Into the Driver's Seat
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Why You Truly Never Leave High School | New York Magazine

Why You Truly Never Leave High School | New York Magazine | Into the Driver's Seat | Scoop.it
New science on its corrosive, traumatizing effects.

 

By Jennifer Senior

 

"In the past couple of decades, studies across the social sciences have been designed around this new orientation. It has long been known, for instance, that male earning potential correlates rather bluntly with height. But it was only in 2004 that a trio of economists thought to burrow a little deeper and discovered, based on a sample of thousands of white men in the U.S. and Britain, that it wasn’t adult height that seemed to affect their subjects’ wages; it was their height at 16. (In other words, two white men measuring five-foot-eleven can have very different earning potential in the same profession, all other demographic markers being equal, just because one of them was shorter at 16.) Eight years later, Deborah Carr, a sociologist at Rutgers, observed something similar about adults of a normal weight: They are far more likely to have higher self-esteem if they were a normal weight, rather than overweight or obese, in late adolescence (Carr was using sample data that tracked weight at age 21, but she notes that heavy 21-year-olds were also likely to be heavy in high school). Robert Crosnoe, a University of Texas sociologist, will be publishing a monograph with a colleague this year that shows attractiveness in high school has lingering effects, too, even fifteen years later. “It predicted a greater likelihood of marrying,” says Crosnoe, “better earning potential, better mental health.” This finding reminds me of something a friend was told years ago by Frances Lear, head of the eponymous, now defunct magazine for women: “The difference between you and me is that I knew in high school I was beautiful.”

Jim Lerman's insight:

Quite an interesting and well-written article...and it certainly feels, from personal experience, to be quite accurate.

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Into the Driver's Seat
Building the independence of learners through thoughtful uses of technology
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Getting Started with Google Expeditions and Virtual Reality | Shake Up Learning

Getting Started with Google Expeditions and Virtual Reality | Shake Up Learning | Into the Driver's Seat | Scoop.it
“ Pinterest Bring Google Expeditions and Virtual Reality into Your Classroom – Part 1 *This post is sponsored by Samsung. All thoughts and opinions are my own.* You’ve heard the hype, but are you ready to bring virtual reality or VR to your classroom? Getting started with Google Expeditions and virtual reality can sound complicated, so I’ve …”
Via Tom D'Amico (@TDOttawa) , Timo Ilomäki, Marco Pozzi
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257 minutes: the time teens can spend on computers each day before harming wellbeing

257 minutes: the time teens can spend on computers each day before harming wellbeing | Into the Driver's Seat | Scoop.it

"Parents should worry less about the amount of time their children spend using smartphones, computers and playing video games because screen time is actually beneficial, the University of Oxford has concluded ..."


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How to create an annotated bibliography in Microsoft Word

How to create an annotated bibliography in Microsoft Word | Into the Driver's Seat | Scoop.it

"An annotated bibliography is an important part of any research document. Let's see how to create one with the help of Microsoft Word ..."

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Theories of learning – epistemology of #connectivism - by Stephen Downes

Presentation of major branches of epistemology, placing connectivism into this content, and then describing learning theories in this framework. This becomes a…

Via Ana Cristina Pratas, Marco Pozzi
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Jess Chalmers's curator insight, November 8, 2016 6:35 AM

From Stephen Downe's site -Theories of learning – epistemology of connectivism

vgpascal's curator insight, November 10, 2016 5:42 AM
Behaviorisme vs. Cognitivisme vs. Connectivisme
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Why Teachers Matter More in a Flipped Classroom

Why Teachers Matter More in a Flipped Classroom | Into the Driver's Seat | Scoop.it

The reason Flipped Learning makes teachers more valuable is that it changes the dynamic of the classroom. No longer is content delivery the focus of the class, nor is the teacher’s main responsibility the dissemination of knowledge. Instead, teachers take on the role of a facilitator of learning. They can work with students in small groups and have more one-on-one interactions. The simple act of removing the direct instruction (lecture) from the whole group changes the dynamic of the room and allows the teacher more time to personalize and individualize the learning for each student. Each student gets his/her own education tailored to their individual needs. Instead of a one size fits all education, each student gets just what they need when they need it. So if you are flipping your class, know that your role is more valuable than just a stream of knowledge. You…Connect, Listen, Push, Go Deeper, Laugh, Interact, Inspire, Play, Provoke, Encourage, and Motivate. You are a teacher!


Via Peggy George, Juergen Wagner, Marco Pozzi
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Using Technology to Boost Confidence

Using Technology to Boost Confidence | Into the Driver's Seat | Scoop.it
Technology can help students in so many way. One teacher uses technology to help student confidence and understanding. See how.
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