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COVID-19 Edu Updates - 2 views

ukedchat.com/...covid-19-edu-updates
shared by Martin Burrett on 18 Mar 20 - No Cached
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  • Martin Burrett on 18 Mar 20
     
    Keeping educators up to date on this fast changing situation
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Remote Working For Teachers & Schools - 3 views

ukedchat.com/...remote-working remote working tools EdTech
shared by Martin Burrett on 12 Mar 20 - No Cached
  • Martin Burrett on 12 Mar 20
     
    We will discuss what schools are doing to prepare for possible closures, how teachers can work efficiently at home, how schools and colleagues can offer support, and how technology can help to keep learning happen.
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Why hard work and specialising early is not a recipe for success - The Correspondent - 0 views

thecorrespondent.com/...5432867990-073c5173 education LiberalArts psychology training
shared by Ed Webb on 09 Mar 20 - Cached
  • dispelling nonsense is much harder than spreading nonsense.
  • a worldwide cult of the head start – a fetish for precociousness. The intuitive opinion that dedicated, focused specialists are superior to doubting, daydreaming Jacks-of-all-trades is winning
  • astonishing sacrifices made in the quest for efficiency, specialisation and excellence
  • ...20 more annotations...
  • Most things that people want to learn do not resemble language, golf or chess, but rather a game in which the generalist has an advantage. A hostile learning environment
  • Seemingly inefficient things are productive: expanding your horizons, giving yourself time, switching professions. 
  • early specialisation is a good idea if you want to become successful in certain fields, sports or professions. In fact, in some cases, it’s the only option. Take chess, for example: if you don’t start early, you won’t stand a chance at glory.
  • learning chess is not a good model for learning other things. Epstein explains this using the work of psychologist Robin Hogarth, who makes the distinction between friendly (kind) and unfriendly or hostile (wicked) learning environments.
  • In a friendly learning environment, such as chess, the rules are clear, the information is complete (all pieces are visible on the board), and you can (ultimately) determine the quality of every move. In other words, the feedback loop
  • friendly learning environments are the exception. The world is not as clear-cut as golf or chess. So early specialisation is often a bad idea. 
  • In hostile learning environments without repetitive patterns, mastery is much harder to achieve. The feedback loop is insidious. Unlike chess, experience does not necessarily make you better. You may stick with the wrong approach because you’re convinced it’s the right one. 
  • The better a teacher scored on their own subject (i.e., the higher the grades their students got in that subject), the more mediocre students’ scores were across the complete programme (all modules). The explanation? Those teachers gave their students rigidly defined education, purely focused on passing exams. The students passed their tests with high marks – and rated their teachers highly in surveys – but would fail later on. 
  • In learning environments without repetitive patterns, where cause and effect are not always clear, early specialisation and spending countless hours does not guarantee success. Quite the opposite, Epstein argues. Generalists have the advantage: they have a wider range of experiences and a greater ability to associate and improvise. (The world has more in common with jazz than classical music, Epstein explains in a chapter on music.)
  • Many modern professions aren’t so much about applying specific solutions than they are about recognising the nature of a problem, and only then coming up with an approach. That becomes possible when you learn to see analogies with other fields, according to psychologist Dedre Gentner, who has made this subject her life’s work.
  • Another advantage generalists and late specialists have is more concrete: you are more likely to pick a suitable study, sport or profession if you first orient yourself broadly before you make a choice.
  • Greater enjoyment of the game is one of the benefits associated with late specialisation, along with fewer injuries and more creativity.
  • which child, teenager or person in their 20s knows what they will be doing for the rest of their lives?
  • Persevering along a chosen path can also lead to other problems: frustrations about failure. If practice makes perfect, why am I not a genius? In a critical review,
  • The tricky thing about generalist long-term thinking versus specialist short-term thinking is that the latter produces faster and more visible results.
  • specialising in short-term success gets in the way of long-term success. This also applies to education.
  • (Another example: the on-going worry about whether or not students’ degree choices are "labour market relevant".)
  • Teachers who taught more broadly – who did not teach students readymade "prescribed lessons” but instilled "principles" – were not rated as highly in their own subject, but had the most sustainable effect on learning. However, this was not reflected in the results. These teachers were awarded – logically but tragically – lower ratings by their students.
  • the 10,000 hour gang has considerable power with their message "quitters never win, winners never quit".Epstein’s more wholesome message seems weak and boring in comparison. Some things are simply not meant for everyone, doubt is understandable and even meaningful, you can give up and change your choice of work, sports or hobby, and an early lead can actually be a structural disadvantage. 
  • "Don’t feel behind." Don’t worry if others seem to be moving faster, harder or better. Winners often quit.
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Volunteers in Education - 2 views

