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Roland Gesthuizen

All Work and No Play: Why Your Kids Are More Anxious, Depressed - Esther Entin - The Atlantic - 60 views

www.theatlantic.com/...246422

play children TheAtlantic behaviour psychology

shared by Roland Gesthuizen on 05 Oct 13 - No Cached
  • Roland Gesthuizen on 05 Oct 13
     
    "For more than fifty years, children's free play time has been continually declining, and it's keeping them from turning into confident adults"
Michele Brown

Confusing Math Homework? Don't Blame the Common Core - Jessica Lahey - The Atlantic - 53 views

www.theatlantic.com/...360064

shared by Michele Brown on 04 Apr 14 - No Cached
  • Michele Brown on 04 Apr 14
     
    Finally an article that actually clarifies the misconception about Common Core
Maureen Greenbaum

The Future of College? - The Atlantic - 29 views

www.theatlantic.com/...375071

future college education pedagogy

shared by Maureen Greenbaum on 16 Aug 14 - No Cached
  • proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
  • inductive reasoning
  • Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
  • ...45 more annotations...
  • subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
  • felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
  • One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
  • because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn
  • adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
  • past half millennium, the technology of learning has hardly budge
  • fellow edu-nauts
  • Lectures are banned
  • attending class on Apple laptops
  • Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
  • Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
  • methods will be tested against scientifically determined best practices
  • One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
  • when you have a noncurated academic experience, you effectively don’t get educated.
  • Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
  • “The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
  • What, he asks, does it mean to be educated?
  • “Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
  • Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
  • We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
  • memory of material is enhanced by “deep” cognitive tasks
  • a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
  • ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
  • e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
  • pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
  • Professors are able to sort students instantly, and by many metrics, for small-group work—
  • he found the man’s view of education, in a word, faith-based
  • he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
  • Lectures, Kosslyn says, are pedagogically unsound,
  • I couldn’t wait for Minerva’s wrecking ball to demolish the ivory tower.
  • The MOOCs will eventually make lectures obsolete.”
  • Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
  • The MOOCs will eventually make lectures obsolete.”
  • certain functions of universities have simply become less relevant as information has become more ubiquitous
  • Minerva challenges the field to return to first principles.
  • MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
  • it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
  • part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
  • “hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
  • I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
  • It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
  • for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
  • Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
  • professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
  • The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
Roland Gesthuizen

When the Computer Takes Over for the Teacher - The Atlantic - 9 views

www.theatlantic.com/...388631

teachertraining teacherstatus education school environment change trend

shared by Roland Gesthuizen on 25 Mar 15 - No Cached
  • Roland Gesthuizen on 29 Apr 15
     
    When kids can get their lessons from the Internet, what's left for classroom instructors to do? The Deconstruction of the K-12 Teacher is something we need to discuss amongst each other now.
BalancEd Tech

Introverted Kids Need to Learn to Speak Up at School - National - The Atlantic - 4 views

www.theatlantic.com/...272960

Introvert Extrovert Ambivert

shared by BalancEd Tech on 08 Feb 13 - No Cached
  • Introverted Kids Need to Learn to Speak Up at School
    • BalancEd Tech
      BalancEd Tech on 08 Feb 13
       
      ... And Extrovert Kids Need to Learn to Listen at School ... And Extrovert Kids Need to Learn to Listen at School http://balancedtech.blogspot.com/2013/02/and-extrovert-kids-need-to-learn-to.html
  • BalancEd Tech on 08 Feb 13
     
    ... And Extrovert Kids Need to Learn to Listen at School http://balancedtech.blogspot.com/2013/02/and-extrovert-kids-need-to-learn-to.html
Gustavo Echevarria

Milder Atlantic hurricane season predicted this year - CNN.com - 0 views

edition.cnn.com/...index.html

pedro cobo internet itam

shared by Gustavo Echevarria on 19 Mar 09 - Cached
  • AccuWeather is the most recent organization to release its outlook, predicting Wednesday that the season, which runs from June 1 to November 30, will bring 13 named storms and eight hurricanes. In 2008, there were 16 named storms and eight hurricanes, five of which were major -- that is, classified as Category 3 on the Saffir-Simpson scale of storm intensity -- with winds of 111 mph or higher.
    • Gustavo Echevarria
      Gustavo Echevarria on 19 Mar 09
       
