And socially curious employees are better than others at resolving conflicts with colleagues, more likely to receive social support, and more effective at building connections, trust, and commitment on their teams. People or groups high in both dimensions are more innovative and creative.
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Why Curiosity Matters - 1 views
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joyous exploration, deprivation sensitivity, stress tolerance, and social curiosity—improve work outcomes.
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joyous exploration has the strongest link with the experience of intense positive emotions. Stress tolerance has the strongest link with satisfying the need to feel competent, autonomous, and that one belongs. Social curiosity has the strongest link with being a kind, generous, modest person.
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deprivation sensitivity—recognizing a gap in knowledge the filling of which offers relief. This type of curiosity doesn’t necessarily feel good, but people who experience it work relentlessly to solve problems.
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joyous exploration—being consumed with wonder about the fascinating features of the world. This is a pleasurable state; people in it seem to possess a joie de vivre.
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social curiosity—talking, listening, and observing others to learn what they are thinking and doing. Human beings are inherently social animals, and the most effective and efficient way to determine whether someone is friend or foe is to gain information. Some may even snoop, eavesdrop, or gossip to do so.
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stress tolerance—a willingness to accept and even harness the anxiety associated with novelty. People lacking this ability see information gaps, experience wonder, and are interested in others but are unlikely to step forward and explore.
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thrill seeking—being willing to take physical, social, and financial risks to acquire varied, complex, and intense experiences. For people with this capacity, the anxiety of confronting novelty is something to be amplified, not reduced.
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we all seek the sweet spot between two deeply uncomfortable states: understimulation (coping with tasks, people, or situations that lack sufficient novelty, complexity, uncertainty, or conflict) and overstimulation.
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people become curious upon realizing that they lack desired knowledge; this creates an aversive feeling of uncertainty, which compels them to uncover the missing information.
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But maintaining a sense of wonder is crucial to creativity and innovation. The most effective leaders look for ways to nurture their employees’ curiosity to fuel learning and discovery.
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The ProblemLeaders say they value employees who question or explore things, but research shows that they largely suppress curiosity, out of fear that it will increase risk and undermine efficiency.Why This MattersCuriosity improves engagement and collaboration. Curious people make better choices, improve their company’s performance, and help their company adapt to uncertain market conditions and external pressures.The RemedyLeaders should encourage curiosity in themselves and others by making small changes to the design of their organization and the ways they manage their employees. Five strategies can guide them.
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when our curiosity is triggered, we are less likely to fall prey to confirmation bias (looking for information that supports our beliefs rather than for evidence suggesting we are wrong) and to stereotyping people (making broad judgments, such as that women or minorities don’t make good leaders). Curiosity has these positive effects because it leads us to generate alternatives.
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What is one topic or activity you are curious about today? What is one thing you usually take for granted that you want to ask about? Please make sure you ask a few ‘Why questions’ as you engage in your work throughout the day. Please set aside a few minutes to identify how you’ll approach your work today with these questions in mind.”
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“What is one topic or activity you’ll engage in today? What is one thing you usually work on or do that you’ll also complete today? Please make sure you think about this as you engage in your work throughout the day. Please set aside a few minutes to identify how you’ll approach your work today with these questions in mind.”
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When we are curious, we view tough situations more creatively. Studies have found that curiosity is associated with less defensive reactions to stress and less aggressive reactions to provocation.
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curiosity encourages members of a group to put themselves in one another’s shoes and take an interest in one another’s ideas rather than focus only on their own perspective. That causes them to work together more effectively and smoothly: Conflicts are less heated, and groups achieve better results.
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he groups whose curiosity had been heightened performed better than the control groups because they shared information more openly and listened more carefully.
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“Have you ever found yourself unable to stop learning something you’ve never encountered before? Why? What kept you persistent?”
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most people perform at their best not because they’re specialists but because their deep skill is accompanied by an intellectual curiosity that leads them to ask questions, explore, and collaborate.
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hen we demonstrate curiosity about others by asking questions, people like us more and view us as more competent, and the heightened trust makes our relationships more interesting and intimate.
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A body of research demonstrates that framing work around learning goals (developing competence, acquiring skills, mastering new situations, and so on) rather than performance goals (hitting targets, proving our competence, impressing others) boosts motivation. And when motivated by learning goals, we acquire more-diverse skills, do better at work, get higher grades in college, do better on problem-solving tasks, and receive higher ratings after training. Unfortunately, organizations often prioritize performance goals.
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Leaders can also stress the value of learning by reacting positively to ideas that may be mediocre in themselves but could be springboards to better ones.
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Organizations can foster curiosity by giving employees time and resources to explore their interests.
