Group items tagged

Unless you’re some kind of mentalist, you’re not going to know what motivates your employees unless you ask them.

it’s always important to look at how your talent management practices support employee engagement.

Poverty is measured in relative terms.

But if incomes tripled—if suddenly everyone in the US could purchase three times as much quality of life as they could before—there would still be a bottom quintile and one-fifth of children would be in it.

What are you doing with technology that you couldn't do before? Are we just using it to digitize traditional processes, or are we using it to really reinvent learning?'"

Educational technologies allow for more autonomy and individual choice as students work toward proficiency.

we have a responsibility to ensure that our students develop skills to perform heuristic tasks in order to compete in the job market.

According to SDT the three basic psychological needs for motivation are competence, where one feels effective and efficacious; relatedness, where one feels close and connected to others; and autonomy, where one feels causation and ownership of one’s behavior

Starkey (2011) suggests that creativity is the penultimate learning experience and that sharing the knowledge is the ultimate goal (p. 25), a concept supported by Siemen’s (2004) connectivism learning theory, where learning and knowledge rests on a number of opinions that when connected allows us to know more (2004).

U.S. schools under the jurisdiction of state and federal governments are now scripted processes that view knowledge as static capital, students as passive and empty vessels, and teachers as compliant conduits for state-approved content. The accountability paradigm is antithetical to human agency and autonomy and thus to democracy, but it serves the needs of the status quo and the ruling elite; in effect, accountability paradigms driving compulsory education are oppressive:

Re-reading and re-writing the world acknowledges that being as a human is always becoming, and these acts embrace the perpetual cycle of re-reading and re-writing as essential for both human agency and democracy. Teaching and learning are reciprocal and on-going, not hierarchical and ends to attain, possess.

Erikson’s Stages of Development  Erik Erikson, a German psychoanalyst heavily influenced by Sigmund Freud, explored three aspects of identity: the ego identity (self), personal identity (the personal idiosyncrasies that distinguish a person from another, social/cultural identity (the collection of social roles a person might play). Erikson’s psychosocial theory of development considers the impact of external factors, parents and society on personality development from childhood to adulthood. According to Erikson’s theory, every person must pass through a series of eight interrelated stages over the entire life cycle. Infant (Hope) – Basic Trust vs. Mistrust Toddler (Will) – Autonomy vs. Shame Preschooler (Purpose) – Initiative vs. Guilt School-Age Child (Competence) – Industry vs. Inferiority Adolescent (Fidelity) – Identity vs. Identity Diffusion Young Adult (Love) – Intimacy vs. Isolation Middle-aged Adult (Care) – Generativity vs. Self-absorption Older Adult (Wisdom) – Integrity vs. Despair