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Nigel Coutts

Maintaining a focus on concrete representations of mathematical concepts during remote learning. - The Learner's Way - 5 views

thelearnersway.net/...oncepts-during-remote-learning

mathematics learning education thinking

shared by Nigel Coutts on 24 Aug 21 - No Cached
  • Nigel Coutts on 24 Aug 21
     
    In times when we taught face-to-face, some of these challenges would be overcome through the use of concrete materials, at least with younger students. Unfortunately, it is common for the use of concrete materials to decline as students grow older. Fortunately, this pattern, and the prejudiced beliefs on which it is founded, are today being questioned.
meghankelly492

Legislation and Common Law Impacting Assessment Practices in Music Education - Oxford Handbooks - 1 views

www.oxfordhandbooks.com/...oxfordhb-9780190248130-e-39

world Music

shared by meghankelly492 on 02 Mar 20 - No Cached
  • Russell and Austin (2010) have claimed that in music education, a system of benign neglect in assessment practices has been allowed to endure, even though there has (p. 4) been a long-term, consistent call for reform, for more meaningful assessments, and for policymakers to adapt to laws as they are enacted and court rulings as they are handed down.
  • ead to the growing body of scholarship in educational law, the evolving and more active role courts are taking in impacting educational practices,
  • chapter is to inform music teachers about contemporary court cases that have resulted in rulings on assessment issues in educational settings, and how these rulings impact assessment in the music classroom.
  • ...13 more annotations...
  • in teacher preparation programs and in professional development activities so that students and in-service music educators will better be able to negotiate the increasingly litigious educational world
  • egal issues facing music educators remain one of the least important topics of conversation for preservice music educators.
  • how active they have been willing in inserting their decisions in school-based assessment policy.
  • Historically, courts have been somewhat deferential to school leaders and have not been willing to hear too many cases dealing with educational law and assessment.
  • Based on this decision, courts would be more likely to defer to school leaders in making their final rulings.
  • distinguish issues are purely academic from those that are purely disciplinary.
  • s. Three basic factors must exist for constitutional due process to exist: a student must have proper notice, a student must be given the chance to be heard, and the hearing should be conducted in a fair manner
  • The court decided that denying a student of education, regardless of the amount of time, could not be considered an inconsequential thing and claimed that a person’s right to education was equitable to the rights to liberty and property. In the majority decisions, the Supreme Court justices argued:
  • The US Supreme Court’s decision in Goss created the opportunity for students, parents, and their representatives to challenge not only disciplinary suspensions and expulsions but also other decisions by school officials that may affect liberty or property rights, including grades and grading policies.
  • that of courts taking a more active role and deferring less often to school leaders.
  • Because of these high stakes (real or imagined),
  • little more than attendance and participation, others feel that grades must represent academic achievement and that “allowing non-academic factors to affect academic grades distorts the truth about students’
  • however, because music is addressed minimally in these laws, their enactment has had minimal direct impact on music educators’ assessment practices.
meghankelly492

Technology Is Changing How Students Learn, Teachers Say - The New York Times - 13 views

www.nytimes.com/...udents-learn-teachers-say.html

world Music

shared by meghankelly492 on 21 Feb 20 - No Cached
  • hat the education system must adjust to better accommodate the way students learn, a point that some teachers brought up in focus groups themselves
  • roughly 75 percent of 2,462 teachers surveyed said that the Internet and search engines had a “mostly positive” impact on student research skills. And they said such tools had made students more self-sufficient researchers.
  • But nearly 90 percent said that digital technologies were creating “an easily distracted generation with short attention spans.”
  • ...2 more annotations...
  • About 60 percent said it hindered students’ ability to write and communicate face to face, and almost half said it hurt critical thinking and their ability to do homework.
  • Other teachers said technology was as much a solution as a problem.
Jessica Hallonqvist

Greta Thunberg Arrives in New York After Sailing Across Atlantic | Time - 3 views

time.com/...thunberg-arrives-sail-atlantic

shared by Jessica Hallonqvist on 29 Aug 19 - No Cached
meghankelly492

Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experiences in Music Education - 7 views

muse.jhu.edu/224140

world Music

shared by meghankelly492 on 22 Jul 19 - No Cached
  • n contrast to others who are not as prone to divulge their feelings about their creative process
  • "Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
  • The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
  • ...39 more annotations...
  • It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
  • Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
  • Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
  • raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
  • It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
  • n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
  • I need . . . to become involved, to come into a state where I do something without knowing why I do i
  • This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
  • Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
  • I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
  • When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
  • Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
  • ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
  • as, as these examples show, dreams can also solve certain problems of the creative process.
  • In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
  • n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
  • Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
  • Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
  • I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
  • Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
  • Furthermore, for some composers the musical influence can emerge from the development of computer technology.
  • In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
  • If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
  • After all, the creative process is an elusive cultural activity with no recipes for making it happen.
  • n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
  • In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
  • Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
  • After all, the quality of mystery is a common theme in nearly every composer's accoun
  • Failing this, musical creativity remains a predictable academic exercise
  • Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
  • Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
  • Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
  • n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
  • While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
  • By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
  • which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
  • . On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
  • Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
  • Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
Martin Burrett

