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Martin Burrett

'Doing science,' rather than 'being scientists,' more encouraging to girls - 8 views

ukedchat.com/...doing-science-girls

science

shared by Martin Burrett on 13 Feb 19 - No Cached
  • Martin Burrett on 13 Feb 19
     
    "Asking young girls to "do science" leads them to show greater persistence in science activities than does asking them to "be scientists," finds a new psychology study by researchers at New York University and Princeton University. "Describing science as actions, by saying 'let's do science,' leads to more science engagement than does describing science in terms of identities, by asking them to 'be scientists'" explains Marjorie Rhodes, an associate professor in NYU's Department of Psychology and the senior author of the study, which appears in the journal Psychological Science. "These effects particularly hold for children who are the target of stereotypes suggesting that they might not be the kind of person who succeeds in science-in this case, girls," she adds."
Matt Renwick

The most-desired skills of 2020 will be… | Pew Internet & American Life Project - 142 views

www.pewinternet.org/...Skills.aspx

mindfulness leader as a thinker

shared by Matt Renwick on 17 Mar 13 - No Cached
  • In contrast, the ability to read one thing and think hard about it for hours will not be of no consequence, but it will be of far less consequence for most people.”
  • “These two modes of thinking (rapid information gathering vs. slower information processing and critical analysis) represent two different cultures, each with its own value system,” maintained Patrick Tucker, deputy editor of The Futurist magazine. “They can work together and complement one another but only with effort on the part of both sides.
  • the most highly valued intellectual and personal skills will be the ability to exist in both of these spaces.”
  • ...2 more annotations...
  • Have young folk practice rapid retrieval skills alongside quiet time, personal insight, attention to detail, memory. Develop the skills to function well both unplugged and plugged-in.”
  • “There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”
Trevor Cunningham

Extensionizr - boilerplate for your chrome extension - 27 views

extensionizr.com/!#{"modules":["hidden-mode","with-bg","with-persistent-bg","no-options","no-override"],"boolean_perms":[],"match_ptrns":[]}

chrome tools

shared by Trevor Cunningham on 27 Apr 13 - No Cached
  • Trevor Cunningham on 27 Apr 13
     
    Create a skeleton for developing a Chrome extension to distribute to your students.
Jennie Snyder

The Principal of Change - 0 views

georgecouros.ca/blog

principal change leadership learning education

shared by Jennie Snyder on 27 Jan 13 - No Cached
  • The schools that have someone (or a group of people) helping to push the boundaries of what can be done in schools seem to move a lot quicker with a larger amount of “buy-in” through the process.
  • I do not believe change is solely dependent upon their skills, but also the culture in which they exist.
  • So although a change agent can trigger growth in an organization, the culture in which they exist or are brought into has a huge bearing on their success.  If a school embodies itself as a true learning organization, change will happen much quicker.
  • ...14 more annotations...
  • individuals that are really successful in helping to be a catalyst for change certainly embody some similar characteristics
  • a “change agent” does not have to be the person in authority, but they do however have to have a clear vision and be able to communicate that clearly with others.
  • it is essential to tap into the strengths of the people you work with and help them see that there are many ways to work toward a common purpose.
  • To have sustainable change that is meaningful to people, it is something that they will have to embrace and see importance.
  • he persistence comes in that you will take opportunities to help people get a step closer often when they are ready, not just giving up on them after the first try.
  • When that solution is someone else’s, there is no accountability to see it through.
  • character and credibility”; they are not just seen as good people but that they are also knowledgeable in what they are speaking about.
  • If you want to create “change”, you have to not only be able to articulate what that looks like, but show it to others.
  • How can you really know how “kids learn” or if something works if you have never experienced it?
  • All of the above, means nothing if you do not have solid relationships with the people that you serve.
  • People will not want to grow if they do not trust the person that is pushing the change.
  • Trust is also built when you know someone will deal with things and not be afraid to do what is right, even if it is uncomfortable.
  • positive change is not reserved to be the responsibility of any position.
  • The best leaders may have all of these qualities but also empower others to be those “change agents” as well to build a culture of leadership and learning.
Steve Ransom

