In fact, the lecture-dominated course runs completely counter to what we know about the importance of formative assessment, high-level questioning and discussion, differentiation, and attention to metacognition – all at the highest levels of effect size in Hattie’s research.
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Why What You Learned in Preschool Is Crucial at Work - The New York Times - 0 views
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Why What You Learned in Preschool Is Crucial at Work - The New York Times - 0 views
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Colleges looking beyond the lecture - The Washington Post - 0 views
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Faculty are learning to make courses more active by seeding them with questions, ask-your-neighbor discussions and instant surveys.
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“active learning.” Students are working experiments, solving problems, answering questions — or at least registering an opinion on an interactive “smartboard” with an electronic clicker.
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Mazur has developed an interactive teaching technique called peer instruction, in which the lecture is broken into chunks. Between topics, Mazur poses questions and students work together to answer them.
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Class time is devoted to writing programs and solving problems, with students working together and posting solutions on a projected screen.
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Active learning is hard work. Students say the interactive classes are more taxing than any lecture.
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article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter.
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article by Daniel de Vise, Washington Post, February 15, 2015, on how colleges are eliminating or reducing or redesigning lectures in class to make them available online outside of class hours, mixing them with interactive questions and discussion, and making them shorter.
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Student Perspectives on the Value of Lectures - 0 views
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They see the lecture, at its best, as a critical, thought-provoking discourse in which a seasoned expert shares knowledge, experience and insight3
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What Slack is doing to our offices-and our minds | Ars Technica - 0 views
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their employees spontaneously started building wikis to document important discoveries and share scientific information.
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They are replacing offices entirely. For people who work in virtual teams, apps like Slack are the workplace.
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But when you work on a virtual team, your choice is either adopt the new software or stop coming to work. In other words, there is no real choice. You have to accept the new platform, regardless of the changes it brings
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The one user survey the company has conducted, however, shows that the majority of Slack administrators believe their teams are up to 40 percent more productive.
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Slack founder Stewart Butterfield has said the boost in productivity comes from eliminating e-mail, but Henderson scoffs at that idea. He thinks Slack teams are more productive because they can communicate better. Plus, they can catch up on what's happened while they were gone because conversations are held in searchable logs. Most of all, he says, Slack is about stepping up productivity by "reducing meetings." That's the "big one," Henderson emphasizes.
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A framework for social learning in the enterprise - 0 views
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There is a growing demand for the ability to connect to others. It is with each other that we can make sense, and this is social. Organizations, in order to function, need to encourage social exchanges and social learning due to faster rates of business and technological changes. Social experience is adaptive by nature and a social learning mindset enables better feedback on environmental changes back to the organization.
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The web enables connections, or constant flow, as well as instant access to information, or infinite stock. Stock on the Internet is everywhere and the challenge is to make sense of it through flows of conversation
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Learning really spreads through social networks. Social networks are the primary conduit for effective organizational performance. Blocking, or circumventing, social networks slows learning, reduces effectiveness and may in the end kill the organization.
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Social learning is how groups work and share knowledge to become better practitioners. Organizations should focus on enabling practitioners to produce results by supporting learning through social networks. The rest is just window dressing. Over a century ago, Charles Darwin helped us understand the importance of adaptation and the concept that those who survive are the ones who most accurately perceive their environment and successfully adapt to it. Cooperating in networks can increase our ability to perceive what is happening.
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Wirearchies inherently require trust, and trusted relationships are powerful allies in getting things done in organizations.
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Three of these (IOL, GDL, PDF) require self-direction, and that is the essence of social learning: becoming self-directed learners and workers, all within a two-way flow of power and authority.
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Knowledge: the capacity for effective action. “Know how” is the only aspect of knowledge that really matters in life. Practitioner: someone who is accountable for producing results. Learning may be an individual activity but if it remains within the individual it is of no value whatsoever to the organization. Acting on knowledge, as a practitioner (work performance) is all that matters. So why are organizations in the individual learning (training) business anyway? Individuals should be directing their own learning. Organizations should focus on results.
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Because of this connectivity, the Web is an environment more suited to just-in-time learning than the outdated course model.
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Developing emergent practices, a necessity when there are no best practices in our changing work environments, requires constant personal directed learning.
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Developing social learning practices, like keeping a work journal, may be an effort at first but later it’s just part of the work process. Bloggers have learned how powerful a learning medium they have only after blogging for an extended period.
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Building capabilities from serendipitous to personally-directed and then group-directed learning help to create strong networks for intra-organizational learning.
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Our default action is to turn to our friends and trusted colleagues; those people with whom we’ve shared experiences. Therefore, we need to share more of our work experiences in order to grow those trusted networks. This is social learning and it is critical for networked organizational effectiveness.
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What is my problem? - 0 views
mintonsunday.livemint.com/...1.0.248226051.html
blog PKM self-awareness self_discovery Jarche womenslearningstudio
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The intent of these questions are to measure the breadth and depth of my professional network. At the end of the exercise, on the outside, I can potentially have 28 people to whom I turn and rely upon for advice.I had always taken it for granted that my network is a wide one and that I know all of the right kinds of people. After answering Jarche’s tough questions, which took me roughly 30 minutes, I was stunned again to discover my real network comprises only eight people. These include people I work with, my family and two close friends. Is something the matter with me?
