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Does Teaching Kids To Get 'Gritty' Help Them Get Ahead? : NPR Ed : NPR - 49 views

www.npr.org/...get-gritty-help-them-get-ahead grit mindset kids teaching dissertation
shared by Drew Rosenshine on 14 Jul 14 - No Cached
  • 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.
  • ...13 more annotations...
  • Instead, the school is plastered with signs and handmade posters promoting a "growth mindset."
  • The focus is always more on putting out effort than on getting the right answers. Teachers have been trained to change the way they see students, and how they speak to them.
  • praise students for their focus and determination.
  • "If I was an outsider and I was hearing this conversation, I might think that this was some kind of hippie-dippy love fest," concedes the teacher, Nathan Cearley. "But what you see is actually a more rigorous and risky learning environment."
  • In three years, Cearley says, he's seen kids grow less afraid of making mistakes, and more willing to ask for help. Test scores at Lenox have jumped 10 to 15 points.
  • The number of schools using Brainology is expected to double this year, from 500 to 1,000.
  • A limited intervention, she says, if not consistently reinforced in and out of school, can only have limited results. "We don't know whether we've had any effect — the jury's out," says Duckworth. "It just seems to me extremely implausible that that's going to permanently and impressively change a child."
  • "Grit as a goal seems to be multiply flawed and very disturbing," says education writer Alfie Kohn. For starters, he says, "the benefits of failure are vastly overstated, and the assumption that kids will pick themselves up and try even harder next time, darn it — that's wishful thinking."
  • if there's a problem with how kids are learning, the onus should be on schools to get better at how they teach — not on kids to get better at enduring more of the same.
    • Drew Rosenshine
      Drew Rosenshine on 15 Jul 14
       
      Yes, but once again this is not an either/or situation.
  • I don't think people can become truly gritty and great at things they don't love," Duckworth says. "So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That's as much a part of the equation here as the hard work and the persistence."
  • But now, three years into the growth-mindset training at Lenox Academy, Blaze says, she believes "you can teach old dogs new tricks."
  • Does Teaching Kids To Get 'Gritty' Help Them Get Ahead?
  • After years of focusing on the theory known as "multiple intelligences" and trying to teach kids in their own style, Hoerr says he's now pulling kids out of their comfort zones intentionally.
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Learn It In 5 - Celly - 3 views

www.learnitin5.com/Celly texting mobilelearning smartphone resources
shared by Mark Barnes on 25 Jul 12 - No Cached
  • Mark Barnes on 25 Jul 12
     
    How-to video: Group texting with Celly Brief synopsis: Celly is an amazing group text messaging application that allows administrators to set up secure "cells" for group text discussions. Benefits: Allows teachers to empower students to learn, using the technology they want to use -- their mobile devices and text messaging.
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What To Do With A Quiet Child « Annie Murphy Paul - 11 views

anniemurphypaul.com/...what-to-do-with-a-quiet-child behaviour classroom learning psychology
shared by Roland Gesthuizen on 02 Sep 12 - No Cached
  • children who are shy in the classroom have trouble engaging and learning
  • children who are loud and disruptive may be more likely to get the teacher’s attention and benefit from specific educational strategies
  • Roland Gesthuizen on 02 Sep 12
     
    "A new study, reported on Eurekalert, suggests that introverted children may experience learning problems:"
2More

Intel Education: Visual Ranking Tool: Overview and Benefits - 56 views

www97.intel.com/...Overview lists pbl science biology intel
shared by Adam Taylor on 16 Jun 12 - No Cached
    • Adam Taylor
      Adam Taylor on 16 Jun 12
       
      Lists in biology: organelles in a cell. components of an organelle. procedures for a science experiment. items needed for photosynthesis to work. 
    • Adam Taylor
      Adam Taylor on 16 Jun 12
       
      could use prezi to make lists and describe resoning
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Is College Worth It? Clearly, New Data Say - NYTimes.com - 72 views

www.nytimes.com/...h-it-clearly-new-data-say.html
shared by Christopher Jackson on 31 May 14 - No Cached
  • worth it.
    • Christopher Jackson
      Christopher Jackson on 29 Aug 14
       