The fantasies driving school reform: A primer for education graduates - The Answer Shee... - 5 views

www.washingtonpost.com/...gIQA5vwzLU_blog.html

education reform poverty teachers gr8 speech research black minority poor

shared by Steve Ransom on 14 May 12 - No Cached
  • Richard Rothstein
  • In truth, this conventional view relies upon imaginary facts.
  • Let me repeat: black elementary school students today have better math skills than white students did only twenty years ago.
  • ...11 more annotations...
  • As a result, we’ve wasted 15 years avoiding incremental improvement, and instead trying to upend a reasonably successful school system.
  • But the reason it hasn’t narrowed is that your profession has done too good a job — you’ve improved white children’s performance as well, so the score gap persists, but at a higher level for all.
  • Policymakers, pundits, and politicians ignore these gains; they conclude that you, educators, have been incompetent because the test score gap hasn’t much narrowed.
  • If you believe public education deserves greater support, as I do, you will have to boast about your accomplishments, because voters are more likely to aid a successful institution than a collapsing one.
  • In short, underemployment of parents is not only an economic crisis — it is an educational crisis. You cannot ignore it and be good educators.
  • equally important educational goals — citizenship, character, appreciation of the arts and music, physical fitness and health, and knowledge of history, the sciences, and literature.
  • If you have high expectations, your students can succeed regardless of parents’ economic circumstances. That is nonsense.
  • health insurance; children are less likely to get routine and preventive care that middle class children take for granted
  • If they can’t see because they don’t get glasses to correct vision difficulties, high expectations can’t teach them to read.
  • Because education has become so politicized, with policy made by those with preconceptions of failure and little understanding of the educational process, you are entering a field that has become obsessed with evaluating only results that are easy to measure, rather than those that are most important. But as Albert Einstein once said, not everything that counts can be counted, and not everything that can be counted, counts.
  • To be good educators, you must step up your activity not only in the classroom, but as citizens. You must speak up in the public arena, challenging those policymakers who will accuse you only of making excuses when you speak the truth that children who are hungry, mobile, and stressed, cannot learn as easily as those who are comfortable.
  • Steve Ransom on 14 May 12
     
    An important read for anyone who truly wants to understand what's really important in education and the false reform strategies of our current (and past) administration.
maureen greenbaum

Digital Learning Leads to Deeper Learning - Getting Smart by Tom Vander Ark - deeper le... - 3 views

gettingsmart.com/...learning-leads-deeper-learning

shared by maureen greenbaum on 28 Jun 12 - No Cached
  • Engagement: media that grabs attention Motivation: encouragement to go deeper Persistence: capturing more learning hours per day Production: ability to publish high quality work product Presentation: professional quality presentations Personalization: customized learning experiences Access: 24/7 access to great teachers and content Collaboration: instant interest and subject groups Acceleration: more and faster performance feedback Options: many new pathways to mastery We could add convenience—the ability to vary rate, time, and location
  • More writing More thinking More motivation More automaticity More time on higher order teaching More higher order practice (using games & sims) More publishing to wider audiences More investigating More collaborating More making, inventing, & creating
anonymous

True Grit - Association for Psychological Science - 55 views

www.psychologicalscience.org/...true-grit.html

shared by anonymous on 03 Oct 13 - No Cached
    • anonymous
      anonymous on 03 Oct 13
       
      I think it's fascinating that the authors use this "metaphor of achievement" in their article. Many cultural artifacts support this idea of grit, and how hard work and persistence can often help learners achieve their long-term goals.
  • Thus, the growing experimental literature on strategies that facilitate regulation of attention, emotion, and behavior in the presence of immediate temptations, could be relevant to grit and its cultivation.
BalancEd Tech

Grit - BalancEdTech - 62 views

balancedtech.wikispaces.com/Grit

Grit Perseverance Persistence

shared by BalancEd Tech on 30 Jul 13 - No Cached
  • BalancEd Tech on 30 Jul 13
     
    The Best Resources For Learning About The Importance Of "Grit"
Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

www.elearnspace.org/...connectivism.htm

connectivism MEMOIRE learning elearning theory collaboration technology community

shared by Christophe Gigon on 09 Dec 08 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
      Orlando Gonzalez on 13 Mar 12
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
      Mike Burnett on 18 Aug 14
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • ...41 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
      BalancEd Tech on 25 Mar 12
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
Rich Robles

