Group items tagged

second group, most of the kids chose to take the test

Ninety percent of the kids who heard “you must be smart” opted not to take it.

second test

equally as hard as the first one

third test was given

The first group of students who were told they were smart, did worse.

The second group did 30% better.

Eight Steps Toward Healthy Leadership

Help them take calculated risks. Talk it over with them, but let them do it. Your primary job is to prepare your child for how the world really works. Discuss how they must learn to make choices. They must prepare to both win and lose, not get all they want and to face the consequences of their decisions. Share your own “risky” experiences from your teen years. Interpret them. Because we’re not the only influence on these kids, we must be the best influence. Instead of tangible rewards, how about spending some time together? Be careful you aren’t teaching them that emotions can be healed by a trip to the mall. Choose a positive risk taking option and launch kids into it (i.e. sports, jobs, etc). It may take a push but get them used to trying out new opportunities. Don’t let your guilt get in the way of leading well. Your job is not to make yourself feel good by giving kids what makes them or you feel better when you give it. Don’t reward basics that life requires. If your relationship is based on material rewards, kids will experience neither intrinsic motivation nor unconditional love. Affirm smart risk-taking and hard work wisely. Help them see the advantage of both of these, and that stepping out a comfort zone usually pays off.

“So,” Juárez Correa said, “what do you want to learn?”

human cognitive machinery is fundamentally incompatible with conventional schooling. Gray points out that young children, motivated by curiosity and playfulness, teach themselves a tremendous amount about the world. And yet when they reach school age, we supplant that innate drive to learn with an imposed curriculum.

inland pared the country’s elementary math curriculum from about 25 pages to four, reduced the school day by an hour, and focused on independence and active learning. By 2003, Finnish students had climbed from the lower rungs of international performance rankings to first place among developed nations.

n Finland, teachers underwent years of training to learn how to orchestrate this new style of learning; he was winging it. He began experimenting with different ways of posing open-ended questions on subjects ranging from the volume of cubes to multiplying fractions.

Juárez Correa had mixed feelings about the test. His students had succeeded because he had employed a new teaching method, one better suited to the way children learn. It was a model that emphasized group work, competition, creativity, and a student-led environment. So it was ironic that the kids had distinguished themselves because of a conventional multiple-choice test. “These exams are like limits for the teachers,” he says. “They test what you know, not what you can do, and I am more interested in what my students can do.”

They do it by emphasizing student-led learning and collaboration

Parents who spend more time playing games with their kids have better relationships with them

improve children’s ability to manage difficult emotions

Children who spend more time playing videogames score higher on tests of creativity.

Gamers of all ages perform better than non-gamers on tests of attention, speed, accuracy, and multi-tasking.

Scientists have found a wide variety of cognitive, emotional and social benefits to gaming

Is gameplay good for us?

students performed equally well on a twenty-question multiple-choice comprehension test whether they had read a chapter on-screen or on paper. Given a second test one week later, the two groups’ performances were still indistinguishable.

“We cannot go backwards. As children move more toward an immersion in digital media, we have to figure out ways to read deeply there.”

Maybe her letter writers’ students weren’t victims of digitization so much as victims of insufficient training—and insufficient care—in the tools of managing a shifting landscape of reading and thinking.

In a new study, the introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders. It turns out that they could read deeply. They just had to be taught how.

multitasking while reading on a computer or a tablet slowed readers down, but their comprehension remained unaffected.

Maybe the decline of deep reading isn’t due to reading skill atrophy but to the need to develop a very different sort of skill, that of teaching yourself to focus your attention.