      "Worth it" suggests that the values in question are only those of money and calculation. Is that the best way to measure what college can offer?
  • Yes, college is worth it, and it’s not even close. For all the struggles that many young college graduates face, a four-year degree has probably never been more valuable.
  • he singer Jill Scott, who was being given an honorary doctorate, at graduation ceremonies at Temple University in Philadelphia this month.
  • ...5 more annotations...
  • hat the pay gap has nonetheless continued growing means that we’re still not producing enough of them
  • experts and journalists
  • According to a paper by Mr. Autor published Thursday in the journal Science, the true cost of a college degree is about negative $500,000. That’s right: Over the long run, college is cheaper than free. Not going to college will cost you about half a million dollars.
  • education brings a huge return.
  • benefits of college don’t go just to graduates of elite colleges
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Understanding Content Curation - 70 views

d20innovation.d20blogs.org/...understanding-content-curation
shared by Inetta Emery on 10 Jul 12 - No Cached
  • My conclusion is that to do justice to using the term “curating” for educational resources, inquiry must be a part of the process. Part of this process is deciding what goes “in” to the collection – meaning many, many items are evaluated and set aside.
  • Themes have a common unifying element – but don’t necessarily explain the “why.” Theme supports a central idea – Context allows the learner to determine why that idea (or in this case, resource) is important. So, as collecting progresses into curating, context becomes essential to determine what to keep, and what to discard.
  • curating, it seems that collecting serves primarily the needs or interests of the collector. With curating, a larger goal is to benefit not only the collector, but other potential learners as well. It is meant to be shared. And, both the process and the product of curating help the curator as well as those who view the curated collection to understand and to learn.
  • ...2 more annotations...
  • learning that it generates. It gets back to my belief that learning is a social endeavor.  Participatory learning leads to increased understanding.  This led me to my next big understanding
  • understanding as a result of this inquiry.
  • Stephen Bright on 10 Jul 12
     
    good 'compare and contrast' between what is just collection of digital content resources and what the 'added value' of curation of digital resources means
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Why we made homework 'Optional'? - 79 views

thelearnersway.net/...why-we-made-homework-optional resources homework learning
shared by Nigel Coutts on 08 Mar 15 - No Cached
  • Nigel Coutts on 08 Mar 15
     
    Of all the topics that can be discussed around Education, homework is possibly the one most likely to cause heated debate. It is either an essential component of learning, the foundation of positive behaviours for learning as an adult or a waste of time and energy that robs students of valuable time with family and friends. But can we homework something that benefits everyone?
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Online Discussions: Tips for Instructors - 56 views

cte.uwaterloo.ca/...ions_tips_for_instructors.html online_education tips discussions resources
shared by Dallas McPheeters on 14 Dec 10 - No Cached
  • Online Discussions: Tips for Instructors Online discussions are much like face-to-face discussions: they require preparation and active management in order to facilitate student learning. However, added complexities exist in the online environment, such as getting students comfortable with the conferencing system and helping them to communicate clearly without the aid of nonverbal communication cues. This tips sheet outlines the benefits of online discussions, then provides tips for both planning and facilitating such discussions. Tips to pass on to your students are also included at the end.
  • Dallas McPheeters on 14 Dec 10
     
