Into the Driver's Seat
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What multitasking does to our brains | buffer

What multitasking does to our brains | buffer | Into the Driver's Seat | Scoop.it
By Leo Widrich

"We all know this and have heard it hundreds of times. To work efficiently we have to single task. No multitasking.

"And yet, we let it slip. We end up eating lunch in front of the TV with our laptop open. We browse Twitter and Facebook, whilst sending emails, and chatting in multiple Gchat windows too. When really we should be focusing on just that one assignment, blog post, proposal or piece of code.

"So one thing is for sure, we are all aware multitasking different things at the same time makes us less efficient. Why the heck is it so hard to focus on just one thing then?

"Recently I started to develop a new work routine online, that specifically focuses on singletasking only. The results I got were amazing and I want to share more on this further down.

"To understand what actually goes on in our brains and see if it all makes sense, I went ahead and found some stunning research and answers to these questions:"
Jim Lerman's insight:

Quite a thoughtful and helpful piece on why and how to avoid multitasking

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Into the Driver's Seat
Building the independence of learners through thoughtful uses of technology
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A mathematician has created a teaching method that’s proving there’s no such thing as a bad math student

A mathematician has created a teaching method that’s proving there’s no such thing as a bad math student | Into the Driver's Seat | Scoop.it
John Mighton, a Canadian playwright, author, and math tutor who struggled with math himself, has designed a teaching program that has some of the worst-performing math students performing well and actually enjoying math. There’s mounting evidence that the method works for all kids of all abilities.
His program, JUMP (Junior Undiscovered Math Prodigies) Math, is being used by 15,000 kids in eight US states (it is aligned with the Common Core), more than 150,000 in Canada, and about 12,000 in Spain. The US Department of Education found it promising enough to give a $2.75 million grant in 2012 to Tracy Solomon and Rosemary Tannock, cognitive scientists at the Hospital for Sick Children and the University of Toronto, to conduct a randomized control trial with 1,100 kids and 40 classrooms. The results, out later this year, hope to confirm previous work the two did in 2010, which showed that students from 18 classrooms using JUMP progressed twice as fast on a number of standardized math tests as those receiving standard instruction in 11 other classrooms.
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