Group items tagged

Step 2: Teach students how to set goals and plan to meet them

At times it has been deeply admonished and hidden from view. Individuals who failed were to be shunned or punished. At other times failure was to be avoided by setting the bar for success so low that failure was impossible. The result of this movement was that success became meaningless, achievable by all without risk and through little effort.

thin walls

lots of student agency and teachers who've switched from lecturing to mentoring and guiding

approach is *far* more engaging for the kids, and therefore they learn so much more and faster.

deeper learning–with its emphasis on core academic content, critical thinking & problem-solving, collaboration, effective communication, academic mindsets and self-directed learning

getting up from the table where we typically sit and inviting new people to sit at each of our tables

Conscientiousness and Openness have the biggest influence on academic success.

people learn better when using multiple, short training episodes rather than one extended session

participants who held jobs with higher levels of complexity with data and people, such as management and teaching, had better scores on memory and thinking tests

Researchers have identified qualities like delayed gratification, "grit" and "mindset," and they've developed curricula designed to instill those qualities. The idea is that the ability to apply yourself to a task, screen out distractions and believe in the possibility of your own improvement is a bigger determinant of success than reading and math skills.

to understand better how expectations operate as a cultural force in learning groups, we have to make a distinction between two types of expectations: directives and beliefs.

very clear standards for students about points, grades, and keeping score, one sees a belief that school is about work and that students must be coerced or bribed into learning through the use of grades

one sees the belief that learning algebra is primarily about acquiring knowledge of procedures rather than developing understanding, and that memorization and practice are the most effective tools for that job. This theory of action, “One learns through memorization and practice,” made it hard for Karen to bring out and facilitate students’ thinking. Instead, thinking existed as an add-on to the regular rhythm of the class, something she did as an “extra” to the regular work of the class. Through her strong focus on grades and passing the course, even if one is “no good at mathematics,” Karen sent the message that our abilities are largely fixed and that “getting by” was all that some could hope to accomplish. One might not understand algebra, but with effort one could at least pass the course. Finally, in her efforts to promote order and control, certainly worthwhile and important goals in any classroom, Karen tilted the balance toward students’ becoming passive learners who were dependent on her.