Group items tagged motivation - sbisd early adopters

Daniel H. Pink - To Sell is Human | London Real - YouTube - 0 views

www.youtube.com/watch

pink Learning

shared by Sara Wilkie on 10 Jul 13 - No Cached

Sara Wilkie on 10 Jul 13

"Daniel H. Pink, author of "To Sell is Human" and "Drive: The Surprising Truth About What Motivates Us" talks about the microeconomic fallacy that more pay begets more work and argues that humans are truly motivated by Autonomy, Mastery & Purpose, and why most of us spend a large portion of our day engaging in "non-sales selling" as we persuade, convince, and influence others to give up something in exchange for what we have. http://www.danpink.com/ http://youtu.be/u6XAPnuFjJc"

<div class="cArrow"> </div><div class="cContentInner">"Daniel H. Pink, author of "To Sell is Human" and "Drive: The Surprising Truth About What Motivates Us" talks about the microeconomic fallacy that more pay begets more work and argues that humans are truly motivated by Autonomy, Mastery & Purpose, and why most of us spend a large portion of our day engaging in "non-sales selling" as we persuade, convince, and influence others to give up something in exchange for what we have. <a href="http://www.danpink.com/" rel="nofollow" target="_blank">http://www.danpink.com/</a> <a href="http://youtu.be/u6XAPnuFjJc" rel="nofollow" target="_blank">http://youtu.be/u6XAPnuFjJc</a>"</div>

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Kenneth Jones on 14 Jul 13

Autonomy, Mastery, and Purpose! About as trans-formative as D. Pink's Abundance, Automation, and Asia!

<div class="cArrow"> </div><div class="cContentInner">Autonomy, Mastery, and Purpose! About as trans-formative as D. Pink's Abundance, Automation, and Asia!</div>

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Why today is my last day teaching online… | The Edublogger - 0 views

theedublogger.com/...moocs-and-online-teaching

elearning teaching MOOC technology

shared by anonymous on 29 Jul 13 - No Cached

anonymous on 29 Jul 13

"Differentiation and personalized learning is lost in the pre-created curricula and assembly line experience of most distance courses and MOOCs" "The subject matter (and the learners' needs) should drive instructional strategies, not technology" "I'd argue that relationships are motivating. Seeing the passion good instructors bring to a classroom live and in person is motivating. " "My experience, and fear, is that online classes are too rigid, too much like a factory, and less responsive to individual students' learning."

<div class="cArrow"> </div><div class="cContentInner">"Differentiation and personalized learning is lost in the pre-created curricula and assembly line experience of most distance courses and MOOCs" "The subject matter (and the learners' needs) should drive instructional strategies, not technology" "I'd argue that relationships are motivating. Seeing the passion good instructors bring to a classroom live and in person is motivating. " "My experience, and fear, is that online classes are too rigid, too much like a factory, and less responsive to individual students' learning." </div>

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Five-Minute Film Festival: Best Kickoff Videos | Edutopia - 0 views

www.edutopia.org/...film-festival-meeting-kickoffs

motivation videos film starters inspiration professional_development educational_videos

shared by Richard Fanning on 16 Jan 13 - No Cached

Richard Fanning on 16 Jan 13

Short motivational videos to start a meeting

<div class="cArrow"> </div><div class="cContentInner">Short motivational videos to start a meeting</div>

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Introduction to Cooperative Learning | Cooperative Learning Institute And Interaction B... - 0 views

www.co-operation.org/?page_id=65

cooperative learning

shared by Sara Wilkie on 28 Dec 12 - No Cached

Sara Wilkie on 28 Dec 12

In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own. Cooperation is working together to accomplish shared goals. Within cooperative situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. it may be concluded that it is the drive for goal accomplishment that motivates cooperative and competitive behavior. Positive interdependence tends to result in promotive interaction, negative interdependence tends to result in oppositional or contrient interaction, and no interdependence results in an absence of interaction.

<div class="cArrow"> </div><div class="cContentInner"> In the ideal classroom, all students would learn how to work cooperatively with others, compete for fun and enjoyment, and work autonomously on their own. Cooperation is working together to accomplish shared goals. Within cooperative situations, individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. it may be concluded that it is the drive for goal accomplishment that motivates cooperative and competitive behavior. Positive interdependence tends to result in promotive interaction, negative interdependence tends to result in oppositional or contrient interaction, and no interdependence results in an absence of interaction.</div>

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Putting Activities Through the SAMR Exercise | Langwitches Blog - 0 views

langwitches.org/...ties-through-the-samr-exercise

SAMR learning PL professional learning PD professional development

shared by anonymous on 31 Jan 14 - No Cached

anonymous on 31 Jan 14

"This is about self-motivation and self-directed learning in professional development. This is about being part of learning through the power of the crowd versus alone."

<div class="cArrow"> </div><div class="cContentInner">"This is about self-motivation and self-directed learning in professional development. This is about being part of learning through the power of the crowd versus alone."</div>

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What's Your Best Guess? Predicting Answers Leads to Deeper Learning | MindShift - 1 views

blogs.kqed.org/...swers-leads-to-deeper-learning

answers learning thinking predicting

shared by Sara Wilkie on 04 Oct 12 - No Cached

Making predictions, Kasmer and Kim explain, helps prime the learning process in several ways. In the act of venturing a guess, we discover what we know and don’t yet know about the subject. We activate our prior knowledge on the topic, readying ourselves to make connections to new knowledge. We create a hypothesis that can then be tested, generating curiosity and motivation to find out the answer. Most of all, making predictions leads us to think deeply, to “explore the ‘why’ that underlies challenging problems,”
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Sara Wilkie on 04 Oct 12

"Students who view mathematics as only memorizing facts and procedures are often unsure of when or how to apply what they have learned. "

<div class="cArrow"> </div><div class="cContentInner">"Students who view mathematics as only memorizing facts and procedures are often unsure of when or how to apply what they have learned. "</div>

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