Without great employees, no amount of focus on goals and targets will ever pay off. Employees can only achieve what they are capable of achieving, so it’s your job to help all your employees be more capable so they—and your business—can achieve more.
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How Great Bosses Motivate Employees | Inc.com - 2 views
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Progress, improvement, and personal achievement.
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So don’t worry about reaching performance goals. Spend the bulk of your time developing the skills of your employees and achieving goals will be a natural outcome.
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Never hope a problem will magically go away, or that someone else will deal with it. Deal with every issue head-on, no matter how small.
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If that seems like too much work for too little potential outcome, think of it this way. Your remarkable employees don’t need a lot of your time; they’re remarkable because they already have these qualities. If you’re lucky, you can get a few percentage points of extra performance from them. But a struggling employee has tons of upside; rescue him and you make a tremendous difference.
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If it should go without saying, don't say it. Your glory should always be reflected, never direct.
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When you consistently act as if you are less important than your employees—and when you never ask employees to do something you don’t do—everyone knows how important you really are.
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When that happens, you have a choice. You can blow the employee off... or you can see the moment for its true importance: A chance to inspire, reassure, motivate, and even give someone hope for greater things in their life. The higher you rise the greater the impact you can make—and the greater your responsibility to make that impact.
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Remember where you came from, and be gracious with your stardom.
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3 steps to raising academic attainment through your school library by @Elizabethutch - 30 views
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"I have created several posts recently about how Headteachers/Principals, teachers and librarians can work together in order to make a difference to academic attainment. If we are to effect change I do believe it has to come from the top. There are, however, many teachers out there that have never worked alongside a school librarian and have no idea what we can do for them or their students and we need to find a way to change this ourselves too. Which teacher would say no to free help and resources within their classrooms? Not many, I'm sure, so this has to be down to a lack of knowledge and understanding of what we do and this is where we can all do something. So whilst working towards change at the top, librarians need to find a way to start collaborating with those who never use the library and encouraging those who are already working with us to start sharing their best practice."
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shared by Peter Beens on 05 Jun 12
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PIPEDREAMS - Due Diligence and Social Media, Gaming and 21st Century Learning. Will edu... - 51 views
pipedreams-education.ca/...stitutions-be-held-accountable
socialmedia ethics education @zbpipe Minecraft
shared by Peter Beens on 05 Jun 12
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Make Social Media and Blended Learning Strategies as much a priority as traditional literacies.
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insist that all teachers have a solid understanding of the tools, strategies, and pedagogies so that we can help kids navigate in these online social environments
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how many educators are encouraged to teach with it, without fully understanding the tool itself, or grasping the research behind its use, or acknowledging the implications of its use (including safety)
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where does the responsibility lay on education organizations to guide kids in an environment (even facebook, youtube, twitter, gaming)where they are spending so much time?
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I gasped. "What about Ethics? Character? Kindness?", I wonder. I continue to wonder (now with my TEACHER LENS), "I've never heard of a school based PD about Minecraft servers, or world bucket". Come to think of it, I've never heard of a mandatory in-service, PD session about any social gaming , or media tool or strategy.
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TODAYMoms - Should parents be blamed when kids fail at school? - 106 views
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Parents should be held accountable, teachers should be held accountable AND students should be held accountable.
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from Lynn Jones (to me?) "How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child."
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My Reply to Lynn Jones: 1. Parents should be held accountable along with teachers and the students themselves. 2. Six kids????? You are a saint! I plan on having two at the most and pray to the gods they're not girls! 3. Is there a specific reason you sent me your family history?
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From Lynn: "I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher."
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I don't think the article is about differentiation but sure, I'm confident it's in the back of any high quality educator's mind. Regardless, we can always do more than standby our kids.
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How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child. -
I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher.
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Some Things Never Get Old - 82 views
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A college professor on five things he never tires of telling his students about writing.
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The Creativity Crisis - Newsweek - 48 views
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there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
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“Creativity can be taught,”
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it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
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Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines. -
This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
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When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
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The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
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When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
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those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
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Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
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Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
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What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
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Everyday process of work or school... over time, consistent and non-prescriptive.
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kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
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project-based learning
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highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
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When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
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solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
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The age-old belief that the arts have a special claim to creativity is unfounded.
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When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
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The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
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those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
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The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
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The new view is that creativity is part of normal brain function.