Plagiarism checker @Urkund creates fast analytical check for educators - 18 views

ukedchat.com/urkund

plagiarism

shared by Martin Burrett on 23 May 19 - No Cached
  • Martin Burrett on 23 May 19
     
    "Towards the end of the academic year, it is time for many students to hand in their long-awaited assignments, signalling the end of another semester of inspiring teaching and learning. For their teachers, being faced with a collection of essays can seem overwhelming and being able to check the originality and authenticity of each one could take a considerable amount of time."
Martin Burrett

Maintaining Enthusiasm - 12 views

ukedchat.com/...maintaining-enthusiasm

motivation enthusiasm UKEdChat

shared by Martin Burrett on 21 Sep 18 - No Cached
  • Martin Burrett on 21 Sep 18
     
    "Many teachers think that teaching is the best profession in the world. It is also true that many teachers find that maintaining enthusiasm, in the face of myriad issues which hinder teachers being allowed to just teach, can be difficult at times. Furthermore, even the most enthused student can take a knock in motivation day to day, lesson to lesson."
Alex Grech

Opinion | Don't Fix Facebook. Replace It. - The New York Times - 12 views

www.nytimes.com/...facebook-fix-replace.html

facebook DGA3008 MCS3953 MCS1050

shared by Alex Grech on 13 Apr 18 - No Cached
  • If we have learned anything over the last decade, it is that advertising and data-collection models are incompatible with a trustworthy social media network. The conflicts are too formidable, the pressure to amass data and promise everything to advertisers is too strong for even the well-intentioned to resist.
  • the real challenge is gaining a critical mass of users. Facebook, with its 2.2 billion users, will not disappear, and it has a track record of buying or diminishing its rivals (see Instagram and Foursquare). But as Lyft is proving by stealing market share from Uber, and as Snapchat proved by taking taking younger audiences from Facebook, “network effects” are not destiny. Now is the time for a new generation of Facebook competitors that challenge the mother ship.
  • When a company fails, as Facebook has, it is natural for the government to demand that it fix itself or face regulation. But competition can also create pressure to do better. If today’s privacy scandals lead us merely to install Facebook as a regulated monopolist, insulated from competition, we will have failed completely. The world does not need an established church of social media.
Devin Page

Henry Clay and the American System for kids *** - 6 views

www.american-historama.org/...american-system.htm

resources

shared by Devin Page on 11 Apr 18 - No Cached
  • Taxing all foreign goods, to boost the sales of US products and protect manufacturers from cheap British goods
  • ● Introducing a protective Tariff to enable the nation to raise money from these taxes and at the same time protect the nation's goods from cheaper priced foreign items
    • Devin Page
      Devin Page on 11 Apr 18
       
      Which region of the country did not like tariffs that were meant to help manufacturers in the north?
  • Roads and canals were built that enabled Americans to travel and the Cumberland Road, the Erie Canal were constructed
    • Devin Page
      Devin Page on 11 Apr 18
       
      Where did the Cumberland Road take travelers? How about the Erie Canal?
  • ...3 more annotations...
  • The American System helped to fuel the belief in the Manifest Destiny of the United States
    • Devin Page
      Devin Page on 11 Apr 18
       
      So which region probably benefited from the American system?
  • The American System helped to fuel the belief in the Manifest Destiny of the United States
  • ● Henry Clay's American System eventually ran out of steam during the administration of President Jackson
    • Devin Page
      Devin Page on 11 Apr 18
       
      Which region of the country seemed to most supprt Andrew Jackson?
Nigel Coutts

Managing the pressure of the 'difficult' class - The Learner's Way - 33 views

thelearnersway.net/...ressure-of-the-difficult-class

managing pressure class Education teaching collaboration learning

shared by Nigel Coutts on 25 Feb 18 - No Cached
  • Nigel Coutts on 25 Feb 18
     
    Sometimes, it seems the class you are teaching is more than you can cope with. The truth is all teachers face times like this. The sad part is that many good teachers decide that the best move for them in these times is to leave the profession; a trend we need to fix. 
Nigel Coutts

A Question of Scale: Meeting a Global Need - The Learner's Way - 9 views

thelearnersway.net/...of-scale-meeting-a-global-need

question learner Education teaching learning

shared by Nigel Coutts on 24 Dec 17 - No Cached
  • Nigel Coutts on 24 Dec 17
     
    I recently spent ten days in Cambodia accompanying students on a service trip where they developed their cultural understanding and spent time improving the environment of a local school. While laying pavers and digging a ditch I had a chance to reflect on the difficulties facing education in a country like this. I came away with questions, wondering and few answers. 
Martin Burrett

Teaching Creative Thinking - 21 views

ukedchat.com/...teach-creative-think

ukedchat discussion creative thinking creativity thinking

shared by Martin Burrett on 11 Oct 17 - No Cached
  • Martin Burrett on 11 Oct 17
     
