Skip to main content

Home/ Diigo In Education/ Group items tagged consequence

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Nigel Coutts

All learning is a consequence of thinking - The Learner's Way - 26 views

thelearnersway.net/...g-is-a-consequence-of-thinking

learning consequence thinking teaching education

shared by Nigel Coutts on 06 Oct 19 - No Cached
  • Nigel Coutts on 06 Oct 19
     
    All learning is a consequence of thinking. I have these words printed and posted on the wall above my desk. It is a reminder of what I believe is a vital understanding. The consequences of this one statement are quite profound. They fundamentally shape what I do as an educator and the experiences I hope to create for my learners.
Terry Elliott

Leadership Day - The Pace of Change - Practical Theory - 0 views

practicaltheory.org/...index.php

shared by Terry Elliott on 13 Jul 09 - Cached
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
BTerres

Stephen Downes: Things You Really Need To Learn - 88 views

www.huffingtonpost.com/...u-really-need-to_b_788989.html

downes learn

shared by BTerres on 03 Dec 10 - No Cached
  • to educators, I ask, if you are not teaching these things in your classes, why are you not?
  • 1. How to predict consequences
  • The prediction of consequences is part science, part mathematics, and part visualization. It is essentially the ability to create a mental model imaging the sequence of events that would follow, "what would likely happen if...?"
  • ...18 more annotations...
  • 2. How to read
  • how to look at some text and to understand, in a deep way, what is being asserted (this also applies to audio and video, but grounding yourself in text will transfer relatively easily, if incompletely, to other domains).
  • 3. How to distinguish truth from fiction
  • Do not simply accept what you are told. Always ask, how can you know that this is true? What evidence would lead you to believe that it is false?
  • 4. How to empathize
  • this will allow other people to become a surprising source of new knowledge and insight.
  • 5. How to be creative
  • Sometimes people think that creative ideas spring out of nothing (like the proverbial 'blank page' staring back at the writer) but creativity is in fact the result of using and manipulating your knowledge in certain ways.
  • creativity involves a transfer of knowledge from one domain to another domain, and sometimes a manipulation of that knowledge.
  • pattern recognition can be learned
  • 6. How to communicate clearly
  • 7. How to Learn
  • Learning to learn is the same as learning anything else. It takes practice.
  • 8. How to stay healthy
  • 9. How to value yourself
  • You can have all the knowledge and skills in the world, but they are meaningless if you do not feel personally empowered to use them; it's like owning a Lamborghini and not having a driver's license.
  • 10. How to live meaningfully
  • When you realize you have the power to choose what you are doing, you realize you have the power to choose the consequences. Which means that consequences -- even bad consequences -- are for the most part a matter of choice
Nigel Coutts

Engaged, Disengaged and Overengaged - The consequences of engagement on learning - The ... - 16 views

thelearnersway.net/...nces-of-engagement-on-learning

engaged engagement learning education teaching

shared by Nigel Coutts on 29 Jul 18 - No Cached
  • Nigel Coutts on 29 Jul 18
     
    If you consider the day to day life of many of our students today, you see that they have very little time that is free from some form of programmed activity. Indeed, it is increasingly the norm for families to fill their children's time with the maximum number of learning, sporting and co-curricular activities. Schools naturally are happy to facilitate this and many see the breadth of programmes that they offer as a measure of success. But is there a consequence to all this activity and constant state of engagement?
Nigel Coutts

In Online Learning, Don't Start with a Virtual "Syllabus Day" - The Learner's Way - 49 views

thelearnersway.net/...rt-with-a-virtual-syllabus-day

online learning syllabus education technology

shared by Nigel Coutts on 07 Aug 16 - No Cached
  • Nigel Coutts on 07 Aug 16
     
    Sadly, many students have come to expect that there will nothing of consequence addressed on the first day of an on-campus class. It's often referred to as "Syllabus Day" because that is the only content of consequence presented by the instructor.
Steve Ransom

Talentism: My Son Won't Do His Homework - 2 views

www.talentism.com/...my_son_wont_do_.html

homework talent creativity discipline gr8

shared by Steve Ransom on 03 Jun 13 - No Cached
  • 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.
  • 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.
  • "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.
  • ...2 more annotations...
  • 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.
  • 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.
  • Steve Ransom on 03 Jun 13
     
    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.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
Jennie Snyder