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“As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
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In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
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fact-finding
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problem-finding
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Next, idea-finding
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there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
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For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
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Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views
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"AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
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Taking the time to think - The Learner's Way - 23 views
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It seems that we never have enough of it and the result is a feeling of constant pressure to do things quickly. As a result, we fall into a pattern of making quick decisions, with incomplete information and then proceed to take hasty action and seek short cuts. Our busy lives, the business of those around us, the schedules we set ourselves and the constant stream of distractions and interruptions ensure we have very little time to do things well and we never seem to get things done.
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Talentism: My Son Won't Do His Homework - 2 views
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Every employer I know of (and I would assume that you are no exception Colin) wants engaged employees who are passionate about their jobs. Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
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But I have to focus on what will get them work, even if that will hurt them, society, the companies that hire them and everyone around them.
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"Why are you so convinced that my son is going to be an academic or an investment banker?" Because as far as I can tell, those are the only two things that schools prepare kids to be.
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and that the stuff that he loves (art and music and video games) will be a great future for him and the stuff he hates (math and science) is something he will never compete in, never have a chance at.
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But school doesn’t care, because school does not have the objective of helping my son produce the maximum amount of value in the future that he will probably encounter. School cares about ensuring that he knows how to take tests, follow directions and can do math that he will never have to care about for the rest of his life.
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Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
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Jolicloud - Joli OS - 84 views
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Joli OS is a free and easy way to turn any computer up to 10 years old into a cool new cloud device. Get on the Web and instantly connect to all your Web apps, files and services using the computer you already own. You may never need to buy a new computer again. It’s easy. Just download Joli OS. It installs in just 10 minutes.
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Joli OS is a free and easy way to turn any computer up to 10 years old into a cool new cloud device. Get on the Web and instantly connect to all your Web apps, files and services using the computer you already own. You may never need to buy a new computer again. It's easy. Just download Joli OS. It installs in just 10 minutes.
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The Mindset List: 2017 List - 89 views
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As they started to crawl, so did the news across the bottom of the television screen.
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As their parents held them as infants, they may have wondered whether it was the baby or Windows 95 that had them more excited.
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Having a chat has seldom involved talking.
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They could always get rid of their outdated toys on eBay.
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Their TV screens keep getting smaller as their parents’ screens grow ever larger.
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Plasma has never been just a bodily fluid.
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Jurassic Park has always had rides and snack bars, not free-range triceratops and velociraptors.
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With GPS, they have never needed directions to get someplace, just an address.
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As they slept safely in their cribs, the Oklahoma City bomber and the Unabomber were doing their deadly work.
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Their favorite feature films have always been largely, if not totally, computer generated.
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They have never really needed to go to their friend’s house so they could study together.
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They have always been able to plug into USB ports
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Their parents’ car CD player is soooooo ancient and embarrassing.
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Keyboard classes take over from handwriting lessons in Finland's schools - 43 views
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"Finland is planning to phase out handwriting classes in favour of keyboard skills, a recognition that this generation will never write a letter, birthday card or love letter. Instead, they'll text, tap and tweet." -
"Finland is planning to phase out handwriting classes in favour of keyboard skills, a recognition that this generation will never write a letter, birthday card or love letter. Instead, they'll text, tap and tweet."
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Noam Chomsky on Democracy and Education in the 21st Century and Beyond - 32 views
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Everybody was a good student. The kids were just encouraged to do what they like to do and what was best, and there was a structure; there was a program. It's not you ran around doing anything you felt like. I skipped a grade, but I didn't pay any attention and no one else paid any attention. Just that I was the smallest kid in the class, but the idea that somebody is a good student; somebody is not a good student - it just never arose. There were tests, but they just gave information about what's going on. This is something we ought to be doing better. The kids weren't ranked; there were no grades. There's a lot of cooperative work and cooperative projects and they encouraged us. You know, study, challenging questions, and it was extremely successful. I remember everything very well. I went into the academic high school and it's kind of like a black hole. I was able to get all As and a scholarship to go into college. I might well not have gone, except for what I learned on my own.
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"Everybody was a good student. The kids were just encouraged to do what they like to do and what was best, and there was a structure; there was a program. It's not you ran around doing anything you felt like. I skipped a grade, but I didn't pay any attention and no one else paid any attention. Just that I was the smallest kid in the class, but the idea that somebody is a good student; somebody is not a good student - it just never arose. There were tests, but they just gave information about what's going on. This is something we ought to be doing better. The kids weren't ranked; there were no grades. There's a lot of cooperative work and cooperative projects and they encouraged us. You know, study, challenging questions, and it was extremely successful. I remember everything very well. I went into the academic high school and it's kind of like a black hole. I was able to get all As and a scholarship to go into college. I might well not have gone, except for what I learned on my own."
