Skip to main content

Home/ Diigo In Education/ Group items matching "Minds" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Mr. Mohan

The Cost of Saving Lives in Bangladesh - Ben W. Heineman Jr. - The Atlantic - 13 views

www.theatlantic.com/...275749

shared by Mr. Mohan on 14 May 13 - No Cached
  • if real reform is to occur on the ground, hard, complex questions must be asked and answered
    • Mr. Mohan
      Mr. Mohan on 14 May 13
       
      what are these questions in your mind?
  • consumers across the globe looking for cheap prices
    • Mr. Mohan
      Mr. Mohan on 14 May 13
       
      what is OUR responsibility?
  • global garment retailers who want the incur the lowest cost--and offer the lowest price--to compete in developed markets but who do not want to be complicit in publicized worker tragedies in developing markets
  • ...19 more annotations...
  • $38 dollars per month
  • whether Bangladesh has the means to enforce such laws
  • International Labor Organization
  • Inadequate government is a huge obstacle to change
  • only about one percent of Bangladesh garment factories have good standards.
  • garment factory owners are willing to allow workers to organize in unions or associations in order to have a voice in health and safety conditions
  • "who pays" and "who is accountable"
  • Approximately 60 percent of the clothing made there goes to United States or the European Union
  • there are several problems
  • standards may depend on local law
  • buyers may simply cut off the suppliers rather than helping them improve their practices
  • global buyers simply leave the country when they conclude that conditions are so bad
  • question then becomes whether international buyers are willing to go beyond imposition of standards and supplier cut offs and to pay, in some form, for the undetermined costs
  • actually implementing major substantive change
  • significant challenge in a weak state like Bangladesh.
  • Can a robust consumer movement arise among those shopping for discount clothing in response to the Bangladesh building collapse?
  • What are the standards? What is the cost? Who is accountable?
  • drawn an analogy between the collapse of the Rana Plaza in the Bangladesh Capital of Dhaka and the 1911 Triangle Shirtwaist factory fire in New York which claimed 146 lives
  • Rana Plaza catastrophe represents a more complicated set of fractured global relationships, responsibilities and financial capabilities.
Enid Baines

Why Learning and Multitasking Don't Mix | The Creativity Post - 82 views

www.creativitypost.com/...ning_and_multitasking_dont_mix

multitasking homework

shared by Enid Baines on 13 May 13 - No Cached
  • But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts.
  • But when students are doing serious work with their minds, they have to have focus.”
  • “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.”
  • ...6 more annotations...
  • Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.
  • “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”
  • “there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”
  • mental fatigue
  • takes longer
  • negatively associated with students’ grades
Cindy Edwards

Are You Ready for Mobile Learning? (EDUCAUSE Quarterly) | EDUCAUSE.edu - 35 views

www.educause.edu/...are-you-ready-mobile-learning

ipads

shared by Cindy Edwards on 26 May 13 - No Cached
  • Avoid overly complex material that includes lots of facts and figures. Complex subject matter is often more effectively conveyed through handouts and readings than through a podcast.
  • Always keep in mind the learner's context when selecting content for a podcast.
  • Only use lectures as podcasts when you have a strong pedagogical rationale for doing so.
  • ...1 more annotation...
  • imit the scope of the content to only a few main themes.
  • Cindy Edwards on 26 May 13
     
    This article is a good overview of mobile learning and not just ipods and ipads.
Enid Baines

New college application questions encourage creative thinking - latimes.com - 40 views

www.latimes.com/...essays-20121219,0,204684.story

college application

shared by Enid Baines on 20 Dec 12 - No Cached
  • "So where is Waldo, really?"
  • It is the kind of mind-stretching, offbeat or downright freaky essay question that is becoming more common these days as colleges and universities seek to pierce the fog of students' traditional self-aggrandizing essays detailing their accomplishments and hardships.
  • s Angeles, tackled another Chicago question. It poses physicist Werner Heisenberg's claim that "you c
onepulledthread

