennial sources of joy: making art, making friends, making decisions
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why not focus on getting them to take pleasure in meaningful, productive activity, like making things, working with others, exploring ideas, and solving problems?
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The more dire the school circumstances, the more important pleasure is to achieving any educational success
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You can force a child to stay in his or her seat, fill out a worksheet, or practice division. But you can’t force a person to think carefully, enjoy books, digest complex information, or develop a taste for learning. To make that happen, you have to help the child find pleasure in learning—to see school as a source of joy
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How to Create a Works Cited with Google Docs | Google Gooru - 5 views
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4 Ways to Become a Better Learner - 0 views
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What is Learning Agility? Learning agility is the capacity for rapid, continuous learning from experience. Agile learners are good at making connections across experiences, and they’re able to let go of perspectives or approaches that are no longer useful — in other words, they can unlearn things when novel solutions are required. People with this mindset tend to be oriented toward learning goals and open to new experiences. They experiment, seek feedback, and reflect systematically.
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How Do You Develop Learning Agility? Since developing learning agility involves learning to recognize and change automatic routines, the aid of a coach can be invaluable. Coaching, which Peterson calls “the ultimate customized learning solution,” helps clients understand how their minds work and how to make them work better. But even if you’re not working with a coach, there are steps you can take on your own to enhance your learning agility. Ask for feedback. Think of one or more people who interacted with you or observed your performance on a given task.
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Experiment with new approaches or behaviors. To identify new behaviors for testing, Peterson recommends reflecting on a challenge you’re facing and asking yourself questions such as “What’s one thing I could do to change the outcome of the situation?” and “What will I do differently in the future?”
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Look for connections across seemingly unrelated areas. For example, Peterson has systematically applied principles he’s used to learn about wine to the domain of leadership development
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Make time for reflection. A growing body of research shows that systematically reflecting on work experiences boosts learning significantly. To ensure continuous progress, get into the habit of asking yourself questions like “What have I learned from this experience?” and “What turned out differently than I expected?”