News: The 'Prior Learning' Edge - Inside Higher Ed - 15 views

www.insidehighered.com/...prior

learning education prior learning resources news

shared by Rich Robles on 01 Mar 10 - Cached
Julia Kubacki liked it
  • An examination of the educational records of more than 62,000 adult undergraduates at 48 colleges finds that students who had sought and been awarded academic credit by their institutions for "prior learning" earned in the military, corporate training and other non-classroom settings were more than twice as likely to graduate, and to persist even if they did not graduate, than were their peers who had not earned such credit.
  • “CAEL’s research confirms that prior-learning assessment can help adults move faster toward their associate’s and baccalaureate degrees. We need to see more institutions offering this option and more adults participating in it.”
  • The concept of "prior learning assessment" is decades old, and it has grown to include multiple types of mechanisms for measuring knowledge and skills that students have accumulated through various types of formal and less formal formats, such corporate training, work experience, and independent study. The most common types of assessments include standardized exams developed by the College Board (the College Level Examination Program exams and Advanced Placement exams), the American Council of Education's guides for recognizing credit for instructional programs offered in the military and by employers, and institutional reviews of individualized student portfolios.
  • ...2 more annotations...
  • credit awarded through prior learning assessments offers an opportunity to entice adults back to college with the prospect that they can build on learning they've already gained and reduce both the time and money they might have to expend to earn a credential.
  • "Do PLA students have higher graduation rates because PLA enhances the self-esteem and motivation of students by showing them that they have already mastered college-level learning? Is it also because PLA students already possess characteristics that are associated with better academic outcomes? What institutional policies are influencing whether and how students are using (or not using) PLA, and whether or not this helps them achieve a shorter time to degree?"
D. S. Koelling

From Lab to Red Carpet - NYTimes.com - 24 views

www.nytimes.com/...01angier.html

education persistence science

shared by D. S. Koelling on 01 Mar 11 - No Cached
  • If anything, stories like Ms. Portman’s show that great success, like DNA, is constructed of a few basic building blocks: tenacity, focus, and the old Woody Allen line about just showing up.
  • D. S. Koelling on 01 Mar 11
     
    Actors who were also good students
Javier E

Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Sp... - 0 views

spp.sagepub.com/...1948550610385872

studying methods research deliberate practice grit spelling expertise academic achievement

shared by Javier E on 22 Mar 11 - No Cached
  • The expert performance framework distinguishes between deliberate practice and less effective practice activities. The current longitudinal study is the first to use this framework to understand how children improve in an academic skill.
  • Deliberate practice, operationally defined as studying and memorizing words while alone, better predicted performance in the National Spelling Bee than being quizzed by others or reading for pleasure. Rated as the most effortful and least enjoyable type of preparation activity, deliberate practice was increasingly favored over being quizzed as spellers accumulated competition experience. Deliberate practice mediated the prediction of final performance by the personality trait of grit, suggesting that perseverance and passion for long-term goals enable spellers to persist with practice activities that are less intrinsically rewarding—but more effective—than other types of preparation.
Aly Kenee

Technology Integration Matrix | Arizona K12 Center - 195 views

azk12.org/tim

PSU integration CFF BYOD

shared by Aly Kenee on 10 Mar 11 - No Cached
    • Aly Kenee
      Aly Kenee on 11 Jul 11
       
      This is a great goal -- but it does take persistence and vision.
  • Through regular classroom observation and targeted professional development activities, it is our hope that over time teachers will be able to effectively monitor their progress through a continuum of technology integration levels
  • trisha_poole on 10 Mar 11
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.
Drew Rosenshine