Teaching Students the ABCs of Resilience | Edutopia - 52 views

www.edutopia.org/...-abcs-of-resilience-renee-jain

learning resilience student mindset

shared by Jennie Snyder on 19 Jan 13 - No Cached
  • one factor supersedes the influences of genes, childhood experiences, and opportunity or wealth when it comes to resilience. In fact, according to decades of research (1), the biggest influence on resilience is something within our control. The biggest influence is our cognitive style -- the way we think.
  • Students can adjust their own cognitive style by learning about the ABCs of resilience.
  • People react differently to the same exact challenges, because between A (adversity) and C (consequence) lies the crucial letter B. Here is the more accurate model: every adversity one faces triggers beliefs about that situation, which in turn causes a reaction or consequence.
  • ...1 more annotation...
  • The ABC model is a simple yet power tool in cultivating self-awareness -- a crucial element of resilient mindsets.
  • Jennie Snyder on 19 Jan 13
     
    Renee Jain's blog post lays out a clear, simple model for understanding resilience. What makes the difference between responses to adversity (hint: our beliefs)
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.”
Margaret FalerSweany

How Firm Are Our Principles? - NYTimes.com - 1 views

www.nytimes.com/...w-firm-are-our-principles.html

ethics morals Utilitarianism

shared by Margaret FalerSweany on 31 Mar 13 - No Cached
  • MORAL quandaries often pit concerns about principles against concerns about practical consequences.
  • two ethical frameworks. A utilitarian perspective evaluates an action purely by its consequences. If it does good, it’s good. A deontological approach, meanwhile, also takes into account aspects of the action itself, like whether it adheres to certain rules. Do not kill, even if killing does good. No one adheres strictly to either philosophy, and it turns out we can be nudged one way or the other for illogical reasons.
  • to think either abstractly or concretely
  • ...6 more annotations...
  • a very simple manipulation of mind-set that did not change the specifics of the case led to very different responses.
  • Class can also play a role. Another paper, in the March issue of the Journal of Personality and Social Psychology, shows that upper-income people tend to have less empathy than those from lower-income strata, and so are more willing to sacrifice individuals for the greater good.
  • stressing subjects, rushing them or reminding them of their mortality all reduce utilitarian responses,
  • Even the way a scenario is worded can influence our judgments, as lawyers and politicians well know.
  • our moods can make misdeeds seem more or less sinful.
  • Objective moral truth doesn’t exist, and these studies show that even if it did, our grasp of it would be tenuous.
Nigel Coutts

Questions at the heart of learning - The Learner's Way - 25 views

thelearnersway.net/...tions-at-the-heart-of-learning

collaboration teaching learning questions

shared by Nigel Coutts on 23 Oct 16 - No Cached
  • Nigel Coutts on 23 Oct 16
     
    At the heart of learning are the questions to which we do not yet know the answers and the journey to the questions we have not yet asked. Such simple truths and yet understandings that can have fundamental consequences for approach to learning and growth.
Roland Gesthuizen

Collective Knowledge ConstructionideasLAB | ideasLAB - 46 views

www.ideaslab.edu.au/...ckc

knowledge constructivism paper

shared by Roland Gesthuizen on 16 Aug 12 - No Cached
  • What are the distinguishing features of the strategy? What pedagogical approaches are suitable? What are the defining learning activities? What does the strategy challenge educators to rethink?
  • Roland Gesthuizen on 16 Aug 12
     
    "The purpose of this white paper is to use the Collective Knowledge Construction Model to identify strategies by which knowledge construction is facilitated when learning online. And, secondly to encourage teachers, school leaders and other stakeholders to reimagine the pedagogical, technical and contextual consequences that arise from teaching and learning in technology rich environments."
anonymous

Catechism on Sin and Evil - 35 views

old.usccb.org/...pt1sect2chpt1art1p7.shtml

Catechism Sin Evil Suffering

shared by anonymous on 16 Jan 12 - No Cached
  • The account of the fall in Genesis 3 uses figurative LANGUAGE, but affirms a primeval event, a deed that took place at the beginning of the history of man.
  • It is the irrevocable character of their choice, and not a defect in the infinite divine mercy, that makes the angels' sin unforgivable.
  • The harmony in which they had found themselves, thanks to original justice, is now destroyed
  • anonymous on 16 Jan 12
     
    This section of the catechism presents the Catholic perspective on Sin, Original Sin and their consequences in our lives.
Roland Gesthuizen