    Nearly complete and concise explanation with strategies for successful online discussions. Excellent resource. Needs only a rubric to round out fully.
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15 Surprising Discoveries About Learning - InformED : - 59 views

www.opencolleges.edu.au/...ing-discoveries-about-learning learning brain
shared by Maureen Greenbaum on 15 Feb 15 - No Cached
  • Conscientiousness and Openness have the biggest influence on academic success.
  • people learn better when using multiple, short training episodes rather than one extended session
  • participants who held jobs with higher levels of complexity with data and people, such as management and teaching, had better scores on memory and thinking tests
  • ...4 more annotations...
  • Students who walked in another experiment doubled their number of novel responses compared with when they were sitting.
  • Making mistakes while learning can benefit memory and lead to the correct answer, but only if the guesses are close-but-no-cigar,
  • . You can improve your learning by expecting to share it with others.
  • Findings suggest that simply telling learners that they would later teach another student changes their mindset enough so that they engage in more effective approaches to learning than did their peers who simply expected a test.
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"Where's the Writer" TETYC March 2014 - 43 views

DIIGO_FILE_HOME/1dj8a/b5ju
shared by Jess Hazlewood on 03 Sep 14 - No Cached
  • “Responders Are Taught, Not Born”
  • We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
  • We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • : pointing, summarizing, and reflecting
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • , “Feedback: What Works for You and How Do You Get It?”
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
  • Jess Hazlewood on 03 Sep 14
     
    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
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Gamestar Mechanic - 46 views

gamestarmechanic.com programming game design gaming education resource
shared by Deborah Baillesderr on 02 Mar 12 - Cached
  • Michele Brown on 02 Mar 12
     
    Play, design and share games.  Focuses on game design
  • Randolph Hollingsworth on 27 Mar 12
     
    a very popular web-based game design environment. Global Kids http://olpglobalkids.org/ is using it to run social benefits game design contests and badging programs. They are getting 100+ new game design entries per week. From the parents' guide: Gamestar Mechanic is currently supported by a partnership between the Institute of Play and E-Line Media. The game was originally developed by Gamelab in partnership with the Institute of Play and the Academic Advanced Distributed Learning Co-Lab (AADLC) at the University of Wisconsin-Madison. Initial funding for the game and companion learning guides came from the John D. and Catherine T. MacArthur Foundation. The design of the game is based on research by some of the leading academics in the field including Katie Salen (Executive Director of the Institute of Play and curriculum author for the New York City Public School Quest To Learn) and James Paul Gee (author of What Video Games Have to Teach Us About Learning and Literacy).
  • Deborah Baillesderr on 03 Nov 13
     
    This site has students creating games from scratch and putting them out into the world for feedback within the Gamestar Mechanic community. Students use math, problem solving, writing skills and more to make their games interesting. I think this could be used in the classroom as a theme-based project or just to get students interested in coding.
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How Playing Music Benefits Your Brain More than Any Other Activity | Brain Pickings - 22 views

www.brainpickings.org/...music-brain-ted-ed brain music
shared by Martha Hickson on 10 Feb 15 - No Cached
  • Martha Hickson on 10 Feb 15
     
    Playing music is the brain's equivalent of a full-body workout… Playing an instrument engages practically every area of the brain at once - especially the visual, auditory, and motor cortices.
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The Teaching and Learning Foundations of MOOCs - 24 views

theconversation.com/ing-foundations-of-moocs-14644 mooc learning theory teaching research reference
shared by Thieme Hennis on 06 Jul 13 - No Cached
  • The pedagogical benefits of these characteristics of MOOCs translated into: the effectiveness of online learning, retrieval learning, mastery learning, enhanced learning through peer and self-assessment, enhanced attention and focus due to “chunking” content into small packages and finally peer assistance, or out-of-band learning.
  • When it comes to peer and self-assessment, there is general agreement that it is an effective means of marking. Assignments that are peer or self-assessed agree closely to those marked by instructors and tutors.
  • Overall, the evidence is that there is no reason to believe that MOOCs provide any less a valid learning experience than face-to-face courses. In many ways, they are simply a restatement of online learning environments which are optimised for large class sizes and modes of learning suited to todays digital milieu. When used for students enrolled in a university degree, they are usually combined with on-campus learning opportunities in a “flipped-classroom” style of presentation which brings the advantages of both environments.
  • ...1 more annotation...
  • What is exciting about the MOOC environment is that it will provide a rich opportunity to gather data that will tell us what does and doesn’t work and how students learn most effectively in as engaging an environment as can be provided. This will almost certainly mean that the current MOOC format will evolve rapidly over time as it is driven by this research supported by real data.
  • Thieme Hennis on 06 Jul 13
     