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John Stuart Mill: On Instruction, Intellectual Development, and Disciplined Learning - 70 views
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A pupil from whom nothing is ever demanded which he cannot do, never does all he can. ~ John Stuart Mill
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A pupil from whom nothing is ever demanded which he cannot do, never does all he can. ~ John Stuart Mill
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Reading and the Web - Texts Without Context - NYTimes.com - 49 views
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It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
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Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
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Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
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How do teachers help students rise above this "digital forest of mediocrity"?
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Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
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If Johnson's predictions are true, is this necessarily bad? How much of this concern is "nostalgia"? What would be lost from an academic p.o.v, and what migh be gained?
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Instead of reading an entire news article, watching an entire television show or listening to an entire speech, growing numbers of people are happy to jump to the summary, the video clip, the sound bite — never mind if context and nuance are lost in the process; never mind if it’s our emotions, more than our sense of reason, that are engaged; never mind if statements haven’t been properly vetted and sourced.
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Should teachers "fight" this, or embrace it? Can summaries/sound bites ever be appropriate for academic discussions?
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And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
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Digital insiders like Mr. Lanier and Paulina Borsook, the author of the book “Cyberselfish,” have noted the easily distracted, adolescent quality of much of cyberculture. Ms. Borsook describes tech-heads as having “an angry adolescent view of all authority as the Pig Parent,” writing that even older digerati want to think of themselves as “having an Inner Bike Messenger.”
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Can teachers moderate this attitude? Does our (adults) use/non-use of technology help breed this attitude?
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authors “will increasingly tailor their work to a milieu that the writer Caleb Crain describes as ‘groupiness,’ where people read mainly ‘for the sake of a feeling of belonging’ rather than for personal enlightenment or amusement. As social concerns override literary ones, writers seem fated to eschew virtuosity and experimentation in favor of a bland but immediately accessible style.
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Does this ring true to educators? Are social concerns and literary conerns opposites? How does web publishing affect "literary" publishing, as opposed to "non-literary" publishing?
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However impossible it is to think of “Jon & Kate Plus Eight” or “Jersey Shore” as art, reality shows have taken over wide swaths of television,
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shared by Randolph Hollingsworth on 07 Feb 11
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FERPA and Social Media | Faculty Focus - 44 views
www.facultyfocus.com/...ferpa-and-social-media
open educational resource technology Education OER opencontent openscholar FERPA
shared by Randolph Hollingsworth on 07 Feb 11
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FERPA was never intended to place students into the box of a physical or online classroom to prevent them from learning from the public.
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Great approach to helping instructors understand some basic issues of student privacy and the role of social media. This kind of argument might encourage people to assign the use of (and contribution to) open educational resources. "FERPA was never intended to place students into the box of a physical or online classroom to prevent them from learning from the public."
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BBC News - Plagiarism: The Ctrl+C, Ctrl+V boom - 87 views
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"There's no such thing as originality anyway, just authenticity."
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"Being 'original' does not mean having novel ideas never before expressed by a human. It simply means doing the work for yourself."
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"There's no such thing as originality anyway, just authenticity." Carroll agrees: "Being 'original' does not mean having novel ideas never before expressed by a human. It simply means doing the work for yourself."
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shared by Roland Gesthuizen on 18 Apr 11
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Incompetent Research Skills Curb Users' Problem Solving (Jakob Nielsen's Alertbox) - 95 views
www.useit.com/...search-skills.html
research search searchengine Google eLearing informationliteracy
shared by Roland Gesthuizen on 18 Apr 11
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In general, we almost never see people use advanced search. And when they do, they typically use it incorrectly — partly because they use it so rarely that they never really learn how it works.
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or many problems, the actual answer is right there. But the concept that you might have to sometimes go beyond search listings is getting lost
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any problems, the actual answer is right there. But the concept that you might have to sometimes go beyond search listings is getting lost
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Sadly, when one approach is so easy (and works much of the time), users never develop the research skills needed to try or even consider other approaches.
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"Today, many users are so reliant on search that it's undermining their problem-solving abilities. Ironically, the better search gets, the more dangerous it gets as people increasingly assume that whatever the search engine coughs up must be the answer."
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shared by Holly Barlaam on 09 Jun 11
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Atlas of the Human Body - 126 views
www.uniquescoop.com/...uman-body-never-seen-pics.html
anatomy physiology biology body systems systems organs
shared by Holly Barlaam on 09 Jun 11
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A Gardner liked it
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Never before seen pics of atlas of the human body...realllllly cool pics with accompanying information. Great for biology, anatomy & physiology, etc.