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Employees can also broaden their interests by broadening their networks. Curious people often end up being star performers thanks to their diverse networks,
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Organizing “Why?” days, when employees are encouraged to ask that question if facing a challenge, can go a long way toward fostering curiosity.
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Understand How Badges Affect College Admissions - - 0 views
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badges microcredentialing badging college #MustRead #mvifishares assessment
shared by Bo Adams on 20 Feb 16
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Where badging might most upend traditions, however, is in kindergarten through 12th grades, particularly in how students build portfolios for themselves and use those portfolios to apply to college.
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A world in which everything a student does, whether inside or outside of school, can be measured and categorized by a digital badge would – with a common set of standards and if viewed as legitimate by colleges and universities – greatly change the college admissions process, as well as how students think about learning.
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Understand How Badges Affect College Admissions - @ChipHouston1976 @MeghanCureton @ErinMVPS @boadams1 @AmyMWilkes https://t.co/6Twl5ILsaU HT Pam Ambler
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Let 'Em Out! The Many Benefits of Outdoor Play In Kindergarten | MindShift | KQED News - 0 views
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#LiquidNetworkSpill MindShift play kindergarten executive function blog article child development outdoors learning
shared by Jim Tiffin Jr on 28 Feb 16
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With no explicit math or literacy taught until first grade, the Swiss have no set goals for kindergartners beyond a few measurements, like using scissors and writing one’s own name. They instead have chosen to focus on the social interaction and emotional well-being found in free play.
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With many parents and educators overwhelmed by the amount of academics required for kindergartners — and the testing requirements at that age — it’s no surprise that the forest kindergarten, and the passion for bringing more free play to young children during the school day, is catching on stateside.
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“So much of what is going on and the kind of play they do, symbolic play, is really pre-reading,” Molomot said. “It’s a very important foundation for reading.
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Donnery notices that the gross motor skills of many of her kindergartners are underdeveloped, noting that usually means that fine motor skills are also lacking. “Developing those gross motor skills is just critical, can impact so much of later learning,” she said.
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Scenes of rosy-faced children building forts in the snow are presented in sharp contrast to the academic (and mostly indoor) kindergarten in New Haven, Connecticut, where a normal day is packed full of orderly activities: morning meeting, readers’ workshop, writers’ workshop, a special activity (like art, gym, and music), lunch and recess, storytime, “choice” (a fancy word for play), math centers, then closing meeting.
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lacking in the attention needed to learn, with more than 10 percent of the school population diagnosed with some kind of attention disorder.
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occupational therapist Angela Hanscom opined in the Washington Post that there’s good reason our kids are so fidgety: more and more students come to class without having enough core strength and balance to hold their bodies still long enough to learn.
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“In order for children to learn, they need to be able to pay attention. In order to pay attention, we need to let them move.”
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A recent study by psychologists at the University of Colorado shows an even stronger reason for free play: children who experienced more undirected free play showed signs of stronger executive function, a strong predictor of success in school. “The more time that children spent in less-structured activities,” wrote researchers, “the better their self-directed executive functioning.”
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While this kind of adult-led movement is a far cry from the nearly unstructured free play of a forest kindergarten, it does serve the school’s purpose of high academic standards for their kindergartners, in hopes this prepares them for future academic success.
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Generative Art and Computational Creativity Course - 0 views
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So You Want to Be a Better Presenter and Pitcher? The Power of the Education 'Ignite Ta... - 1 views
www.edsurge.com/...r-of-the-education-ignite-talk
Ignite Ignite Session Ignite Talk links presentation FromLinkedIn Ransomtech talks EdSurge #LiquidNetworkSpill
shared by Jim Tiffin Jr on 19 May 16
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Excellent little article on Ignite Sessions. It explains what they are, shares some examples, and talks about how to adapt them for schools and students. HT @ransomtech
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Excellent little article on Ignite Sessions. It explains what they are, shares some examples, and talks about how to adapt them for schools and students. HT @ransomtech
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Building A Tinkering Mindset In Young Students Through Making | MindShift | KQED News - 0 views
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MindShift makered #LiquidNetworkSpill #mvifishares mistakes pHail Learning mindset maker mindset growth mindset
shared by Jim Tiffin Jr on 19 Nov 16
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the physical space for tinkering matters much less than the mental space that you create for young makers.
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To be effective tinkerers, students need to achieve a state of mind in which they are primed to play and make joyful discoveries.
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telling a group of little kids that it’s okay to make mistakes is not an effective way to deliver your message. The droning voice of the teachers in the Peanuts cartoons springs to mind! To get kids to internalize your message and truly take it to heart, you have to show them in a wide variety of ways what you really mean.
