Wasatch

UNEP Background guide

Thoughts on GRIT

Text-based Seminar Guidelines

I think there's a lot of value in the way the article approaches "why tech doesn't work as pedagogy." What I worry about is that there's a real danger of an either/or approach. Sometimes people need training, and we know that not all people can figure things out alone. Some need step-by-step instruction for technology that seems easy if you have certain aptitudes. It's all well and good to focus on the learning, but if you can't work the gizmo, you're not going to be facilitating much learning. This is aggravated when the tool is a communication channel, and you can't send the messages that need to be sent (e.g. Haiku and assignments, attendance, notes on grades, etc.)

This is the PBL article Chris English shared 8/21/14.

Troubled by the vagueness in some places, but it's a review of an unpublished paper that's in press, so reading the original would solve a lot of that. #2 - This is dangerous, I think, without a lot more context. The rationales given for "why" were all completely speculative, and the evaluation was based on readers. Again, love to see the numbers/controls used. A big one for ESL (which I'm sure this doesn't address, and which is problematic on a whole different level, of course) is that the definition of "word processing" -- DOES it include using grammar/spell check? Controls could include NOT using MS Word or its ilk, but instead just typing in email or a form, or using TextEdit. Another could be the relative ages of the readers -- has a whole generation been "Microsoftened"? #3 I'd absolutely need more evidence to buy into completely. The real issue that is not addressed is CONTEXT. If I teach you the physics of internal combustion, I'm not going to expect that you can now fix a car... unless I do a lab on fixing car engines to go along with that physics lesson. I'd hold that the same could apply -- but we don't know if THAT study has even been attempted.

a wonderful graphic that shows areas of accommodations  and strategies one can use in the classroom

quick read of myths about Executive functions

A growth mindset is the secret to maximizing potential. Want to grow your staff? Give them tasks above their ability. They don't think they could do it? Tell them you expect them to work at it for a while, struggle with it. That it will take more time than the tasks they're used to doing. That you expect they'll make some mistakes along the way. But you know they could do it.

"Grit." A four-letter word that every teacher and student should know and use. 3 Steps: Powerful Words, Weekly Reflection Journals, Community Meetings

US Dept of Ed - draft report

"At the Buck Institute for Education (BIE), we've been keeping a list of the many types of "_____- based learning" we've run across over the years: Case-based learning Challenge-based learning Community-based learning Design-based learning Game-based learning Inquiry-based learning Land-based learning Passion-based learning Place-based learning Problem-based learning Proficiency-based learning Service-based learning Studio-based learning Team-based learning Work-based learning . . . and our new fave . . . "

Interesting connections to fixed mindset and learning.

this is a great graphic about learning theories. made me rethink my position