Contemplative Pedagogy | Center for Teaching | Vanderbilt University - 42 views

cft.vanderbilt.edu/...contemplative-pedagogy

contemplative pedagogy attention mindfulness

shared by onepulledthread on 03 Jan 13 - No Cached
  • onepulledthread on 03 Jan 13
     
    variety of resources and contemplative activities focused on higher ed setting but adaptable.
Cindy Edwards

Electronic Journal for the Integration of Technology in Education - 60 views

ejite.isu.edu/...Stokes.html

learning_styles

shared by Cindy Edwards on 28 Apr 13 - Cached
  • Characters in alphabets began as pictures with meaning (West, 1997).
  • As history repeats itself, we may find that a great deal of information is better presented visually rather than verbally.
  • culture's
  • ...9 more annotations...
  • predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986).
  • Kellner (1998) proposes that multiple literacies are necessary to meet the challenges of today's society, literacies that include print literacy, visual literacy, aural literacy, media literacy, computer literacy, cultural literacy, social literacy, and ecoliteracy.
  • Learning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities.
  • If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages.
  • Technology, particularly the graphical user interface of the World Wide Web, requires skills for reading and writing visually in order to derive meaning from what is being communicated.
  • Because visual literacy precedes verbal literacy in human development,
  • learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).
  • West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words. “The words go into an idea only after the idea has already settled in our mind”(West, p.
  • The literature suggests that using visual elements in teaching and learning yields positive results.
Wayne Holly

ExamTime Home - 62 views

www.examtime.com/?utm_expid=64233005-34&utm_referrer=http%3A%2F%2Fwww.freetech4teachers.com%2F2013%2F04%2Fexamtime-create-share-flashcards-mind.html

exams

shared by Wayne Holly on 30 Apr 13 - No Cached
  • Wayne Holly on 30 Apr 13
     
    Improve your study with our specially designed software.
Steven Szalaj

What changed my mind about the Fourth of July - chicagotribune.com - 25 views

www.chicagotribune.com/...reedom-20130704,0,153971.story

Education Journalism freedom American

shared by Steven Szalaj on 04 Jul 13 - No Cached
  • Steven Szalaj on 04 Jul 13
     
    An essay on freedom in America, and particularly in journalism and education
Martin Burrett

Reducing Stress for All - UKEdChat Summary - 13 views

www.youtube.com/watch

mindfulness stress education teacher teachers classroom

shared by Martin Burrett on 18 Nov 16 - No Cached
anonymous

The Coach in the Operating Room - The New Yorker - 37 views

www.newyorker.com/...personal-best

coaching teaching professional development

shared by anonymous on 14 Dec 16 - No Cached
Xiaojing Kou liked it
  • I compared my results against national data, and I began beating the averages.
    • anonymous
      anonymous on 14 Dec 16
       
      this is one of the most important reasons for data and using the data to help guide instruction
  • the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
    • anonymous
      anonymous on 14 Dec 16
       
      Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
  • They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
    • anonymous
      anonymous on 14 Dec 16
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
      anonymous on 14 Dec 16
       
      Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
  • We have to keep developing our capabilities and avoid falling behind.
  • no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • outside ears, and eyes, are important
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
    • anonymous
      anonymous on 14 Dec 16
       
      So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
    • anonymous
      anonymous on 14 Dec 16
       
      Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
  • they did not necessarily have any special expertise in a content area, like math or science.
    • anonymous
      anonymous on 14 Dec 16
       
      Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
  • The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
    • anonymous
      anonymous on 14 Dec 16
       
      The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
  • teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
    • anonymous
      anonymous on 14 Dec 16
       
      This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
  • must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
  • most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
    • anonymous
      anonymous on 14 Dec 16
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
      anonymous on 14 Dec 16
       
      The coach also makes you aware of where you are excelling!
  • So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
  • “What worked?”
    • anonymous
      anonymous on 14 Dec 16
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
      anonymous on 14 Dec 16
       