    Too often, our students don't get the chance to think beyond the narrow constraints of a curriculum. The focus can be purely on developing the pupils to pass their exams, and not to creatively think how they can overcome challenges that they may soon be faced with. Teaching creative thinking is now, more than ever, crucial to prepare young people for future jobs, societal changes, and life situations which we cannot predict accurately. One thing is for sure, being able to creatively think is a life skill that will support them through the uncertain future ahead, and allowing space and time to develop this capability is essential, with schools well-placed to encourage growth.
Nigel Coutts

Why such a rapid pace of change? - The Learner's Way - 14 views

thelearnersway.net/...hy-such-a-rapid-pace-of-change

rapid pace change learner education technology teaching learning

shared by Nigel Coutts on 30 Jul 17 - No Cached
  • Nigel Coutts on 30 Jul 17
     
    I am currently reading "Thank you for being late: An optimist's guide to thriving in the age of accelerations" and have found in this the answer to these questions. In essence we are confronting two types of change, one that we have always faced and one that is unique to our current times. 
Chema Falcó

Ideas - The Learner's Way - 53 views

thelearnersway.net/ideas

evaluación_formativa

shared by Chema Falcó on 15 May 16 - No Cached
  • Nigel Coutts on 15 May 16
     
    Ask any teacher what they wish they had more of and the most common answer is likely to be time. Schools are inherently busy places and there is always much to be done. We all want to meet the needs of every student, add value to their education with breadth and depth, ensure adequate coverage of the curriculum and include aspects of play and discovery. Add up all that is done in a day over and above face-to-face teaching and you can only wonder at how we manage to fit it all into the time we have. So is there an answer to this dilemma, is there a secret method to finding more time in our schedules to achieve all that we want to?
cpaczkowska

American Rhetoric: Martin Luther King, Jr. - I Have a Dream - 41 views

www.americanrhetoric.com/...mlkihaveadream.htm

Diigo - Chris P's Bookmarks Imported speeches mlk rhetoric martinlutherkingjr

shared by cpaczkowska on 26 Feb 11 - Cached
  • capital to cash a check
    • Chris Pirkl
      Chris Pirkl on 26 Feb 11
       
      Extended Metaphor
  • one hundred years later
    • Chris Pirkl
      Chris Pirkl on 26 Feb 11
       
      repetition 
  • a promissory note
  • ...12 more annotations...
  • defaulted on this promissory note
  • bad check
  • marked "insufficient funds
  • bank of justice
  • nsufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.
  • of Now
    • Chris Pirkl
      Chris Pirkl on 26 Feb 11
       
      Why is this capitalized?
  • Now is the time
    • Chris Pirkl
      Chris Pirkl on 26 Feb 11
       
      Repetition
    • cpaczkowska
      cpaczkowska on 09 Jun 17
       
      yeah
  • Now is the time
  • Now is the time
  • I have a dream
  • I have a dream
  • I have a dream
  • cpaczkowska on 09 Jun 17
     
    I have a dream speech with notes for persuasive writing
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!
anonymous

What are the Disadvantages of Online Schooling for Higher Education? - 18 views

study.com/...ling_for_Higher_Education.html

online disadvantages

shared by anonymous on 23 Oct 16 - No Cached
  • anonymous on 23 Oct 16
     
    "hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Schools » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
Nigel Coutts

The false dichotomy of The want to vs The have - The Learner's Way - 12 views

thelearnersway.net/...omy-of-the-want-to-vs-the-have

dichotomy learner education teaching learning

shared by Nigel Coutts on 02 Oct 16 - No Cached
  • Nigel Coutts on 02 Oct 16
     
    We struggle to achieve balance with so many parts of our lives. We see things in dichotomies and try to weigh one against the other believing that we must give time to one and not the other. This tendency to see things in often false dichotomies leads to the problem of the "want to' vs the 'have to'. Unfortunately, when we are faced with this dilemma we often make a choice in favour of the 'have to' but we chose this option for the wrong reasons.
drmaddin

Week 9: Technology, Assessment, and Learning - Applying... - 17 views

learnonline.nku.edu/...listContentEditable.jsp

shared by drmaddin on 23 Sep 16 - No Cached
  • Not everything that counts can be counted, and not everything that can be counted counts. This quote is often attributed to Albert Einstein, but evidence suggests that the credit really belongs to sociologist William Bruce Cameron.  Reg
Nigel Coutts

Valuing and responding to resistance to change - The Learner's Way - 28 views

thelearnersway.net/...onding-to-resistance-to-change

resistance change learner education collaboration

shared by Nigel Coutts on 18 Sep 16 - No Cached
  • Nigel Coutts on 18 Sep 16
     
    Change is something that we fear or embrace. It is widely considered as the one constant in our lives. For education at present we face a deluge of reports that the pace of change shall only accelerate and its scale become more absolute. No wonder then that many teachers feel now is a good time for a move out of the profession. For others the changing face of education is seen as bringing exciting new possibilities wrapped in engaging challenges. Regardless of how reliable predictions for change may prove to be it is worth considering how individuals and groups respond to it.
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