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Michelle Krill

Education Week - 0 views

mobile.edweek.org/c.jsp

behaviorism grit research conditioning

shared by Michelle Krill on 11 Sep 14 - No Cached
  • The outcome, as it's usually represented, is that the children who were able to wait for an extra treat scored better on measures of cognitive and social skills many years later and had higher SAT scores. Thus, if we teach kids to put off the payoff as long as possible, they'll be more successful.But that simplistic conclusion misrepresents, in several ways, what the research actually found.
  • The outcome, as it's usually represented, is that the children who were able to wait for an extra treat scored better on measures of cognitive and social skills many years later and had higher SAT scores. Thus, if we teach kids to put off the payoff as long as possible, they'll be more successful.But that simplistic conclusion misrepresents, in several ways, what the research actually found.
  • It's not that willpower makes certain kids successful; it's that the same loose cluster of mental proficiencies that helped them with distraction when they were young also helped them score well on a test of reasoning when they were older.
  • ...3 more annotations...
  • Almost everyone who cites these experiments assumes that it's better to wait for two marshmallows—that is, to defer gratification. But is that always true?
  • The inclination to wait depends on one's experiences. "For a child accustomed to stolen possessions and broken promises, the only guaranteed treats are the ones you have already swallowed," remarked a group of social scientists at the University of Rochester.
  • Perhaps the broader message for educators is this: Focus less on "fixing the kids" and more on improving what and how they're taught.
  • Michelle Krill on 11 Sep 14
     
    "The outcome, as it's usually represented, is that the children who were able to wait for an extra treat scored better on measures of cognitive and social skills many years later and had higher SAT scores. Thus, if we teach kids to put off the payoff as long as possible, they'll be more successful. But that simplistic conclusion misrepresents, in several ways, what the research actually found. "
Michelle Krill

Multitasking: Switching costs - 0 views

apa.org/...multitask.aspx

multitasking

shared by Michelle Krill on 21 Sep 14 - No Cached
  • Michelle Krill on 21 Sep 14
     
    "Doing more than one task at a time, especially more than one complex task, takes a toll on productivity. Although that shouldn't surprise anyone who has talked on the phone while checking E-mail or talked on a cell phone while driving, the extent of the problem might come as a shock. Psychologists who study what happens to cognition (mental processes) when people try to perform more than one task at a time have found that the mind and brain were not designed for heavy-duty multitasking. "
Michelle Krill

What gets students motivated to work harder? Not money - 0 views

theconversation.com/to-work-harder-not-money-47080

motivation engagement rewards

shared by Michelle Krill on 03 Nov 15 - No Cached
  • Michelle Krill on 03 Nov 15
     
    "We found that adolescents do not respond to incentives in ways that can be easily predicted by economic theory. But the right kinds of incentives could well lead adolescents to engage in behaviors likely to enhance their learning."
nkhosla

Brain based learning - 0 views

www.youtube.com/watch

shared by nkhosla on 17 Nov 15 - No Cached
  • nkhosla on 17 Nov 15
     
    Found another video on brain based learning. This video is almost 15 minutes long. This video is about Learning about the brain changes everything by David Rock at TEDxTokyo.
  • klwalter on 18 Nov 15
     
    I found the comments on how we get emotions wrong very interesting. The idea that emotions effect intelligence and memory. How should I as an instructor use that information to provide learning experience to my students?
suganthin

Flipping Bloom's Taxonomy - 1 views

plpnetwork.com/...flipping-blooms-taxonomy

Bloom's Taxonomy

shared by suganthin on 17 Jul 13 - No Cached
  • Michelle Krill on 17 Jul 13
     
    "In the 21st century, we flip Bloom's taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it."
  • suganthin on 01 Oct 14
     
    .As I am trying to the Bloom's taxonomy in to the courses I create I found this very interesting
  • suganthin on 01 Oct 14
     
    yes I am very excited to learn about this. My vision is to take this concept to Tamil teachers around the world for teachers who teach my language
nkhosla

The Human Memory - what it is, how it works and how it can go wrong - 0 views

www.human-memory.net

found a link online regarding memory

shared by nkhosla on 07 Oct 15 - No Cached
  • nkhosla on 07 Oct 15
     
    THE HUMAN MEMORY Since time immemorial, humans have tried to understand what memory is, how it works and why it goes wrong. It is an important part of what makes us truly human, and yet it is one of the most elusive and misunderstood of human attributes.
Michelle Krill

Publications: SRN LEADS - 0 views

www.srnleads.org/...nsdc.html

PD report workshop adultlearning staffdevelopment coaching

shared by Michelle Krill on 26 Aug 11 - Cached
  • Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
  • the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.
  • Most states and districts are still not providing the kind of professional learning that research suggests improves teaching practice and student outcomes,”
  • ...2 more annotations...
  • Workshop overload. Research shows that professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts. The report finds that teachers still take a heavy dose of workshops and do not receive effective learning opportunities in many areas in which they want help.
  • But fewer than half found the professional development they received in other areas, such as classroom management, to be of much value, despite the fact that they want more support in this area.
    • Michelle Krill
      Michelle Krill on 26 Aug 11
       
      Seems to me that coaching would be what teachers need. Implementing a structured coaching program would help this situation.
  • Michelle Krill on 26 Aug 11
     
    Nation Making Progress in Ensuring More Teachers Have Deep Content Knowledge and Mentoring But U.S. Teacher Development Lacks Intensity, Follow-up, & Usefulness
nkhosla

Brain Based learning - 1 views

www.youtube.com/watch

shared by nkhosla on 17 Nov 15 - No Cached
  • nkhosla on 17 Nov 15
     
    Found a video on YouTube which is 5:50 and it is about Brain Based Learning by Eric Jensen. I am putting the link as a book mark. The link is:
  • agshuey on 19 Nov 15
     
    One thing that stuck with me throughout this video is to make sure as an educator you know how to get the attention of a student's brain and keep it. Another thing about brain based learning that intrigued me was that you need not get the kids to care or to "buy in" what you are teaching. If they do not buy into what you are doing they won't learn.
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