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Meghan Cureton

Being a Successful Entrepreneur Isn't Only About Having the Best Ideas - 0 views

  • without the capacity to execute an idea — to take an idea and turn it into a living, breathing, viable organization — you’re doomed to fail.
  • In the end, most people equate entrepreneurship with ideas. But for many, the real entrepreneurship happens internally — with the process of stepping up, having courage, and doing things that you never thought you’d be able to do. By flexing your behavior and learning to act outside your comfort zone, you’ll be well on your way toward achieving your goals.
Bo Adams

The 15 Best Podcasts for Entrepreneurs | Inc.com - 0 views

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    HT Carla Silver
Bo Adams

Successful entrepreneur and innovator chosen to lead new Innovation Center | Researc... - 0 views

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    Innovation Centers are the future of education | https://t.co/U2FFzcplEK @jbrettjacobsen @boadams1 @MeghanCureton #innovateordie HT @JHGarrison
Meghan Cureton

Neuroscience Should Inform School Policies - Education Week - 1 views

  • key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices.
  • What is essential for kids at this time of life is to be engaged in real-life learning experiences and peer-learning connections that put them under conditions of "hot cognition," where educators can help them along in the process of integrating their impulsiveness (positively viewed as excitement and motivation) with their reasoning abilities.
  • The implications for reform of secondary school are clear. Schools should provide more opportunities for students to be involved in apprenticeships, internships, service learning, community-based learning, small peer-learning groups, entrepreneur-based programs, and student-directed project-based learning
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  • key part of the secondary school curriculum should involve the teaching of stress-reduction methods, such as mindfulness meditation, yoga, and aerobic activity; exercise breaks during class; a strong physical education curriculum; and a broadly based extracurricular sports program for all students, not just the star athletes.
  • Neuroscience Should Inform School Policies
  • prefrontal cortex, which is the region controlling inhibition of impulses and the ability to plan, reflect, self-monitor, and make good decisions, doesn't fully develop until the early 20s. This means that while the limbic system or "emotional brain" is working at close to full capacity by early adolescence, the areas of the brain that could temper those feelings and impulses are still in the process of being constructed.
  • Consequently, key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices.
  • Classroom teaching that focuses largely on delivering content through lectures and textbooks fails to engage the emotional brain and leaves unchanged those prefrontal regions that are important in metacognition.
  • Locking students into a set academic college-bound program of courses takes away their ability to make decisions about what most interests them (a process that integrates the limbic system's motivational verve with the prefrontal cortex's decisionmaking capacity).
  • Neuroscience research tells us that the teenage brain is exquisitely sensitive to environmental influences. This neuroplasticity makes it vulnerable to a wide range of societal dangers—traffic accidents, drug abuse, suicide, violence. But it also makes it acutely sensitive to the influence of teachers, for good or for ill.
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    "key secondary school reform efforts need to emphasize learning activities involving metacognition, goal-setting, planning, working memory, reflection on one's learning, and frequent opportunities to make responsible choices."
Bo Adams

Everyone a Changemaker - The New York Times - 0 views

  • The central challenge of our time, Drayton says, is to make everyone a changemaker.
  • Once a kid has had an idea, built a team and changed her world, she’s a changemaker. She has the power. She’ll go on to organize more teams. She will always be needed.
  • Today, schools have to develop the curriculums and assessments to make the changemaking mentality universal.
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  • Social transformation flows from personal transformation.
  • Drayton wants to make universal a quality many people don’t even see: agency.
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    "Today, schools have to develop the curriculums and assessments to make the changemaking mentality universal. They have to understand this is their criteria for success."
Bo Adams

The Teacher's Lens: You are What You Do: Maker Empowerment of Voice - 0 views

  • Dewey wrote about knowledge as a verb, an action upon one’s environment.
  • creating Makers that view the world as malleable, not just through products and goods, but in social-political-economic systems
  • ...make sure there is space for students to find problems
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  • The carpenter, muralist, entrepreneur networks through a guild-like web where knowledge moves through dispersed nodes
  • No one ever explained why we needed four-tops, but maybe intuitively I knew that these watering holes were critical for the social construction of knowledge
  • learning IS a project that transcends the self and our role as learning engineers, designers, artisans, atelieristas is to create the environment for this empowerment.
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    HT @eijunkie
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