ukedchat.com/...volunteers-in-education volunteer volunteers
shared by Martin Burrett on 15 Nov 19 - No Cached
  • Martin Burrett on 15 Nov 19
     
    "There are many different levels of volunteering in our schools, from the legions of parents and other members of the community who help schools in myriad ways, to Governors support the running of our schools, to the PTA and fundraisers who provide support and funds that ultimately has a positive impact on learning and the school culture. Hundred of thousands of hours are given for free to improve the running of schools and the learning of pupils every year. Yet the relationships between schools and volunteers can be complex, and while this support is desperately needed, managing and deploying volunteers effectively can cause additional issues which schools need to think about."
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Physical activity in lessons improves students' attainment - 1 views

ukedchat.com/...physical-activity-lessons research PE physical activity
shared by Martin Burrett on 12 Nov 19 - No Cached
  • Martin Burrett on 12 Nov 19
     
    "Students who take part in physical exercises like star jumps or running on the spot during school lessons do better in tests than peers who stick to sedentary learning, according to a UCL-led study. The meta-analysis of 42 studies around the world, published in British Journal of Sports Medicine, aimed to assess the benefits of incorporating physical activity in academic lessons. This approach has been adopted by schools seeking to increase activity levels among students without reducing academic teaching time."
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Books: Time to…by Penny Tassoni, via @BloomsburyEd - 0 views

ukedchat.com/...time-to-books life skills book review
shared by Martin Burrett on 12 Nov 19 - No Cached
  • Martin Burrett on 12 Nov 19
     
    "The series uses simple, positive language and gorgeous full-colour illustrations to teach children aged 0-5 important personal and social skills. From making friends and sharing, to eating and tidying up, this series will help explore positive behaviour with children in a fun and friendly way."
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7 Major Learning Styles and the 1 Big Mistake Everyone Makes - LearnDash - 1 views

www.learndash.com/arning-styles-which-one-is-you education learning styles
shared by Ed Webb on 20 Oct 19 - No Cached
  • while the learning style theory—that individual students might have a style that helps them learn better—may be complete bunk, presenting material in a variety of ways does have a lot of merit.
  • just because a person learns one item of information according to a certain style doesn’t mean they can only learn through that style, or that that style is their best learning tool.
  • important not to conflate preferential learning styles with diagnosable learning disabilities. Someone who is dyslexic doesn’t have an aural learning style, they have a reading disorder that hinders them from being able to process textual information rapidly. Similar can be said of learners with visual or auditory impairments. They will need to access your content through a variety of different methods, not because they prefer one style over another, but because they are unable to consume certain kinds of content.
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  • you shouldn’t try to optimize material for one kind of learning style over another, but rather, you should present course materials in a range of learning styles so that all learners can engage with it on multiple fronts.
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Using Images In Education - 5 views

ukedchat.com/...using-images-education images
shared by Martin Burrett on 23 Sep 19 - No Cached
  • Martin Burrett on 23 Sep 19
     
    "Drawings, painting and photos have the ability to move us. From a masterpiece from yesteryear to the barely decipherable scribbled of your child's first portrait of you, an image can make the viewer laugh, cry, harden or change options, and even contribute to the way we vote. The use of images in our classroom needs to go beyond "now draw me a nice picture" when completing a piece of writing."
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Book: Just great teaching by @TeacherToolKit via @BloomsburyEd - 0 views

ukedchat.com/...just-great-teaching
shared by Martin Burrett on 23 Sep 19 - No Cached
  • Martin Burrett on 23 Sep 19
     
    "We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, analyses and disseminates best practice in teaching. This is supported by case studies and research undertaken by Ross in ten primary and secondary schools across Great Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work. Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD."
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