      Testing
Robert Alford

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 82 views

www.theatlantic.com/...good-teaching

education teachers

shared by Robert Alford on 30 Jan 10 - Cached
  • embodies the most stunning finding to come out of education research in the past decade: more than any other variable in education—more than schools or curriculum—teachers matter.
  • Parents have always worried about where to send their children to school; but the school, statistically speaking, does not matter as much as which adult stands in front of their children. Teacher quality tends to vary more within schools—even supposedly good schools—than among schools
  • The results are specific and surprising. Things that you might think would help a new teacher achieve success in a poor school—like prior experience working in a low-income neighborhood—don’t seem to matter. Other things that may sound trifling—like a teacher’s extracurricular accomplishments in college—tend to predict greatness.
  • ...3 more annotations...
  • Great teachers, he concluded, constantly reevaluate what they are doing.
  • What did predict success, interestingly, was a history of perseverance—not just an attitude, but a track record
  • Meanwhile, a master’s degree in education seems to have no impact on classroom effectiveness.
  • Robert Alford on 30 Jan 10
     
    What matters most GRIT!
Siri Anderson

What Makes a Great Teacher? - The Atlantic (January/February 2010) - 71 views

www.theatlantic.com/...2

EdPsych teacher-education assessment value-added ROI

shared by Siri Anderson on 15 Jan 10 - Cached
  • hey avidly recruited students and their families into the process; they maintained focus, ensuring that everything they did contributed to student learning; they planned exhaustively and purposefully—for the next day or the year ahead—by working backward from the desired outcome; and they worked relentlessly, refusing to surrender to the combined menaces of poverty, bureaucracy, and budgetary shortfalls.
  • one way that great teachers ensure that kids are learning is to frequently check for understanding: Are the kids—all of the kids—following what you are saying? Asking “Does anyone have any questions?” does not work,
  • Students are not always the best judges of their own learning.
  • Chris Sloan on 15 Jan 10
     
    "For years, the secrets to great teaching have seemed more like alchemy than science, a mix of motivational mumbo jumbo and misty-eyed tales of inspiration and dedication. But for more than a decade, one organization has been tracking hundreds of thousands of kids, and looking at why some teachers can move them three grade levels ahead in a year and others can't. Now, as the Obama administration offers states more than $4 billion to identify and cultivate effective teachers, Teach for America is ready to release its data."
  • Siri Anderson on 02 Feb 10
     
    Article on teacher effectiveness as studied through Teach for American data. Thrilling and scary in implication all at the same time.
Javier E

Barry Sanders, Matt Biondi, and the Tiger Mom - James Fallows - Culture - The Atlantic - 36 views

www.theatlantic.com/...70093

fun performance proficiency pleasure excellence motivation activity

shared by Javier E on 26 Jan 11 - No Cached
  • What Chinese parents understand is that nothing is fun until you're good at it.'"An interesting idea, but is it true? Are activities only fun when we get good at them? And, conversely, does that mean that if we're good at something, it must also be fun--at least at some level?
  • research by Mihaily Csikszentmihalyi (of "Flow" fame) regarding what makes an activity fun. "The place where people are most engaged in an activity," McCann says, "and where they're having the most optimal experience, is where the challenge is about equal to your ability." 
  • "People are motivated by different things," explains Dr. David B. Coppel, a clinical and sport psychologist at the University of Washington. "There are some individuals who are process oriented, and some who are outcome-oriented. Individuals who are absorbed in the experience of being active or competing can have a great experience even if they don't win. But for those who derive their success and pleasure from successful outcomes, winning is more important."
  • ...1 more annotation...
  • The best results, McCann says, have to come from an internally motivated sense of fun and love of what you're doing.
Marsha Ratzel