Does Teaching Kids To Get 'Gritty' Help Them Get Ahead? : NPR Ed : NPR - 49 views

www.npr.org/...get-gritty-help-them-get-ahead

grit mindset kids teaching dissertation

shared by Drew Rosenshine on 14 Jul 14 - No Cached
  • they need to have a "growth mindset" — the belief that success comes from effort — and not a "fixed mindset" — the notion that people succeed because they are born with a "gift" of intelligence or talent.
  • ducators say they see it all the time: Kids with fixed mindsets who think they just don't have the "gift" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were "gifted" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.
  • We don't use the word 'gifted' — ever," Giamportone says. "In our school, you will never hear it." " 'Smart' is like a curse," adds social studies teacher June Davenport.
  • ...13 more annotations...
  • Instead, the school is plastered with signs and handmade posters promoting a "growth mindset."
  • The focus is always more on putting out effort than on getting the right answers. Teachers have been trained to change the way they see students, and how they speak to them.
  • praise students for their focus and determination.
  • "If I was an outsider and I was hearing this conversation, I might think that this was some kind of hippie-dippy love fest," concedes the teacher, Nathan Cearley. "But what you see is actually a more rigorous and risky learning environment."
  • In three years, Cearley says, he's seen kids grow less afraid of making mistakes, and more willing to ask for help. Test scores at Lenox have jumped 10 to 15 points.
  • The number of schools using Brainology is expected to double this year, from 500 to 1,000.
  • A limited intervention, she says, if not consistently reinforced in and out of school, can only have limited results. "We don't know whether we've had any effect — the jury's out," says Duckworth. "It just seems to me extremely implausible that that's going to permanently and impressively change a child."
  • "Grit as a goal seems to be multiply flawed and very disturbing," says education writer Alfie Kohn. For starters, he says, "the benefits of failure are vastly overstated, and the assumption that kids will pick themselves up and try even harder next time, darn it — that's wishful thinking."
  • if there's a problem with how kids are learning, the onus should be on schools to get better at how they teach — not on kids to get better at enduring more of the same.
    • Drew Rosenshine
      Drew Rosenshine on 15 Jul 14
       
      Yes, but once again this is not an either/or situation.
  • I don't think people can become truly gritty and great at things they don't love," Duckworth says. "So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That's as much a part of the equation here as the hard work and the persistence."
  • But now, three years into the growth-mindset training at Lenox Academy, Blaze says, she believes "you can teach old dogs new tricks."
  • Does Teaching Kids To Get 'Gritty' Help Them Get Ahead?
  • After years of focusing on the theory known as "multiple intelligences" and trying to teach kids in their own style, Hoerr says he's now pulling kids out of their comfort zones intentionally.
Mrs. Lail2

Success is a Four Letter Word - 37 views

www.swprn.com/...uccess-is-a-four-letter-word-2

education teaching

shared by Mrs. Lail2 on 04 Nov 12 - No Cached
  • it turns out that the one thing present in every successful person is one consistent trait. It’s not a person’s education or lack of it, or their IQ, their upbringing, their financial abundance or lack, their test scores, their birth order or their gender. It’s one odd, rarely mentioned quality: Grit.
  • But grit is more than just an attitude. It’s about the actions we take when faced with doubt and obstacles. In 2006, Drs. Angela Duckworth and Martin Seligman discovered that the correlation between self-discipline and achievement was twice as large as the correlation between IQ and achievement.
  • A clear goal Determination despite others’ doubts Self-confidence about figuring things out Humility about knowing it doesn’t come easy Persistence despite fear Patience to handle the small obstacles that obscure the path A code of ethics to live by Flexibility in the face of roadblocks A capacity for human connection and collaboration A recognition that accepting help does not equate to weakness A focus and appreciation of each step in the journey An appreciation of other people’s grit A loyalty that never sacrifices connections along the way An inner strength that helped propel them to their goal
  • ...1 more annotation...
  • “… Grit may be as essential as IQ to high achievement. In particular, grit, more than self-control or conscientiousness, may set apart the exceptional individuals who … made maximal use of their abilities.”
  • Mark Gleeson on 04 Nov 12
     
    And that word is grit
  • Mrs. Lail2 on 05 Nov 12
     
    Interesting article - I need to track down the original research! 
Martin Burrett

Study suggests an answer to young people's persistent sleep problems - 45 views

ukedchat.com/...study-suggests-sleep-problems

research sleep

shared by Martin Burrett on 30 Sep 17 - No Cached
  • Martin Burrett on 30 Sep 17
     
    "A collaborative research project involving James Cook University and the University of Queensland indicates high rates of sleep problems continuing through teenage years and into early adulthood - but also suggests a natural remedy."
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