      These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
  • something to try.
    • anonymous
      anonymous on 14 Dec 16
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
      anonymous on 14 Dec 16
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
      anonymous on 14 Dec 16
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
      anonymous on 14 Dec 16
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
      anonymous on 14 Dec 16
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
      anonymous on 14 Dec 16
       
      I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
  • I know that I’m learning again.
  • It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
    • anonymous
      anonymous on 14 Dec 16
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • anonymous on 14 Dec 16
     
    Valuable points about coaching - makes me want my own coach!
Chema Falcó

Eric Mazur on new interactive teaching techniques - 19 views

harvardmagazine.com/...twilight-of-the-lecture

education educación aprendizaje diseño_instruccional

shared by Chema Falcó on 08 Feb 12 - No Cached
  • “Some people talk in their sleep. Lecturers talk while other people sleep.”
  • they create the illusion of teaching for teachers, and the illusion of learning for learners
  • Sitting passively and taking notes is just not a way of learning. Yet lectures are 99 percent of how we teach!
  • ...8 more annotations...
  • Websites and laptops have been around for years now, but we haven’t fully thought through how to integrate them with teaching so as to conceive of courses differently.
  • “In the standard approach, the emphasis in class is on the first, and the second is left to the student on his or her own, outside of the classroom
  • you have to flip that, and put the first one outside the classroom, and the second inside
  • We have to train people to tackle situations they have not encountered before. Most instructors avoid this like the plague, because the students dislike it. Even at Harvard, we tend to keep students in their comfort zone. The first step in developing those skills is stepping into unknown territory.
  • hey’d much rather sit there and listen and take notes. Some will say, ‘I didn’t pay $47,000 to learn it all from the textbook. I think you should go over the material from the book, point by point, in class.’
  • It’s no accident that most elementary schools are organized that way.
    • Steve Ransom
      Steve Ransom on 08 Feb 12
       
      Sadly, many aren't
  • But ultimately, learning is a social experience.
  • Perhaps the key is to coax students not only out of their rooms, but into each other’s minds.
  • Steve Ransom on 08 Feb 12
     
    Great article that brings added depth to the notion of flipped classroom and what we've always know to be great teaching/pedagogy/andragogy
Russ Goerend

ASCD Inservice: Practice, Practice, Practice (Or: Homework, Homework, Homework?) - 1 views

ascd.typepad.com/...omework-homework-homework.html

homework marzano research ascd kohn

shared by Russ Goerend on 18 May 09 - Cached
  • Homework needs to be completed in order to produce the highest achievement gains. Design it with ease of completion in mind. A large amount of homework does not result in better learning. Homework should be academically purposeful, not a punishment or a symbol of the seriousness of study. Homework should be explicitly tied to the current learning goals of the class. Homework should be able to be completed without adult assistance. Parents or guardians should not be expected to act as content experts. Parents should, however, be provided with clear homework guidelines. Assignments that involve using the parents' expertise or personal experiences (such as interviews) are often successful.
smilex3md

Every Email Students Send Professors - 76 views

the-toast.net/...email-students-send-professors

email students professors teaching humor funny socy201

shared by smilex3md on 18 Sep 14 - No Cached
  • “Hi professor X! Before the exam tomorrow, do you mind answering these 47 very specific questions I have about the material that I’ve been meaning to ask you all semester? If you do not help me I will fail and lose my scholarship and probably die, thank you in advance.”
  • “hey I just realized that since I didnt show up for the midterm or do any of the homework im probably failing the class, is there any extra credit i can do between now and tomorrow to make sure I get at least an A?”
anonymous

Habits of the Creative Mind - 75 views

youtu.be/Hg8lxrEAA6s

creativity curiosity teaching_of_writing

shared by anonymous on 02 Jan 16 - No Cached
  • anonymous on 02 Jan 16
     
    We've written a book for teachers who are tired of teaching to the test and want to get access to their students' creative potential. It's a writing book that is actually meant to be read; it's a pedagogy based on how we come to know the world and how we learn to confront the unknown. Available for free 7 day download at Amazon. We're having a book launch party at the MLA16 in Austin, Jan 9, 10AM Bedford Booth. Come talk about creativity and curiosity with us. Book launch at the upcoming #MLA16 in Austin
Jennifer Diaz

