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Jim Tiffin Jr

Building A Tinkering Mindset In Young Students Through Making | MindShift | KQED News - 0 views

ww2.kqed.org/...-young-students-through-making

MindShift makered #LiquidNetworkSpill #mvifishares mistakes pHail Learning mindset maker mindset growth mindset

shared by Jim Tiffin Jr on 19 Nov 16 - No Cached
  • the physical space for tinkering matters much less than the mental space that you create for young makers.
  • To be effective tinkerers, students need to achieve a state of mind in which they are primed to play and make joyful discoveries.
  • 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.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 19 Nov 16
       
      Like the pHail Boards and the FailUp Zone.
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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.
  • Modeling that it really is okay to make mistakes is vital.
  • I let students see me flustered and then (hopefully) recovering. I invite them to help me diagnose what went wrong, which they LOVE.
  • Taking public risks and making public mistakes not only helps normalize mistake making, it inspires enthusiasm for collectively problem-solving and collaborating.
  • Posting quotations about or pictures of mistakes can go a long way toward reminding kids that you’re serious about the value of mistakes.
  • 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.
  • 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.
  • 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.
  • Jim Tiffin Jr on 19 Nov 16
     
    Article summarizing ways to encourages students to think of mistakes as learning opportunities.
Bo Adams

The 10 Biggest Breakthroughs in the Science of Learning | Brainscape Blog - 3 views

www.brainscape.com/...throughs-science-of-learning-2

learningsciences Mind-Brain-Education MV-How-We-Learn #MustRead

shared by Bo Adams on 28 Feb 18 - No Cached
Chip Houston liked it
  • The brain is equipped to tackle a pretty hefty load of information and sensory input, but there is a point at which the brain becomes overwhelmed, an effect scientists call cognitive overload. While our brains do appreciate new and novel information (as we’ll discuss later), when there is too much of it we become overwhelmed. Our minds simply can’t divide our attention between all the different elements.
  • the brain’s wiring can change at any age and it can grow new neurons and adapt to new situations — though the rate at which this happens does slow with age. This phenomenon is called neuroplasticity, and it has had major ramifications in our understanding of how the brain works and how we can use that understanding to improve learning outcomes.
  • The ability to learn, retain, and use information isn’t just based on our raw IQ. Over the past few decades it has become increasingly clear that how we feel — our overall emotional state — can have a major impact on how well we can learn new things.
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  • Research is revealing why, as the emotional part of the brain, the limbic system has the ability to open up or shut off access to learning and memory. When under stress or anxiety, the brain blocks access to higher processing and stops forming new connections, making it difficult or impossible to learn.
  • research shows that failure is essential.
  • Information in the brain that isn’t used is often lost, as neural pathways weaken over time.
  • Researchers have found that novelty causes the dopamine system in the brain to become activated, sending the chemical throughout the brain.
  • Students may have preferences for how they learn, but when put to the test, students were found to have equivalent levels of learning regardless of how information is presented.
  • cater to the emotional and social needs of students and improves their ability to learn, is more important than styles
  • Neuroscience research suggests that the best way to learn something new isn’t to focus on mistakes, but instead to concentrate on how to do a task correctly. Focusing on the error only reinforces the existing incorrect neural pathway, and will increase the chance that the mistake will be made again. A new pathway has to be built, which means abandoning the old one and letting go of that mistake.
  • students who don’t get intellectual stimulation over the summer are much more likely to forget important skills in reading and math when they return to class.
  • Peer collaboration offers students access to a diverse array of experiences and requires the use of nearly all the body’s senses, which in turn creates greater activation throughout the brain and enhances long-term memory. Group work, especially when it capitalizes on the strengths of its members, may be more beneficial than many realize.
  • Aside from being able to see and hear patterns, the human mind has a number of innate abilities (the ability to learn a language, for instance) that when capitalized on in the right way, can help make learning any concept, even one that is abstract, much easier. Combining these innate abilities with structured practice, repetition, and training can help make new ideas and concepts “stick” and make more sense.
  • Learning can change brain structure.
  • Bo Adams on 01 Mar 18
     
    HT @MeghanCureton
Meghan Cureton

NAIS - One School's Approach to Equitable Grading - 1 views

www.nais.org/...ading-at-georgetown-day-school

grades learning grading assessment School Change

shared by Meghan Cureton on 19 Feb 19 - No Cached
  • a student’s grade could be more reflective of the teacher’s approach to grading than the student’s academic performance.
  • because many of the teachers’ grading practices rewarded or punished students for every assignment, activity, and behavior in the classroom, students often were less willing to take risks and make mistakes, and cared less about learning
  • But Previna didn’t blame the teachers. After all, none of them—herself included—had ever received any training or support with how to grade
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  • She started by sharing a few articles about the weaknesses of common grading practices with the entire middle school faculty
  • Then she invited all faculty to research, examine, and imagine ways to align grading to their vision for progressive and equitable education
  • first learned how many common grading practices were created during the Industrial Revolution and are based on century-old beliefs about teaching, learning, and human potential that have long since been debunked. By continuing to use these practices, we contradict our current understanding about effective teaching and learning
  • After studying the research about grading and learning about research-supported grading practices that are more accurate, more bias-resistant, and develop intrinsic motivation in students, the pilot group of middle school faculty members was excited to start using them. These more equitable practices included using alternatives to the 0–100 scale, not including behavior in the grade, ending extra credit, using rubrics, and developing a culture of retakes and redos
  • Students were less stressed, and classroom environments felt more relaxed and supportive of learning.
  • Grade inflation decreased
  • Grades are more accurate and less biased
  • Students’ motivation increased
  • Changes to grading practices leverage other aspects of programmatic reimagining
Meghan Cureton

ChangeLeaders Community - 0 views

www.changeleaders.community/...1372192

learning community

shared by Meghan Cureton on 29 Nov 17 - No Cached
  • How often do you see learners being ‘blamed’ for not understanding a challenging idea or concept, rather than that being a reflection on the teaching? To what extent is the learning architecture of our schools, the grading, grouping, and scheduling really allowing our students to learn most deeply and powerfully?
  • The reality is that today’s schools were simply never designed to change proactively and deeply —they were built for discipline and efficiency, enforced through hierarchy and routinization.    
  • It comes down to reframing our understanding of schools as learning organizations.
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  • But how much evidence do you have that your colleagues also see themselves as learners, be they teachers, principals or superintendents? How open and transparent are they about their learning? About what and how they are learning? And what and how do they learn from their mistakes? Being vulnerable, transparent and open are now prerequisites for modern leaders who are true learners
  • And finally, what about you? What have you learned about your learning? How self-aware are you about how you learn? How do you learn best, and what are the conditions that make that possible for you?
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