A Beginner's Guide to Infographics and Data-Driven Storytelling - Maria Popova - Life - The Atlantic - 139 views

www.theatlantic.com/...242550

infographics storytelling plpconnectu

shared by Marsha Ratzel on 26 Jul 11 - No Cached
  • Marsha Ratzel on 26 Jul 11
     
    "a practical guide to creating data graphics that mean something, that captivate and illuminate and tell stories of what matters-a pinnacle of the discipline's sensemaking potential in a world of ever-increasing information overload."
D. S. Koelling

The Creativity Killer: Group Discussions - David Sherwin - Life - The Atlantic - 76 views

www.theatlantic.com/...237531

education creativity

shared by D. S. Koelling on 19 Apr 11 - No Cached
  • Yes, group activity can provide the impetus for better framing of problems, which can lead to original solutions. But creativity is the "end result of many forms of intelligence coming together, and intelligence born out of collaboration and out of networks," to quote one of my co-workers, Robert Fabricant. When we collaborate with different kinds of thinkers, sometimes from different cultures and backgrounds, we individually struggle with ingrained behaviors that reduce our likelihood of manifesting creativity.
  • Instead of holding an hour-long meeting with a facilitator at the whiteboard, pen poised to capture ideas called out, what would happen if every person in the room were provided five minutes to generate ideas individually?
  • When we lose track of time in group discussion, we are often crafting an enjoyable group experience at the cost of surfacing everyone's unique perspectives and voices. We risk filling the time with consensus, rather than exploring divergent, multi-disciplinary viewpoints. It is in the friction between these views that we explore new patterns of thought.
  • ...2 more annotations...
  • this kind of teamwork requires knowing when not to work in teams. This sounds obvious, but we constantly struggle with the belief that we must be inclusive to succeed. When to diverge and when to converge: that is the question.
  • A useful tool to combat open-ended group dialogue is "timeboxing," the use of short, structured sprints to reach stated goals for individuals or teams.
  • D. S. Koelling on 19 Apr 11
     
    A case for rethinking how we generate ideas.
Ruth Howard

The World’s Schoolmaster - Atlantic Mobile - 0 views

m.theatlantic.com/...2

shared by Ruth Howard on 24 Jun 11 - No Cached
    • Ruth Howard
      Ruth Howard on 24 Jun 11
       
      PISA invest in selectively sought high trained educators, and invest in poorest sectors equally. high PISA
Craig Campbell

Why I Teach Plato to Plumbers - Scott Samuelson - The Atlantic - 18 views

www.theatlantic.com/...361373

plato plumbers

shared by Craig Campbell on 01 May 14 - No Cached
  • Craig Campbell on 01 May 14
     
    Liberal arts for everyone.
George Hess

Using Music to Close the Academic Gap - Lori Miller Kase - The Atlantic - 73 views

www.theatlantic.com/...280362

shared by George Hess on 13 Oct 13 - No Cached
  • George Hess on 13 Oct 13
     
    Why isn't music in the Common Core
  • Bob Calder on 14 Oct 13
     
    Research demonstrates that music doesn't help as such. The same effect can be got from any discipline where practice and persistence are important. The musical component can be duplicated with explicit phonemic instruction in a short time. You would be better off drawing because it is the only non-academic that has a direct academic relationship - with geometry. The evidence for that has to do with the above, plus junction recognition and visualization. The only thing I didn't touch on is openness to new experience which has a strong correlation to measured intelligence. That's a component of the arts in general.
  • George Hess on 15 Oct 13
     
    I'm aware of the studies and also of the garbage science like the "Mozart Effect." While they don't support the correlation, they are also not definitive. This appears to be a valid study and it is working. Whether the reasons are because they learn practice and persistence or something else is irrelevant, a correlation still exists. Maybe it's just that music is fun and the way we learn music--practice, reflect, refine, repeat--is a good model for learning in general. It's certainly better than standardized tests. Personally, I don't feel a need to justify music's existence by its value to other subjects. It represents some of humanity's greatest achievements. That should be enough.
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