    MOOC research - pedagogical notions, and scientific outcomes regarding the effectiveness of MOOCs
9More

Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text common core standards CCSS reading teaching education resources
shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
1More

Learning from History - 47 views

thelearnersway.net/...learning-from-history learning teaching History
shared by Nigel Coutts on 06 Sep 15 - No Cached
  • Nigel Coutts on 06 Sep 15
     
    There is an innate beauty and wonder in History. How might we ensure students receive the maximum benefit from their study of History? How do we encourage them to see History as more than content?
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These 10 trends are shaping the future of education | Education Dive - 74 views

www.educationdive.com/...404406
shared by Maureen Greenbaum on 29 Aug 15 - No Cached
  • e demands for innovation probably won't create an all-new landscape, the resulting product of ongoing changes is likely to be unrecognizable compared to that of the last several decades.
  • alternative credentialing and changing demographics to testing concerns and the rise of STEM
  • America's 629 public four-year institutions, 1,845 private four-year institutions, 1,070 public two-year institutions, and 596 private two-year institutions will soon be competing over a smaller pipeline of potential incoming students. 
  • ...4 more annotations...
  •  expect to see a number of for-profits make the transition to nonprofit or benefit corporation
  • 5. Open educational resources gaining popularity as textbook prices rise
  • Digital textbooks have solved some of those issues to an extent, carrying a lower price point on average and being capable of receiving updated content. But many in higher ed and K-12 are looking beyond the traditional-textbook-
  • 15 Virginia community colleges are using OER to pilot a "zero textbook cost" program that is expected to save 50,000 students $5 million in its first year.
1More

Revealing our Lifelong Learning - 31 views

thelearnersway.net/...evealing-our-lifelong-learning resources tools
shared by Nigel Coutts on 10 Jan 16 - No Cached
  • Nigel Coutts on 10 Jan 16
     
    Few would argue that life-long learning is a worthy goal with real benefits for our long term mental health and happiness. Engaging with new ideas, concepts and ways of doing things is the ideal strategy for a healthy mind and a disposition towards better understanding the world and challenging our entrenched beliefs.
5More

This Is How The Way You Read Impacts Your Memory And Productivity - 17 views

www.fastcompany.com/...s-your-memory-and-productivity reading digital resources
shared by Clint Heitz on 21 Mar 18 - No Cached
  • Studies have shown that taking notes by longhand will help you remember important meeting points better than tapping notes out on your laptop or smartphone. The reason for that could be that “writing stimulates an area of the brain called the RAS (reticular activating system), which filters and brings clarity to the fore the information we’re focusing on
  • says one explanation for the benefit of reading analog books may come down to something called metacomprehension deficit. “Metacomprehension refers to how well we are ‘in touch with,’ literally speaking, our own comprehension while reading,” says Mangen. “For instance, how much time do you spend reading a text in order to understand it well enough to solve a task afterwards?”
  • “Length does indeed seem to be a central issue, and closely related to length are a number of other dimensions of a text, e.g., structure and layout. Is the content presented in such a way that it is required that you keep in mind several occurrences/text places at the same time?” says Mangen. In other words, she says, complexity and information density may play a role in the importance of the medium providing the text.
  • ...2 more annotations...
  • “It is not–and should not be–a question of either/or, but of using the most appropriate medium in a given situation, and for a given material/content and purpose of reading,”
  • As the study cited above mentions, like other digital readers, you probably think you are absorbing the information better than you actually are, and thus move through the book faster.A simple solution to this is to simply slow down and take more time reading the material, and you might absorb the information just as well as those who naturally take longer to read a paper book.
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