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The thing is, “personalized learning” isn’t our end goal. Creating learners is. Personalized learning is just the approach we use to get there – and we can personalize, personalize, personalize… but at the end of the year, if we haven’t created learners, we haven’t actually achieved our goal.

They know how to SELECT a challenge to solve. They know how to CONNECT to people and resources. They know how to REFLECT and share.

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.

7.  Teachers serve primarily as guides and facilitators of learning, not instructors.  The role of the teacher in the learning process has often been a major factor in the apparent division between cognitive constructivism and social/radical constructivism.  Teachers, in the cognitive constructivist perspective, are usually portrayed as instructors who "transmit knowledge."  The teacher instructs, while the learner learns.  In actuality, in the cognitive constructivist perspective, the role of the teacher is to create experiences in which the students will participate that will lead to appropriate processing and knowledge acquisition.  Consequently, cognitive constructivism supports the teacher as a guide or facilitator to the extent that the teacher is guiding or facilitating relevant processing.  Contrarily, since social and radical constructivism eschew any direct knowledge of reality, there is no factual knowledge to transmit and the only role for the teacher is to guide students to an awareness of their experiences and socially agreed-upon meanings.  This teacher as guide metaphor indicates that the teacher is to motivate, provide examples, discuss, facilitate, support, and challenge, but not to attempt to act as a knowledge conduit.

constructivism is a theory of knowledge acquisition, not a theory of pedagogy;

every medium develops some cognitive skills at the expense of others.”

We’ve always skimmed newspapers more than we’ve read them, and we routinely run our eyes over books and magazines to get the gist of a piece of writing and decide whether it warrants more thorough reading

IQ scores have been increasing at an astounding and regular rate for the past 75 years.

PBL doesn't ask you to replace your content. It asks that you create a vehicle in which to communicate your content.

When you marry the concept of badging with technology, you get digital badges that allow a person’s portfolio of badges to be stored in one place and provide a record of subject or skill mastery

in the short run the best approach to scaling digital badging is not to focus on students, but on their teachers.

comprehension declined as the number of links increased

When the load exceeds our mind’s ability to process and store it, we’re unable to retain the information or to draw connections with other memories.