13 Strategies to Improve Student Classroom Discussions - 149 views

www.weareteachers.com/...-student-classroom-discussions

6th grade Response to Literature Evidence student classroom strategies discussions

shared by Jennifer Diaz on 15 Nov 14 - No Cached
  • These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text
  • Texts that inspire questions encourage students to return to the text and find support for their answers
  • starting with one overarching focus question
  • ...14 more annotations...
  • Require students to have evidence ready at the start of the discussion
  • "prove it"
  • evidence will actually open up a text to different interpretations
  • The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      I want to do this!
  • Use sentence starters strategically
  • In the text ... the author mentions ...
  • the author uses this evidence to ... this lets us know that ...
  • Give students enough time to flip through and find just the right piece of evidence. If other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      Good idea to keep the pace moving, while providing enough time to find better evidence.
    • deniseahlquist
      deniseahlquist on 17 Nov 14
       
      And if you encourage a collaborative atmosphere, having students ALL look for evidence related to each person's idea will mean they are all engaged in searching whenever anyone makes a claim. Either choose someone who has found it, or have them mark the page and keep searching for more evidence. Then have students ALL GO to the passage cited, so they can closely follow and respond with additional or conflicting evidence.
  • "Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer."
    • deniseahlquist
      deniseahlquist on 17 Nov 14
       
      Part of what students do when they all look for evidence for each idea is to learn to weigh evidence for competing ideas and sift out "weaker" or unsupported answers from "stronger" claims. Brainstorming an idea that later doesn't pan out should not e seen as bad or wrong, but more accurately as the way idea-generating and sifting actually happens in many situations.
  • According to page
  • create an anchor chart
    • Jennifer Diaz
      Jennifer Diaz on 15 Nov 14
       
      Create and authentic anchor chart of student/teacher generated starters and prompts.
  • Listen for how students personalize the discussion, and encourage them to develop their own voice.
  • go back to the text
  • They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking.
  • Jennifer Diaz on 15 Nov 14
     
    Great ideas for 6th grade response to literature discussion and writing.
  • Tanya Kolkema on 18 Nov 14
     
    I haven't taught sixth grade for 3 1/2 years now, but if I ever go back to ms, I'd incorporate this into my weekly plans. One way I get my second graders to grow their thinking is by having them respond to one another using the following prompts:  I agree with the part about…  Going back to what you said about…  One thing I noticed…  One thing I pictured…  It reminded me of…  I am not sure what you are saying. Could you say it in another way?  I agree with what you are saying because…  What you just said matches what is in my mind because…  I hear what you are saying, but I see it differently because…  If what you said is true, is it not also true that…  That is true, but… Or - That is true, and…  Could you say more?  Could you give me an example?  I would like to add on to what _________ said.  I have an example of what you just said.  I wonder why…  I was surprised to see…  Another thing that goes with that is…  So are you saying…
Davida Lindsay-Harewood

▶ Professor Carol Dweck 'Teaching a growth mindset' at Young minds 2013 - YouTube - 31 views

www.youtube.com/watch

professor carol growth mindset resources shuxviii

shared by Davida Lindsay-Harewood on 21 Mar 15 - No Cached
  • Davida Lindsay-Harewood on 21 Mar 15
     
    Growth mindset
  • Vicki Curtis on 22 Mar 15
     
    Now, the task is to get educational institutions to accept ......yet as a measurement of progress.
Comrad Compadre

Why Men Fail - NYTimes.com - 42 views

mobile.nytimes.com/...brooks-why-men-fail.html

shared by Comrad Compadre on 06 May 15 - No Cached
  • This theory has less to do with innate traits and more to do with social position. When there’s big social change, the people who were on the top of the old order are bound to cling to the old ways. The people who were on the bottom are bound to experience a burst of energy. They’re going to explore their new surroundings more enthusiastically.
    • Comrad Compadre
      Comrad Compadre on 06 May 15
       