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shared by Doris Reeves-Lipscomb on 07 Aug 17
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Trump's Affirmative-Action Rollback: A Promise Kept - The Chronicle of Higher Education - 0 views
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Since his inauguration, the Justice Department has reversed the previous administration’s efforts to uphold voting rights, served as an impediment to police reform, and weighed in against same-sex rights. It’s an agenda breathtaking in its scope.
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Many Trump supporters believe themselves to be losing their country, something that leads them to prefer a social milieu more consistent with days gone by — one in which primarily white, middle- and upper-class, heterosexual, native-born men reigned supreme.
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Moreover, in 2016, in Fisher v. University of Texas at Austin, the Supreme Court ruled that for the sake of diversity, race can be one of many criteria used by a college as part of a more holistic means of evaluating applicants.
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shared by Doris Reeves-Lipscomb on 29 May 18
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Seth's Blog: Up or out? - 0 views
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Soccer is a zero-sum, winner/loser finite game. But life, it turns out, is a magical opportunity for up, and for forward.
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Here's the key question: Which feeling/experience/state do you look back on fondly? Which one engages you, challenges you, makes you the best version of yourself? When you tell yourself your story—the story of last week, last month or last year—is it about how boring and secure life has become? What you learn isn't up to someone else's curriculum or syllabus any more--it's on you, on each of us, to decide what's next, to decide who we will become. We're not in fifth grade, wondering if something is going to be on the test.
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That commitment is a choice. It's the choice to become a bigger contributor, to stand a little taller, to make a bigger difference.
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Up isn't always what we're going to get. Sometimes, we challenge ourselves and fail. But the alternative, the non-choice of sitting still and hoping we'll be ignored in our little sinecure, isn't much of an alternative at all.
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"With every action a character takes, it has an echo" - Mary Review - 0 views
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Junot Díaz’s Drown and Edwidge Danticat’s Krik? Krak!—both of those collections, from the late ’90s—and James Baldwin’s “Sonny’s Blues,” which I still think is one of the most perfect short stories ever written.
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Zora Neale Hurston and Mules and Men. In that book, she writes, “Mouths don’t empty themselves unless the ears are sympathetic and knowing.”
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And this tends to turn into the idea that writers of color are in some sort of “identity corner,” whereas white writers just get to write about life. I will never forget one night in workshop when the professor asked our brilliant mutual friend Brit Bennett to explain what her story had to say about the black experience. Like her story had to be some after-school special, either harrowing or uplifting, just because her characters were black.
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In general, there’s a hesitancy to use “black” as a descriptor, which either points to a widespread anxiety about race or a subconscious belief that the descriptor “black” is pejorative. Or, maybe a third option—which is that you can’t say “black” at the beginning without the average white person tuning out immediately. I hope that’s not true; it might be.
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Just get started - Mike Taylor - 0 views
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Date: August 21, 2017Author: tmiket 3 Comments If you know me, at some point you’ve heard me talk about working smarter instead of harder. In all the years I’ve been talking about that I’ve never had anyone disagree. Yet, far too often when the conversation progresses to exploring new ways of working I hit the “I don’t have time for that.” objection. Or “We can’t do that here.” Or “I would love to do that but our people would never go for that.” Or a bunch of others that you’ve probably heard yourself. Don’t fall into that trap if you want to be a valued contributor to your organization. To steal a term from Jane Bozarth, be a “Positive Deviant”. “While there are individual positive deviants who work alone, a key factor is working with the community to surface, spread, and sustain solutions rather than try to force outside-in answers—as is so often the case with training. … Leveraging social tools and workplace communities, and encouraging people to show their work, can help to surface and spread solutions and to sustain application of new learning to the workplace” Anyone, anwhere can surface, spread, and sustain learning in the workplace.
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Adrienne Rich on Why an Education Is Something You Claim, Not Something You Get - Brain... - 0 views
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One of the devastating weaknesses of university learning, of the store of knowledge and opinion that has been handed down through academic training, has been its almost total erasure of women’s experience and thought from the curriculum… What you can learn [in college] is how men have perceived and organized their experience, their history, their ideas of social relationships, good and evil, sickness and health, etc. When you read or hear about “great issues,” “major texts,” “the mainstream of Western thought,” you are hearing about what men, above all white men, in their male subjectivity, have decided is important. And yet Rich is careful to counter any misperception that taking
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Responsibility to yourself means refusing to let others do your thinking, talking, and naming for you; it means learning to respect and use your own brains and instincts; hence, grappling with hard work. It means that you do not treat your body as a commodity with which to purchase superficial intimacy or economic security; for our bodies to be treated as objects, our minds are in mortal danger. It means insisting that those to whom you give your friendship and love are able to respect your mind. It means being able to say, with Charlotte Bronte’s Jane Eyre: “I have an inward treasure born with me, which can keep me alive if all the extraneous delights should be withheld or offered only at a price I cannot afford to give.”
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The difference between a life lived actively, and a life of passive drifting and dispersal of energies, is an immense difference. Once we begin to feel committed to our lives, responsible to ourselves, we can never again be satisfied with the old, passive way.
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Too often, all of us fail to teach the most important thing, which is that clear thinking, active discussion, and excellent writing are all necessary for intellectual freedom, and that these require hard work.
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The contract on the student’s part involves that you demand to be taken seriously so that you can also go on taking yourself seriously.
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The contract is really a pledge of mutual seriousness about women, about language, ideas, method, and values. It is our shared commitment toward a world in which the inborn potentialities of so many women’s minds will no longer be wasted, raveled-away, paralyzed, or denied.