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Bob Calder

A gradient of childhood self-control predicts health, wealth, and public safety - 40 views

www.pnas.org/...2693.full

educationresearch self-control

shared by Bob Calder on 23 Mar 12 - No Cached
  • Bob Calder on 23 Mar 12
     
    paper on self-control as a predictor of health, wealth, and public safety
D. S. Koelling

Helping First-Year Students Help Themselves - Commentary - The Chronicle of Higher Educ... - 1 views

chronicle.com/...127168

education first year students college health

shared by D. S. Koelling on 20 Apr 11 - No Cached
  • According to a yearly national survey of more than 200,000 first-year students conducted by researchers at the University of California at Los Angeles, college freshmen are increasingly "overwhelmed," rating their emotional health at the lowest levels in the 25 years the question has been asked. Such is the latest problem dropped at the offices of higher-education administrators and professors nationwide: Young adults raised with a single-minded focus on gaining admission to college now need help translating that focus into ways to thrive on campus and beyond.
  • Many young adults weren't taught the basic life skills and coping mechanisms for challenging times.
  • The consequences for students who lack those skills have become increasingly clear both on campus and after graduation. At Pitt, where I teach, and at other institutions, student-life administrators have noticed a marked decrease in resiliency, particularly among first-year students. That leads to an increase in everything from roommate disagreements to emotional imbalance and crisis. After graduation, employers complain that a lack of coping mechanisms makes for less proficient workers: According to a 2006 report by the Conference Board, a business-research group, three-quarters of surveyed employers said incoming new graduates were deficient in "soft" skills like communication and decision making.
  • ...4 more annotations...
  • Parents and high-school educators certainly have a role to play, but college administrators and professors cannot abdicate their role as an influential socialization force to guide young adults toward better self-management.
  • The way to combat the decline in emotional health among first-year students is to offer them opportunities to build such self-efficacy from the start.
  • Teaching interpersonal skills of self-presentation is also essential, as it makes students' interactions with roommates, professors, and professional colleagues flow more smoothly. By following suggestions popularized by Dale Carnegie during the Great Depression—to think in terms of the interests of others, smile, and express honest and sincere appreciation—my Generation WTF students report being happily stunned by more-successful interviews, better relationships with family members, and more-meaningful interactions with friends.
  • While much of my advice seems revolutionary to them, adults from previous generations know that I'm simply teaching a return to core values of self-control, honesty, thrift, and perseverance­—the basic skills that will allow those in "emerging adulthood" to get on with life.
Roland Gesthuizen

What Is a Book? The Definition Continues to Blur: Tech News and Analysis « - 45 views

gigaom.com/...e-definition-continues-to-blur

eBook publishing book journalism magazine Amazon

shared by Roland Gesthuizen on 22 Apr 11 - No Cached
  • a whole series of ongoing attempts to reimagine the entire industry of writing and selling books. If you’re an author, it’s a time of incredible chaos, but also incredible opportunity.
  • a market where Amazon is already publishing what it calls “Singles,” or short book-length publications that virtually anyone can produce.
  • author Barry Eisler, after publishing a number of books through the traditional route, said recently he’s going to start self-publishing, because he will have more control over the process and will keep more of the revenue.
  • Roland Gesthuizen on 22 Apr 11
     
    "It used to be so easy to define what a book was: a collection of printed pages bound inside a cover (hard or soft) that you could place on a shelf in your library, or in a store. Now, there are e-books, and blogs that turn into books, and long pieces of journalism that are somewhere between magazine articles and short books"
  • Roland Gesthuizen on 22 Apr 11
     
    Good article that notes the increase of self-publication with eBooks that can be purchased from Amazon
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! 
Jeff Andersen

Personal Knowledge Mastery - 25 views

jarche.com/pkm

personal knowledge mastery

shared by Jeff Andersen on 07 Dec 16 - No Cached
  • Jeff Andersen on 07 Dec 16
     
    Personal Knowledge Mastery PKM is a set of processes, individually constructed, to help each of us make sense of our world, work more effectively, and contribute to society. PKM means taking control of your professional development, and staying connected in the network era, whether you are an employee, self-employed, or between jobs. Personal - according to one's abilities, interests & motivation. (not directed by external forces) Knowledge - understanding information and experience in order to act upon it. (know what, know who, know how) Mastery - the journey from apprentice to disciplined sense-maker and knowledge catalyst. (masters do not need to be managed)
Howard Rheingold

Discovering How to Learn Smarter | MindShift - 100 views

mindshift.kqed.org/...scovering-how-to-learn-smarter

learning neuroplasticity

shared by Howard Rheingold on 03 Feb 12 - No Cached
  • Howard Rheingold on 03 Feb 12
     
    Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people's self-esteem can seriously backfire. When we tell children, "You're so smart," we communicate the message that they'd better not take risks or make mistakes, lest they reveal that they're not so smart after all. Dweck calls this cautious attitude the "fixed mindset," and she's found that it's associated with greater anxiety and reduced achievement. Students with a "growth mindset," on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They're more resilient in the face of setbacks, and they do better academically. Now Dweck has designed a program, called Brainology, which aims to help students develop a growth mindset. Its website explains: "Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. Brainology shows students that they are in control of their brain and its development." That's a crucial message to pass on to children, and it's not just empty words of encouragement-it's supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can learn to be smarter.
Roland Gesthuizen

How to Focus More in Class: 11 Steps (with Pictures) - wikiHow - 112 views

www.wikihow.com/Focus-More-in-Class

attention classroom education Wikihow studying listening motivation productivity

shared by Roland Gesthuizen on 04 May 14 - No Cached
  • Roland Gesthuizen on 04 May 14
     
    "Slacking off during class isn't only a bad habit, but it's also very detrimental to your grade! Focusing in class really proves to teachers that you are a capable student but it also shows that you have got a solid level of maturity and self control, which will be very important in your future life. Read on to find out more about "How to Focus More in Class" "
meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

psycnet.apa.org/...2011-20583-001.pdf

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • ...30 more annotations...
  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
meghankelly492

Precompetitive appraisal, performance anxiety and confidence in conservatorium musician... - 0 views

journals.sagepub.com/...0305735618755000

world Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.
  • Music performance anxiety (MPA) can be controlled when musicians cognitively restructure their own thoughts and feelings about their performance by anticipating symptoms of anxiety and turning them to constructive use
  • The cognitive interpretation, or appraisal, of an initial emotional response, such as fear, exerts a proximal influence on performance
  • ...4 more annotations...
  • and substantially determines if performers will suffer emotion-related detriments or profit from emotion-related benefits
  • Emotions that are too weak or intense and feel unpleasant lead to lower motivation, distracted attention, and reduced performance.
  • On the other hand, appropriately intense emotions which feel pleasant and are expected to help future performance are more likely to lead to increased effort, better decision making, and hence enhanced performance
  • Mann-Whitney U tests of mean ranks showed that compared to students who viewed performance as a threat (MThreat = 7.00, SDThreat = 0.99), students who viewed performance as a challenge (MChallenge = 5.02, SDChallenge = 1.91); reported significantly less cognitive anxiety at pre-recital (U = 21.00, z = -2.167, p = .028) and significantly higher self-confidence both at the start of semester, (MThreat = 4.79, SDThreat = 0.90; MChallenge = 6.42, SDChallenge = 1.08; U = 29.50, z = -3.555, p < .001) and pre-recital (MThreat = 4.45, SDThreat = 0.72; MChallenge = 6.55, SDChallenge = 0.98; U = 2.50, z = -3.104, p < .001, Figure 2).
Daryl Bambic

How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Busine... - 28 views

www.wired.com/...free-thinkers

education teaching learning pedagogy alternative

shared by Daryl Bambic on 24 Oct 13 - No Cached
  • To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration.
  • eachers provide prompts
  • they step aside so students can teach themselves and one another.
  • ...8 more annotations...
  • Potential.”
  • “So,” Juárez Correa said, “what do you want to learn?”
  • “If you put a computer in front of children and remove all other adult restrictions, they will self-organize around it,” Mitra says, “like bees around a flower.”
  • There will be no teachers, curriculum, or separation into age groups—just six or so computers and a woman to look after the kids’ safety. His defining principle: “The children are completely in charge.”
  • Theorists from Johann Heinrich Pestalozzi to Jean Piaget and Maria Montessori have argued that students should learn by playing and following their curiosity.
  • Google founders Larry Page and Sergey Brin similarly claim that their Montessori schooling imbued them with a spirit of independence and creativity.
  • The study found that when the subjects controlled their own observations, they exhibited more coordination between the hippocampus and other parts of the brain involved in learning and posted a 23 percent improvement in their ability to remember objects.
  • if you’re not the one who’s controlling your learning, you’re not going to learn as well
Richard Bradshaw

The Progressive Movement and the Transformation of American Politics | The Heritage Fou... - 33 views

