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Ms Davis

Virtual Nerd: Real help in math and science - 0 views

virtualnerd.com

math education science online learning

shared by Ms Davis on 28 Sep 11 - No Cached
  • Ms Davis on 28 Sep 11
     
    A website that helps students with math and science. It shows tutorials and has helpful tips.
Annie Reyes

School Systems Blog - Apps for Educators: Science - 0 views

www.pearsonschoolsystems.com/blog

ipadapps ipad usdedu technology education

shared by Annie Reyes on 27 Sep 11 - No Cached
  • Annie Reyes on 27 Sep 11
     
    Science is vital to human life. In fact, it is intensely woven into our daily decisions and routines. To put it frankly, "Science affects us all, every day of the year, from the moment we wake up, all day long, and through the night.
jeffery heil

Why Are Finland's Schools Successful? | People & Places | Smithsonian Magazine - 0 views

www.smithsonianmag.com/...nlands-Schools-Successful.html

education finland schools learning

shared by jeffery heil on 09 Sep 11 - No Cached
  • Finland has vastly improved in reading, math and science literacy over the past decade in large part because its teachers are trusted to do whatever it takes to turn young lives around.
  • “This is what we do every day, prepare kids for life.”
  • “Whatever it takes” is an attitude that drives not just Kirkkojarvi’s 30 teachers, but most of Finland’s 62,000 educators in 3,500 schools from Lapland to Turku—professionals selected from the top 10 percent of the nation’s graduates to earn a required master’s degree in education
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  • Nearly 30 percent of Finland’s children receive some kind of special help during their first nine years of school.
  • more than half of its 150 elementary-level students are immigrants—from Somalia, Iraq, Russia, Bangladesh, Estonia and Ethiopia, among other nations
  • “We prepare children to learn how to learn, not how to take a test,”
  • There are no rankings, no comparisons or competition between students, schools or regions.
  • Every school has the same national goals and draws from the same pool of university-trained educators.
  • The differences between weakest and strongest students are the smallest in the world, according to the most recent survey by the Organization for Economic Co-operation and Development (OECD). “Equality is the most important word in Finnish education. All political parties on the right and left agree on this,” said Olli Luukkainen, president of Finland’s powerful teachers union.
  • “If you only measure the statistics, you miss the human aspect.”
  • The only time Rintola’s children are pulled out is for Finnish as a Second Language classes, taught by a teacher with 30 years’ experience and graduate school training.
  • Ninety-seven percent of 6-year-olds attend public preschoo
  • Schools provide food, medical care, counseling and taxi service if needed. Stu­dent health care is free.
  • Compulsory schooling does not begin until age 7. “We have no hurry,” said Louhivuori. “Children learn better when they are ready. Why stress them out?”
  • English begins in third grade, Swedish in fourth.
  • Not until sixth grade will kids have the option to sit for a district-wide exam, and then only if the classroom teacher agrees to participate
  • Most do, out of curiosity. Results are not publicized. Finnish educators have a hard time understanding the United States’ fascination with standardized tests. “Americans like all these bars and graphs and colored charts,”
  • “Looks like we did better than average two years ago,” he said after he found the reports. “It’s nonsense. We know much more about the children than these tests can tell us.”
  • A class of first graders scampered among nearby pine and birch trees, each holding a stack of the teacher’s homemade laminated “outdoor math” cards. “Find a stick as big as your foot,” one read. “Gather 50 rocks and acorns and lay them out in groups of ten,” read another. Working in teams, the 7- and 8-year-olds raced to see how quickly they could carry out their tasks.
  • “We help situate them in the right high school,” said then deputy principal Anne Roselius. “We are interested in what will become of them in life.”
  • “It was simply the idea that every child would have a very good public school. If we want to be competitive, we need to educate everybody. It all came out of a need to survive.”
  • Teachers from all over the nation contributed to a national curriculum that provided guidelines, not prescriptions.
  • The second critical decision came in 1979, when reformers required that every teacher earn a fifth-year master’s degree in theory and practice at one of eight state universities—at state expense. From then on, teachers were effectively granted equal status with doctors and lawyers.
  • Applicants began flooding teaching programs, not because the salaries were so high but because autonomy and respect made the job attractive
  • All children—clever or less so—were to be taught in the same classrooms, with lots of special teacher help available to make sure no child really would be left behind
  • The inspectorate closed its doors in the early ’90s, turning accountability and inspection over to teachers and principals. “We have our own motivation to succeed because we love the work,” said Louhivuori. “Our incentives come from inside.”
  • A recent report by the Academy of Finland warned that some schools in the country’s large cities were becoming more skewed by race and class as affluent, white Finns choose schools with fewer poor, immigrant populations.
jeffery heil

Why Do Some People Learn Faster? | Wired Science | Wired.com - 0 views

www.wired.com/...-do-some-people-learn-faster-2

education learning Psychology articles

shared by jeffery heil on 05 Oct 11 - No Cached
  • The physicist Niels Bohr once defined an expert as “a person who has made all the mistakes that can be made in a very narrow field.”
  • Education isn’t magic. Education is the wisdom wrung from failure.
  • Why are some people so much more effective at learning from their mistakes?
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  • Moser experiment is premised on the fact that there are two distinct reactions to mistake
  • The first reaction is called error-related negativity (ERN). It appears about 50 milliseconds after a screw-up and is believed to originate in the anterior cingulate cortex, a chunk of tissue that helps monitor behavior, anticipate rewards and regulate attention
  • second signal, which is known as error positivity (Pe), arrives anywhere between 100-500 milliseconds after the mistake and is associated with awareness.
  • subjects learn more effectively when their brains demonstrate two properties: 1) a larger ERN signal, suggesting a bigger initial response to the mistake and 2) a more consistent Pe signal, which means that they are probably paying attention to the error, and thus trying to learn from it.
  • new paper, Moser et al. extends this research by looking at how beliefs about learning shape these mostly involuntary error-related signals in the brain,
  • scientists applied a dichotomy first proposed by Carol Dweck
  • Dweck distinguishes between people with a fixed mindset
  • and those with a growth mindset,
  • subjects with a growth mindset were significantly better at learning from their mistakes
  • those with a growth mindset generated a much larger Pe signal, indicating increased attention to their mistakes.
  • increased Pe signal was nicely correlated with improvement after error, implying that the extra awareness was paying dividends in performance.
  • When kids were praised for their effort, nearly 90 percent chose the harder set of puzzles.
  • when kids were praised for their intelligence, most of them went for the easier test.
  • According to Dweck, praising kids for intelligence encourages them to “look” smart, which means that they shouldn’t risk making a mistake.
  • Students praised for their intelligence almost always chose to bolster their self-esteem by comparing themselves with students who had performed worse on the test. In contrast, kids praised for their hard work were more interested in the higher-scoring exams. They wanted to understand their mistakes, to learn from their errors, to figure out how to do better.
  • The experience of failure had been so discouraging for the “smart” kids that they actually regressed.
  • The problem with praising kids for their innate intelligence — the “smart” compliment — is that it misrepresents the psychological reality of education
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