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Barney Saltzberg’s Beautiful Oops. This short book features mistakes repackaged as something awesome! For example, a torn piece of paper becomes the smile on an alligator. Young children respond to the simplicity of the “mistakes” and the delightful revelation of the reworked mistake into something beautiful and surprising.
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I let students see me flustered and then (hopefully) recovering. I invite them to help me diagnose what went wrong, which they LOVE.
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Taking public risks and making public mistakes not only helps normalize mistake making, it inspires enthusiasm for collectively problem-solving and collaborating.
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Posting quotations about or pictures of mistakes can go a long way toward reminding kids that you’re serious about the value of mistakes.
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Failure and discovery are so closely linked, so connected and interrelated, that it is very hard to distinguish between them, especially when failure leads directly to discovery and vice versa.
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To help students understand the messy process of creation, I ask students to track their progress during any project (much more about this in chapter 6). Tracking a project’s progress helps illuminate the many mistakes along the way.
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Peer-to-peer sharing also opens the door for collaboration and collective problem-solving when a student is unsure of how to move past an obstacle.
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Homework is wrecking our kids: The research is clear, let's ban elementary homework - S... - 0 views
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For elementary-aged children, research suggests that studying in class gets superior learning results, while extra schoolwork at home is just . . . extra work
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Homework supporters say homework teaches responsibility, reinforces lessons taught in school, and creates a home-school link with parents. However, involved parents can see what’s coming home in a child’s backpack and initiate sharing about school work–they don’t need to monitor their child’s progress with assigned homework.
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When Grading Harms Student Learning | Edutopia - 0 views
www.edutopia.org/...student-learning-andrew-miller
#LiquidNetworkSpills assessment Edutopia grading formative assessment schoolreform
shared by Jim Tiffin Jr on 07 Feb 16
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Is grading the focus, or is learning the focus?
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Zeros do not reflect student learning. They reflect compliance.
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a deduction in points. Not only didn't this correct the behavior, but it also meant that behavioral issues were clouding the overall grade report. Instead of reflecting that students had learned, the grade served as an inaccurate reflection of the learning goal.
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Students should learn the responsibility of turning in work on time, but not at the cost of a grade that doesn't actually represent learning.
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I completely agree with this point. But admittedly, I still am not sure how it would work in practice... I totally realize that the grades we give as teachers are completely under the school's control - we can go back and change grades even after the course has ended if we need to. But at the core of my question is, "What is the leverage (if that is the right word) that we can use to help students learn that responsibility?" Sports and pulling privileges come to mind, but what else is there. I wonder what other teachers have used for this situation?
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Practice assignments and homework can be assessed, but they shouldn't be graded.
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Many of our assignments are "practice," assigned for students to build fluency and practice a content or skill. Students are often "coming to know" rather than truly knowing.
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we should formatively assess our students and give everyone access to the "photo album" of learning rather than a single "snapshot."
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Teaching and learning should take precedence over grading and entering grades into grade books. If educators are spending an inordinate amount of time grading rather than teaching and assessing students, then something needs to change.
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We've all been in a situation where grading piles up, and so we put the class on a task to make time for grading.
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Our work as educators is providing hope to our students. If I use zeros, points off for late work, and the like as tools for compliance, I don't create hope. Instead, I create fear of failure and anxiety in learning. If we truly want our classrooms to be places for hope, then our grading practices must align with that mission.
Why Organizations Need to Make Learning Hard - 0 views
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How Good Is Good Enough? - Educational Leadership - 0 views
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Mastery is effective transfer of learning in authentic and worthy performance. Students have mastered a subject when they are fluent, even creative, in using their knowledge, skills, and understanding in key performance challenges and contexts at the heart of that subject, as measured against valid and high standards
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Wooden described his overall method like this: "I tried to teach according to the whole–part method. I would show them the whole thing to begin with. Then I'm going to break it down into the parts and work on the individual parts and then eventually bring them together"
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The constant process of bringing the parts back together in complex performance is what's routinely missing from many so-called mastery learning programs.
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Regardless of what particular solution we come up with for linking local grades to wider-world standards, this must be our motto: No surprises; complete transparency as to where the student stands in terms of performance.
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This is the crux of the matter: how to set school-level standards (and give grades, scores, or judgments in relation to them) in terms of valid external standards. If local tests are less rigorous than state and national tests, and if teachers' scoring and grading of student work reflect only local norms and not wider-world standards, then the school is not standards-based.
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NAIS - The Homework Debate: What It Means for Lower Schools - 1 views
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daily amount a child reads independently is positively linked to higher-order literacy skills and long-term academic success. And there are activities that promote academic performance and wellness simultaneously: physical exercise (60 minutes per day); proper sleep (10–11 hours a night for young children); shared family meals (three or more per week); and time to explore talents, interests, and passions.