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Aaron Davis

How Margaret Atwood Creates Scary-Plausible Future Worlds - 0 views

www.fastcocreate.com/...-scary-plausible-future-worlds

Writing fiction english literacy

shared by Aaron Davis on 29 Nov 13 - No Cached
  • Aaron Davis on 29 Nov 13
     
    Margaret Atwood talks to about her approach to building future worlds: - GROUND YOUR WORLD IN THE POSSIBLE. - WHEN IMAGINING THE FUTURE--START WITH BREAKFAST AND EXTRAPOLATE. - PAY ATTENTION TO BOTH ANIMAL AND HUMAN NATURE. - BE CAREFUL NOT TO VEER INTO FARCE TERRITORY. - FOLLOW YOUR SCIENTIFIC CURIOSITY.
  • Aaron Davis on 29 Nov 13
     
    Margaret Atwood talks to about her approach to building future worlds: - GROUND YOUR WORLD IN THE POSSIBLE. - WHEN IMAGINING THE FUTURE--START WITH BREAKFAST AND EXTRAPOLATE. - PAY ATTENTION TO BOTH ANIMAL AND HUMAN NATURE. - BE CAREFUL NOT TO VEER INTO FARCE TERRITORY. - FOLLOW YOUR SCIENTIFIC CURIOSITY.
Aaron Davis

The perils of “Growth Mindset” education: Why we’re trying to fix our... - 0 views

www.salon.com/...the_harmful_lessons_it_imparts

growth mindset alfie kohn carol dweck dweck alfiekohn education mindset

shared by Aaron Davis on 11 Feb 16 - No Cached
  • By now, the growth mindset has approached the status of a cultural meme.
  • Regardless of their track record, kids tend to do better in the future if they believe that how well they did in the past was primarily a result of effort.But “how well they did” at what?
  • even some people who are educators would rather convince students they need to adopt a more positive attitude than address the quality of the curriculum (what the students are being taught) or the pedagogy (how they’re being taught it).
  • ...10 more annotations...
  • An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they’re doing, even though genuine excitement about (and proficiency at) learning rises when they’re brought into the process, invited to search for answers to their own questions and to engage in extended projects.
  • the most salient feature of a positive judgment is not that it’s positive but that it’s a judgment; i
  • the first problem with this seductively simple script change is that praising children for their effort carries problems of its own, as several studies have confirmed: It can communicate that they’re really not very capable and therefore unlikely to succeed at future tasks. (“If you’re complimenting me just for trying hard, I must really be a loser.”)
  • what’s really problematic is praise itself. It’s a verbal reward, an extrinsic inducement, and, like other rewards, is often construed by the recipient as manipulation.
  • books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students’ learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests).
  • the series of Dweck’s studies on which she still relies to support the idea of praising effort, which she conducted with Claudia Mueller in the 1990s, included no condition in which students received nonevaluative feedback. Other researchers have found that just such a response — information about how they’ve done without a judgment attached — is preferable to any sort of praise.
  • We need to attend to deeper differences: between extrinsic and intrinsic motivation, and between “doing to” and “working with” strategies.
  • Dweck’s work nestles comfortably in a long self-help tradition, the American can-do, just-adopt-a-positive-attitude spirit.(“I think I can, I think I can…”) The message of that tradition has always been to adjust yourself to conditions as you find them because those conditions are immutable; all you can do is decide on the spirit in which to approach them. Ironically, the more we occupy ourselves with getting kids to attribute outcomes to their own effort, the more we communicate that the conditions they face are, well, fixed.
  • It isn’t entirely coincidental that someone who is basically telling us that attitudes matter more than structures, or that persistence is a good in itself, has also bought into a conservative social critique. But why have so many educators who don’t share that sensibility endorsed a focus on mindset (or grit) whose premises and implications they’d likely find troubling on reflection?
  • the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.
  • Aaron Davis on 11 Feb 16
     
    "An awful lot of schooling still consists of making kids cram forgettable facts into short-term memory. And the kids themselves are seldom consulted about what they're doing, even though genuine excitement about (and proficiency at) learning rises when they're brought into the process, invited to search for answers to their own questions and to engage in extended projects. Outstanding classrooms and schools - with a rich documentary record of their successes - show that the quality of education itself can be improved. But books, articles, TED talks, and teacher-training sessions devoted to the wonders of adopting a growth mindset rarely bother to ask whether the curriculum is meaningful, whether the pedagogy is thoughtful, or whether the assessment of students' learning is authentic (as opposed to defining success merely as higher scores on dreadful standardized tests). "
Aaron Davis

Rewilding - Future Tense - ABC Radio National (Australian Broadcasting Corporation) - 0 views

www.abc.net.au/...5086576

rewilding podcast sustainability environment geography 8 9 7

shared by Aaron Davis on 29 Dec 13 - No Cached
  • Aaron Davis on 29 Dec 13
     
    "Elephants and Komodo dragons in Australia? Bears and wolves roaming freely throughout European villages and towns? It might sound a bit far-fetched, but this all fits within a new strand of conservation theory known as Rewilding. With ancient megafauna lost, and with our remaining large animals pushed further and further towards extinction, conservation theorists are looking at introducing the few large creatures we have left back into the wilderness to stimulate and restore ecosystems." Interesting concept in regards to Geography and discussions of sustainability.
buycashapp14

Buy Verified CashApp Accounts - USA - 0 views

issuu.com/...presentation333

bitcoin enabled cash app account buy a verified cashapp accounts usa old reddit how do i get is my

shared by buycashapp14 on 15 Jul 23 - No Cached
  • buycashapp14 on 15 Jul 23
     
    There are a few things you need in order to get a verified CashApp account. First, you'll need to provide your full name, date of birth, and the last four digits of your Social Security number. You'll also need to link your CashApp account to a bank account or debit card. Once you have all of this information entered into the system, you'll be able to request verification. You may be asked to verify your identity by providing a photo ID. Once you've been verified, a green check mark will appear next to your name on the CashApp home screen. This means that all future payments sent or received by this account will be automatically deposited into or withdrawn from your linked bank account.
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