The Risks of Rewards - 54 views

www.alfiekohn.org/...ror.htm

reward punishment discipline teaching learning behaviour AlfieKohn

shared by Roland Gesthuizen on 18 Jul 12 - Cached
  • Control, whether by threats or bribes, amounts to doing things to children rather than working with them. This ultimately frays relationships
  • The alternative to bribes and threats is to work toward creating a caring community whose members solve problems collaboratively and decide together how they want their classroom to be
  • grades in particular have been found to have a detrimental effect on creative thinking, long-term retention, interest in learning, and preference for challenging tasks
  • ...3 more annotations...
  • good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive
  • Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning
  • Unfortunately, carrots turn out to be no more effective than sticks at helping children to become caring, responsible people or lifelong, self-directed learners
  • Roland Gesthuizen on 18 Jul 12
     
    "Many educators are acutely aware that punishment and threats are counterproductive. Making children suffer in order to alter their future behavior can often elicit temporary compliance, but this strategy is unlikely to help children become ethical, compassionate decision makers. Punishment, even if referred to euphemistically as "consequences," tends to generate anger, defiance, and a desire for revenge. Moreover, it models the use of power rather than reason and ruptures the important relationship between adult and child."
Steve Ransom

Peter T. Coleman, PhD: The Consequences of Our Games - 2 views

www.huffingtonpost.com/...es-of-our-games_b_2392695.html

gamification business life culture change distraction competition

shared by Steve Ransom on 21 Jul 13 - No Cached
  • Steve Ransom on 21 Jul 13
     
    A great piece worth the time to reflect on. Mindfulness needs to be practiced frequently.
Marc Patton

Quandary - 7 views

www.quandarygame.org

Online_Learning_Environments Social_Studies Technology Teaching_Ideas

shared by Marc Patton on 29 Jul 13 - No Cached
  • Marc Patton on 15 Apr 14
     
    Players lead a new human colony on a distant planet. They must make difficult decisions in which there are no clear right or wrong answers but important consequences - to themselves, to others in the colony and to the planet Braxos.
Marc Patton

The U.S.-Dakota War of 1862 - 7 views

www.usdakotawar.org

Social_Studies Teacher_Resources Teaching_Ideas

shared by Marc Patton on 26 Nov 13 - No Cached
  • Marc Patton on 26 Nov 13
     
    This site is a resource for learning about the war, its causes, and its far-reaching consequences.
Don Doehla

Relationship Building Through Culturally Responsive Classroom Management | Edutopia - 29 views

www.edutopia.org/...sponsive-classroom-todd-finley

relationship building classroom management edutopia

shared by Don Doehla on 15 Aug 14 - No Cached
  • Don Doehla on 15 Aug 14
     
    School behavior problems often originate outside of the classroom. For example, asthma is the number one cause of absenteeism. When asthmatics are unable to sleep at night, they miss class or arrive at school so sleep drunk and irritable that disruptive behavior ensues, getting them tossed out of class. Consequently, they fall more behind in classwork, which increases academic struggle. More outbursts and further truancy results.
Tonya Thomas

Podcasting Business Learning: Addressing the New Learning Styles for Generation Y - 1 views

businesscommunication.org/...03ABC07.pdf

new learning 21st century skills

shared by Tonya Thomas on 25 Sep 12 - No Cached
  • Tonya Thomas on 25 Sep 12
     
    by Stevina Evuleocha, Steve Ugbah California State University Abstract The quest for an ideal medium to deliver business content to Gen Y learners has led instructors to consider the Internet, since digital content that exists in databases can be manipulated by a range of programming services (Shim et al., 2006). Shim et al., have also asserted that web development has been hampered by bandwidth and difficulties of "back end integration," consequently, impacting the presentational aspects of data and user interfaces (Yang & Tang, 2005). Innovations in computer and software technologies appear to have ameliorated the technical difficulties, resulting in the emergence of new media such as podcasting, webcasting, videostreaming, blogging, and Synchronized Multimedia Integration Language (SMIL) technologies (Shim, 2002). These new media streams can be integrated into traditional lectures, thus enhancing the educational environment (McLaughlin, 2006), particularly for Gen Y learners. This paper discusses the efficacy of podcasting in business education, reviews the characteristics of Generation Y (Gen Y) learners, discusses learning styles and theories that support mobile learning, reviews learning styles of Gen Y learners, and discusses whether adaptations are necessary to address the updated needs of this new generation of learners in the business communication context.
1 - 20 of 69 Next › Last »
Showing 20▼ items per page