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Education and Training
How we learn and our strategies to achieve learning
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25 Practices That Foster Lifelong Learning - InformED

25 Practices That Foster Lifelong Learning - InformED | Education and Training | Scoop.it

"Is your capacity for learning is fixed or fluid? Can you improve your intelligence and talents through hard work and practice, or are you stuck with the brains you’ve got? Stanford psychologist Carol Dweck says most of us have either a “fixed” or “growth” mindset when it comes to learning. Most of us can get through sixteen years of schooling regardless of which mindset we have, but when it comes to lifelong learning–learning for the sake of learning, without outside pressure–only a growth mindset will cut it."


Via Beth Dichter, Mark E. Deschaine, PhD, Ivon Prefontaine
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Tony Guzman's curator insight, October 20, 2014 9:47 AM

I am a firm believer of lifelong learning and this

Li Banban's curator insight, October 20, 2014 8:23 PM

keep a growth mindset! its never too late to  learn.

Rob Hatfield, M.Ed.'s curator insight, November 7, 2014 4:43 AM

These are excellent teaching and learning resources to add to your 21st Century learning environment to promote lifelong learning.

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Teaching and Assessing Student Resiliencies

Teaching and Assessing Student Resiliencies | Education and Training | Scoop.it
In this fourth post in a series about comprehensive student assessment, I’m taking on the subject of resilience and how it is we can both teach and assess students in this area. I’ve been arguing

Via Sharrock, Ivon Prefontaine
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Sharrock's curator insight, February 20, 2014 12:32 PM

Resilience is one of the most important qualities our students need to build and develop. They encompass a lot of skills though. Many are listed in this article. 

Ivon Prefontaine's curator insight, February 20, 2014 1:16 PM

I will have to think about the assessment part. As long as it is a formative process or assessment as learning, it is probably workable. For marks, I don't think so.

Rescooped by Bobby Dillard from Teacher's corner
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The Hidden Barrier To Learning And What You Can Do About It

The Hidden Barrier To Learning And What You Can Do About It | Education and Training | Scoop.it
There is a hidden barrier that prevents people from learning - emotions. Instructional designers that fail to take into account the emotional barriers learners face will find their courses met with resistance. It’s important to account for emotions in the design process.

Via Gust MEES, Suvi Salo
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Gust MEES's curator insight, February 2, 2014 12:26 PM


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Emotional-Intelligence


Mikko Hakala's curator insight, February 3, 2014 2:15 AM

Three aspects to consider to lower emotional barriers in e-learning: 

1. Proper expectations

2. Gamification

3. Idea of the benefits

Anna-Liisa Hayward's curator insight, February 3, 2014 10:33 AM

This article looks at the role of emotions in learning and their effect on motivation on e-learning. It could equally be applied to learning in general, a useful little summary. 

Rescooped by Bobby Dillard from Agile Learning
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Classics ~ Adult Learning Theory & Andragogy Slideshare ~ Malcolm Knowles

Highlights that apply to technology training & learning, as relevant today.

 

Why specifics are being taught  (commands, functions, operations...)

   

Learning is task oriented within a context of common, needed tasks, not memorization

    

Teaching accounts for the wide range of backgrounds of learnings  (different levels / previous experience of learners)

   

Allows for self-direction, discovery - offering guidance through mistakes, offering help in learning if needed
Via Deb Nystrom, REVELN
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Deb Nystrom, REVELN's curator insight, January 3, 2014 1:57 PM

A good visual summary of the classic work of Knowles, useful as a refresher of the basics.  The SlideShare author has also encouraged free sharing of the "Presentation of Andragogy." ~ D

Ivon Prefontaine's curator insight, January 4, 2014 6:45 PM

All learning should be premised on the learner actively taking a role in their own learning.

Rescooped by Bobby Dillard from Education, Curiosity, and Happiness
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Why Do Teachers Quit?

Why Do Teachers Quit? | Education and Training | Scoop.it
And why do they stay?

Via Lance W. , Sharrock, Ivon Prefontaine
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Ivon Prefontaine's curator insight, October 21, 2013 4:21 PM

A lack of respect is a substantial reason. I left because of it and many others stay despite it. It is not a lack of respect from students and parents. It is from colleagues and administrators.

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Learning about Learning: 3 Insights

Learning about Learning: 3 Insights | Education and Training | Scoop.it

Three simple yet powerful insights about what effective learning entails can help managers team with trainers to unlock each individual’s potential for higher performance.


Via The Learning Factor, Carolyn Williams
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The Learning Factor's curator insight, June 2, 2014 7:15 AM

3 insights that can help managers unlock each individual’s potential for higher performance.

Carolyn Williams's curator insight, June 6, 2014 4:36 AM

Forever learning

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Create-Learning » Results vs. Process. Achieving Goals While Improving the Work

Create-Learning » Results vs. Process. Achieving Goals While Improving the Work | Education and Training | Scoop.it

 

   
Most scoreboards are focused on results.  If we don't have the results we need, what are we going to do about it?

 


Via Deb Nystrom, REVELN
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Deb Nystrom, REVELN's curator insight, February 2, 2014 11:33 PM

This timeline shows missing elements with problematic MBOs.  it's good to see this Knowledge Management piece on putting process & results together.

David Hain's curator insight, February 3, 2014 2:46 AM

Nice matrix on intentional success.

Rescooped by Bobby Dillard from Cool School Ideas
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16 Strategies For Integrating The Habits of Mind In The Classroom

16 Strategies For Integrating The Habits of Mind In The Classroom | Education and Training | Scoop.it

"In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat.

But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure — in academic terms — actually begin."


Via Beth Dichter, Cindy Riley Klages
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Beth Dichter's curator insight, January 3, 2014 10:23 PM

Many of us discuss Bloom's taxonomy with students (although we may not refer to it using that terminology) but how many of us talk about Habits of Mind with our students. This post explores how we can use habits of mind to help our students providing suggestions as to how you might help your students learn them.

To see the full poster of the Habits of Mind: http://indysintriguingideas.edublogs.org/files/2010/08/16HabitsofMind1.jpg

Authentis Formations's curator insight, January 5, 2014 5:14 AM

Pour une bonne reprise...

Kimberly House's curator insight, January 6, 2014 3:06 AM

I echo Beth Dichter's comments. This is vocabulary we should be using with our students. Identifying habits and ways if thinking that lead to learning. 

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The Neuroscience Of Learning: 41 Terms Every Teacher Should Know

The Neuroscience Of Learning: 41 Terms Every Teacher Should Know | Education and Training | Scoop.it

As education continues to evolve, adding in new trends, technologies, standards, and 21st century thinking habits, there is one constant that doesn’t change.


The human brain.


Via Elizabeth E Charles, Lynnette Van Dyke
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