www.heritage.org/...formation-of-american-politics

progressive politics constitution

shared by Richard Bradshaw on 30 Dec 10 - No Cached
  • Government had to be limited both because it was dangerous if it got too powerful and because it was not supposed to provide for the highest things in life.
  • In Progressivism, the domestic policy of government had two main concerns. First, government must protect the poor and other victims of capitalism through redistribution of resources, anti-trust laws, government control over the details of commerce and production: i.e., dictating at what prices things must be sold, methods of manufacture, government participation in the banking system, and so on. Second, government must become involved in the "spiritual" development of its citizens -- not, of course, through promotion of religion, but through protecting the environment ("conservation"), education (understood as education to personal creativity), and spiritual uplift through subsidy and promotion of the arts and culture.
  • Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.
  • ...10 more annotations...
  • The trend to turn power over to multinational organizations also begins in this period, as may be seen in Wilson's plan for a League of Nations, under whose rules America would have delegated control over the deployment of its own armed forces to that body.
  • The Progressives wanted to sweep away what they regarded as this amateurism in politics. They had confidence that modern science had superseded the perspective of the liberally educated statesman. Only those educated in the top universities, preferably in the social sciences, were thought to be capable of governing.
  • Government, it was thought, needed to be led by those who see where history is going, who understand the ever-evolving idea of human dignity.
  • Politics in the sense of favoritism and self-interest would disappear and be replaced by the universal rule of enlightened bureaucracy.
  • Today's liberals, or the teachers of today's liberals, learned to reject the principles of the founding from their teachers, the Progressives.
  • That is the disparagement of nature and the celebration of human will, the idea that everything of value in life is created by man's choice, not by nature or necessity.
  • Liberal domestic policy follows the same principle. It tends to elevate the "other" to moral superiority over against those whom the Founders would have called the decent and the honorable, the men of wisdom and virtue. The more a person is lacking, the greater is his or her moral claim on society. The deaf, the blind, the disabled, the stupid, the improvident, the ignorant, and even (in a 1984 speech of presidential candidate Walter Mondale) the sad -- those who are lowest are extolled as the sacred other.
  • The first great battle for the American soul was settled in the Civil War. The second battle for America's soul, initiated over a century ago, is still raging. The choice for the Founders' constitutionalism or the Progressive-liberal administrative state is yet to be fully resolved.
  • The Progressive system managed to gain a foothold in American politics only when it made major compromises with the Founders' constitutionalism.
  • Sober liberal friends of the Great Society would later admit that a central reason for its failure was precisely the fact that it was an expertise-driven engineering project, which had never sought the support or even the acquiescence of popular majorities.
  • Seth Roberts on 31 Dec 10
     
    I hope you know better than to use any resource from such a biased source in the classroom without one from the opposite side, say the Brookings Institution in this case. I found your posting of this article from this anti- free thought organization that is a puppet of big business and the far right on an education site plain wrong.
  • Richard Bradshaw on 31 Dec 10
     
    Well, the truth is I did not intend to share this bookmark with Diigo Education, but somehow it was posted in the group. I had intended it only for myself as part of research I am doing.
Kari Beery

Tech Savvy Kids - 86 views

www.usatoday.com/...0-02-10-igeneration10_CV_N.htm

shared by Kari Beery on 03 Mar 11 - No Cached
  • To the psychologists, sociologists, and generational and media experts who study them, their digital gear sets this new group (yet unnamed by any powers that be) apart, even from their tech-savvy Millennial elders. They want to be constantly connected and available in a way even their older siblings don't quite get. These differences may appear slight, but they signal an all-encompassing sensibility that some say marks the dawning of a new generation.
  •  PARENTING & KIDS' HEALTH NEWS: ONLY ON USA TODAYNew daditude: Today's fathers are hands-on, pressure offTV: Impairs speech | Leads to earlier sexBaby names: What's popular? Whatever's unusualMore parents share workload when mom learns to let goAre kids becoming too narcissistic? | Take the quizChemicals: What you need to know about BPA | Carcinogens found in kids' bath products | Lead poisonings persist'Momnesia,' spanking, tweens and toddlers fullCoverage='Close  X Todders: Parents' fear factor? A short toddle into the danger zoneTweens: Cooler than ever, but is childhood lost?
  • The difference is that these younger kids "don't remember a time without the constant connectivity to the world that these technologies bring," she says. "They're growing up with expectations of always being present in a social way — always being available to peers wherever you are."
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)
Javier E

Why Girls Tend to Get Better Grades Than Boys Do - The Atlantic - 40 views

www.theatlantic.com/...2

girls boys success conscientiousness habits self-control academic

shared by Javier E on 19 Sep 14 - No Cached
  • Gone are the days when you could blow off a series of homework assignments throughout the semester but pull through with a respectable grade by cramming for and acing that all-important mid-term exam. Getting good grades today is far more about keeping up with and producing quality homework—not to mention handing it in on time.
  • girls succeed over boys in school because they tend to be more mastery-oriented in their schoolwork habits. They are more apt to plan ahead, set academic goals, and put effort into achieving those goals. They also are more likely than boys to feel intrinsically satisfied with the whole enterprise of organizing their work, and more invested in impressing themselves and their teachers with their efforts.
  • boys approach schoolwork differently. They are more performance-oriented. Studying for and taking tests taps into their competitive instincts. For many boys, tests are quests that get their hearts pounding. Doing well on them is a public demonstration of excellence
  • ...3 more annotations...
  • “The testing situation may underestimate girls’ abilities, but the classroom may underestimate boys’ abilities.”
  • It is easy to for boys to feel alienated in an environment where homework and organization skills account for so much of their grades.
  • it appears that the overwhelming trend among teachers is to assign zero points for late work. In one survey by Conni Campbell, associate dean of the School of Education at Point Loma Nazarene University, 84 percent of teachers did just that.
Carol Caywood