      Yes essentially, when women see the next Facebook, they will slowly start leaving it, then a few months after it is a dry ass place, dudes will follow, naturally, to where the women are.
  • But, in her fascinating new book, “The End of Men,” Hanna Rosin posits a different theory. It has to do with adaptability. Women, Rosin argues, are like immigrants who have moved to a new country. They see a new social context, and they flexibly adapt to new circumstances. Men are like immigrants who have physically moved to a new country but who have kept their minds in the old one. They speak the old language. They follow the old mores. Men are more likely to be rigid; women are more fluid.
    • Comrad Compadre
      Comrad Compadre on 06 May 15
       
      They adapt easier, including to different job types. Many females my current age are in PR and Marketing with small companies that don't pay them nearly as much as PR people used to make. It's a new lower earning PR job market and they are taking all those jobs.
  • Forty years ago, men and women adhered to certain ideologies, what it meant to be a man or a woman. Young women today, Rosin argues, are more like clean slates, having abandoned both feminist and prefeminist preconceptions. Men still adhere to the masculinity rules, which limits their vision and their movement.
Dallas McPheeters

Learning and earning: Equipping people to stay ahead of technological change | The Economist - 34 views

www.economist.com/...t-their-careers-practicalities

shared by Dallas McPheeters on 13 Jan 17 - No Cached
  • Today robotics and artificial intelligence call for another education revolution
  • working lives are so lengthy and so fast-changing that simply cramming more schooling in at the start is not enough. People must also be able to acquire new skills throughout their careers.
  • lifelong learning that exists today mainly benefits high achievers—and is therefore more likely to exacerbate inequality than diminish it.
  • ...6 more annotations...
  • a burst at the start and top-ups through company training—is breaking down. One reason is the need for new, and constantly updated, skills.
  • The 19th and 20th centuries saw stunning advances in education. That should be the scale of the ambition today
  • It is easier to learn later in life if you enjoyed the classroom first time around: about 80% of the learners on Coursera already have degrees. Online learning requires some IT literacy, yet one in four adults in the OECD has no or limited experience of computers. Skills atrophy unless they are used, but many low-end jobs give workers little chance to practise them.
  • Lifelong learning starts at school. As a rule, education should not be narrowly vocational. The curriculum needs to teach children how to study and think. A focus on “metacognition” will make them better at picking up skills later in life.
    • Dallas McPheeters
      Dallas McPheeters on 15 Jan 17
       
      Lifelong learning begins at home. Otherwise, it's an anomaly to the student's mind and may not be adopted.
  • Pushing people into ever-higher levels of formal education at the start of their lives is not the way to cope.
  • WHEN education fails to keep pace with technology, the result is inequality.
    • Dallas McPheeters
      Dallas McPheeters on 15 Jan 17
       
      Inequality was there long before high-tech innovations. The only gap produced by tech is between those with access to networks and devices and those without. two thirds of earth still without access to internet. 
Brianna Crowley

At Risk of Losing Our Creativity - Finding Common Ground - Education Week - 6 views

blogs.edweek.org/..._of_losing_our_creativity.html

creativity education

shared by Brianna Crowley on 18 Apr 12 - No Cached
  • In the World is Flat by Thomas Friedman he said, "Those who are waiting for this recession to end so someone can again hand them work could have a long wait." In the book Out of Our Minds by Sir Ken Robinson, he writes, "Rebuilding the communities that have been left bereft by the recession will depend on imagination, creativity and innovation."
  • Brianna Crowley on 18 Apr 12
     
    Essay on how to not lose sight of the importance of creativity in the classroom--in spite of the current emphasis on testing.
« First ‹ Previous 201 - 220 of 391 Next › Last »
Showing 20▼ items per page