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""Learning requires creating active patterns in the brain," said Baker. "We're working with people with functional MRIs as they learn particular things and it's really different from taking multiple choice tests. It isn't just our allegation. It turns out to be physiologically different." Baker went on to describe how teachers scoring demonstrations could be taught to eliminate subjectivity and bias and how technology was making the use of performance-based assessments more cost effective."

How might we shape that culture and how will we understand the many forces at work? Understanding the culture of class or perhaps even a school is an important element of our teaching but realising the complexity of this task must come first.

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Having the right mindset is alone not sufficient for growth. I might talk the talk about a growth mindset and believe I can learn a new skill but unless I back that belief with action, it is just talk.

Here is a set of Felicity Jones Hottest Photos and Pictures of All Time. Since 2006, Jones has appeared in numerous films, including Northanger Abbey (2007), Brideshead Revisited (2008), Chéri (2009), and The Tempest (2010). She stars in Star Wars spin-off Rogue One (2016) as Jyn Erso.

In "Factfulness", Hans Rosling shares a valuable insight into why we must question our assumptions. In times when we are bombarded with information, when false claims abound, having a disposition towards scepticism seems vital. Rosling urges us to not only question the facts we are presented with but the internal biases which influence how we interpret these facts.

The use of YouTube as an aid to educate the future of the world has become more and more prevalent, and is becoming a way all teachers could benefit educating their students. Source: edtechreview.in See on Scoop.it - Technology in the Classroom , 1:1 Laptops & iPads and MORE

A recent post by George Couros (author of The innovators Mindset) posed an interesting question about the role that culture plays in shaping the trajectory of an organisation. The traditional wisdom is that culture trumps all but George points to the role that individuals play in shaping and changing culture itself. Is culture perhaps less resilient than we are led to imagine and is it just a consequence of the individuals with the greatest influence? Or, is something else at play here?

If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.