The Yellow Wallpaper, by Charlotte Perkins Gilman - 95 views

www.gutenberg.org/...1952-h.htm

shared by Carol Caywood on 09 Nov 11 - Cached
    • Carol Caywood
      Carol Caywood on 09 Nov 11
       
      How has the child ravaged her?
  • I must not let her find me writing
  • sub-pattern in a different shade
  • ...18 more annotations...
  • John thought it might do me good to see a little company
  • John says if I don't pick up faster he shall send me to Weir Mitchell in the fall
  • nd Jennie is good and lets me alone when I want her to
  • and follow that pattern about by the hour
  • I know this thing was not arranged on any laws of radiation, or alternation, or repetition, or symmetry, or anything else that I ever heard of.
  • optic horror
  • it is such a relie
  • how I wish he would let me go and make a visit to Cousin Henry and Julia
  • He said I was his darling and his comfort and all he had, and that I must take care of myself for his sake, and keep well.
  • I must use my will and self-control and not let any silly fancies run away with me
  • he baby is well and happy
  • There are things in that paper that nobody knows but me, or ever will.
  • ike a woman stooping down and creeping about behind that pattern
  • he faint figure behind seemed to shake the pattern, just as if she wanted to get out.
  • Of course if you were in any danger, I could and would, but you really are better, dear, whether you can see it or not. I am a doctor, dear, and I know. You are gaining flesh and color, your appetite is better, I feel really much easier about you."
  • "she shall be as sick as she pleases!
    • Carol Caywood
      Carol Caywood on 09 Nov 11
       
      talking to her in 3rd person
  • never for one instant let that idea enter your mind! There is nothing so dangerous, so fascinating, to a temperament like yours. It is a false and foolish fancy. Can you not trust me as a physician when I tell you so?"
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."
thebda

Steve Hargadon: Escaping the Education Matrix | MindShift - 49 views

blogs.kqed.org/...-escaping-the-education-matrix

education reform system

shared by thebda on 09 Jan 14 - No Cached
  • “We tell a story about the power of learning that is very different from what we practice in traditional models of school
  • If we really want children to grow up to become self-reliant and reach their full potential, “we would be doing something very different in schools. We live in a state of cognitive dissonance.”
  • “What are most kids getting out of 12 years of school?” he asks. “The honest answer is they’re learning how to follow
  • ...7 more annotations...
  • The reason so many adults find the situation tolerable, he says, may stem from the fact that they experience little control over their own lives. Additionally, they themselves are products of the system
  • For models of healthier ways to frame education, Hargadon suggests looking to food and libraries. “No one says that from age six to 17, we will give you all the same food, at the same time, regardless of your individual circumstances or needs,”
  • “In some ways, traditional schools have co-opted a lot of traditional parental responsibilities,” he says. “That’s really unhealthy,
  • Recognizing the different needs of every student, and the desire to help each one become personally competent as a learner and find productive things to do in life—that won’t happen online.”
  • Technology can support a transformation, but it’s not a silver bullet
  • one way change agents get tripped up is by promoting a particular model, rather than a process by which people can develop (or adopt) models
  • “Living in a democracy means involving people in decision making,” Hargadon says. “You can’t just create a new system to implement top down; you have to provide the opportunity to talk about it and build it constructively.”
  • Jennie Snyder on 09 Jan 14
     
    "How do you tell a story that opens the door to rethinking what people have believed for decades?" Thoughtful piece on changing our paradigm.
Margaret FalerSweany

What's Lost as Handwriting Fades - 52 views

www.nytimes.com/...lost-as-handwriting-fades.html

handwriting

shared by Margaret FalerSweany on 03 Jun 14 - No Cached
  • Children not only learn to read more quickly when they first learn to write by hand, but they also remain better able to generate ideas and retain information.
  • When children had drawn a letter freehand, they exhibited increased activity in three areas of the brain that are activated in adults when they read and write
  • When the children composed text by hand, they not only consistently produced more words more quickly than they did on a keyboard, but expressed more ideas.
  • ...4 more annotations...
  • cursive writing may train self-control ability in a way that other modes of writing do not
  • For adults, typing may be a fast and efficient alternative to longhand, but that very efficiency may diminish our ability to process new information
  • students learn better when they take notes by hand than when they type on a keyboard.
  • writing by hand allows the student to process a lecture’s contents and reframe it — a process of reflection and manipulation that can lead to better understanding and memory encoding.
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
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