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they need to have a "growth mindset" — the belief that success comes from effort — and not a "fixed mindset" — the notion that people succeed because they are born with a "gift" of intelligence or talent.

ducators say they see it all the time: Kids with fixed mindsets who think they just don't have the "gift" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were "gifted" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.

We don't use the word 'gifted' — ever," Giamportone says. "In our school, you will never hear it." " 'Smart' is like a curse," adds social studies teacher June Davenport.

suggests the words he might want to use next.

useful

re-design itself at an ever increasing rate,

A teacher can create engaging lessons that focus on one task such as a matching activity where students use either their fingers or a pen to match items. Another teacher might integrate multiple items into a lesson plan such as websites, photos, and music that students can interact with, respond to verbally or even write comments on the board itself.

Interactive whiteboards facilitate multisensory learning

worked on a variety of skills, including sentence structure, descriptive words and spelling.

teachers discuss student data, lesson plans for iBlock and student progress. They exchange ideas, offer feedback and set strategies.

The most important thing is we've already come back now twice and refined what we've done,

14 percent of high school biology teachers personally reject not only the theory of evolution but also scientific method, which teaches rigorous critical thinking skills and draws a clear path to the discovery of real truths and how to separate them from merely apparent truths.

What an indictment of the Ivy League and its peers: that colleges four levels down on the academic totem pole, enrolling students whose SAT scores are hundreds of points lower than theirs, deliver a better education, in the highest sense of the word.

n recent years, there has been explosive growth in students creating, manipulating, and sharing content online (National School Boards Association, 2007). Recognizing the educational value of encouraging such behaviors, many school leaders have shifted their energies from limiting the use of these technologies to limiting their abuse. As with any other behavior, when schools teach and set expectations for appropriate technology use, students rise to meet the expectations. Such conditions allow educators to focus on, in the words of social technology guru Howard Rheingold (n.d.), educating “children about the necessity for critical thinking and [encouraging] them to exercise their own knowledge of how to make moral choices." One process for creating the necessary conditions is reported in From Fear to Facebook, the first-person account of one California principal who endured a series of false starts to finally arrive at a place where students in his school were maximizing their use of laptops and participatory technologies without the constant distractions of misuse (Levinson, 2010). Other similar processes and programs are emerging, and they all share a common theme: an education that fails to account for the use of social media tools prepares students well for the past, but not for their future.

places of learning must be places of listening that allow time and space for the speed of life to be digested in a meaningful way.

the flood of technology tools that allow for instant communication has spun us back into a golden age where story again dominates the media landscape

Great digital stories are rooted in their narrative.

Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results

Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.

GeekDad: What is the magic that Minecraft adds to a classroom that any other collaborative game might not? Mikael: In a single word, engagement.

What schools miss is the chance for reflection to make that learning more explicit

Whatever schools decide to do, games will continue teaching the players.

These annotations, rather than being on paper, can be collected with different web tools so that students can collaborate

Just think of the possibilities this holds for young pre-writers to share the things they create!

read the words aloud to the child

Students have a choice

This Now/Not Now worldview causes great frustration for the child, his teachers, and his parents, and must be seriously considered when designing activities and approaches for motivating the child with ADD.

One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.

Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.

In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.