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Rescooped by Martha Bowring from Glossarissimo!
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(EN) - Surfin' Slang | John Baker

(EN) - Surfin' Slang | John Baker | Children | Scoop.it

"Welcome back Street Racers, Surfers, Hodads, and Low Riders to the Early 60s when A&W ruled on the south end of Hawthorne Blvd. and the Wich Stand ruled on the north end of Inglewood. 
In between was nothin' but Cruisin' and Street Racin'. If you wanted to pull over between these two ICONS OF THE DRIVE IN SET, then Frosties, Taco Tio, Sallys, and a few other places that have faded from memory were your pit stops. 
No one picked up any girls because no one knew how. Oh sure, all the guys talked the BIG TALK, but no one had ..."


Via Stefano KaliFire
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Rescooped by Martha Bowring from Early Learning Development
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Why kids' screen time isn't a matter of just saying no

Why kids' screen time isn't a matter of just saying no | Children | Scoop.it

When I mention the word "Nana," 17-month-old Jovie gets a huge grin on her face and points at my laptop – the place we see my mom during chats on Skype.


Via James Matthews
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Rescooped by Martha Bowring from Early Years Education
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Problems, Problems! | If you go down in the woods today…

Problems, Problems! | If you go down in the woods today… | Children | Scoop.it

Via Tasha Cowdy
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Rescooped by Martha Bowring from Digital Media Literacy + Cyber Arts + Performance Centers Connected to Fiber Networks
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The Role of Mistakes in the Classroom | Edutopia

The Role of Mistakes in the Classroom | Edutopia | Children | Scoop.it

As the school doors swing open to welcome the start of another year, both teachers and students will have goals: to inspire a class, to learn new things, to get good grades.

 

What probably won't be on that list is to make a mistake -- in fact many. But it should be.

 

Why? Because we're raising a generation of children -- primarily in affluent, high-achieving districts -- who are terrified of blundering. Of failing. Of even sitting with the discomfort of not knowing something for a few minutes.

 

If students are afraid of mistakes, then they're afraid of trying something new, of being creative, of thinking in a different way. They're scared to raise their hands when they don't know the answer and their response to a difficult problem is to ask the teacher rather than try different solutions that might, gasp, be wrong.

 

They're as one teacher told me, "victims of excellence."

 

Why is this? Because success in school is too often defined as high marks on tests. And if results are all that matter in education, then mistakes play no positive role. They are only helpful if we believe that the process of learning -- which inevitably must include the process of erring -- is just as, or more, important than getting to the correct answer.

 

I realize that parents play a crucial role in how their children view mistakes -- and I've written about that -- but here, I'm focusing on educators.

 

While writing my book Better by Mistake: The Unexpected Benefits of Being Wrong, I came across some fascinating research about how children learn and what message they take away about mistakes.

 

Carol Dweck, a professor of psychology at Stanford University, has conducted groundbreaking research in this area. One of her experiments asked 400 5th graders in New York City schools to take an easy short test, on which almost all performed well. Half the children were praised for "being really smart."  The other half was complimented "having worked really hard."

 

Then they were asked to take a second test and given the options of either choosing one that was pretty simple and they would do well on, or one that was more challenging, but they might make mistakes.

 

Of those students praised for effort, 90 percent chose the harder test. Of those praised for being smart, the majority chose the easy test. Dweck has conducted such experiments and studies in a variety of school districts -- low-income, high-income, homogenous and mixed- culture and races.

 

Click headline to read more--


Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc
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