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Nine behaviors of people who positively impact the world

Nine behaviors of people who positively impact the world | Leadership, Innovation, and Creativity | Scoop.it

Look around you and you’ll see three kinds of people – those who hate their work, and complain bitterly, those who just tolerate their work and see it as a paycheck and aren’t looking for more (or feel they can’t have more), and finally, those who love their work, and relish it.  The third category is a small subset of all professionals globally, but this group stands out because these are, most often, the people who change the world for the better.

In my work as a success coach and writer, I’ve had the opportunity to connect with people who’ve made a true and measurable impact in the world, including well-known experts, authors, researchers, journalists, scientists, innovators, business geniuses, and entrepreneurs. But among this group of world influencers there are also everyday people who have found a special niche in which they’ve contributed at the highest level.

It’s critical to note that people who’ve made a real difference aren’t all privileged, advantaged or “special” by any stretch.  Many come from disadvantaged families, crushing circumstances and initially limited capabilities, but have found ways to pick themselves up and rise above their circumstances (and their genes) to transform their own lives and those around them.

Researching these makers, shakers and disruptors, and working with my own clients who shape the world around them in powerful and constructive ways, I’ve observed 9 core behaviors that set them apart – habitual ways of behaving and approaching life and work that distinguish them from those who long to make a difference but can’t or won’t find the way.

The 9 core behaviors of people who positively impact the world are:

They dedicate themselves to what gives their life meaning and purpose.

Thousands of people today don’t believe in meaning and purpose as something to discover or pursue in life.  And others believe in a life purpose but won’t take the risk to identify or honor it.  Those with positive influence feel otherwise.  They have found that there is a purpose to their life, and that purpose usually involves some aspect of turning their “mess into a message,” or using what they’ve learned (often the hard way) as a means of being of service to others.  People with a sense of purpose are driven, focused, committed, and lit up from the inside – unable to be deterred or distracted from what they believe is the reason they’re on this planet at this time. This sense of meaning and purpose gives them inexhaustible drive and offers guideposts to follow along the path.  It informs them of what they wish to attend to in life, and what they need to walk away from because it doesn’t support their higher purpose.

They commit to continually bettering themselves.

People who impact the world for the better know that they are not perfect. They understand how their knowledge isn’t “complete” – there are always gaps, biases, limitations and prejudices, and new places to go with their expertise.

Yes, there are powerful narcissists aplenty, but their influence isn’t positive or helpful in the long run – it’s damaging and destructive.  Innovators who positively shape the world come from a “beginner’s mind” and a loving, compassionate heart – with an openness to see, learn, and experience new things on the way to being a better servant of the world.

They engage with people in open, mutually-beneficial ways.

Those with huge positive influence understand the power of relationships, connection, and engaging with the world openly.  They’re not afraid to get “out there” – connecting with others, sharing their knowledge and talents, offering their authentic and often contrarian viewpoints and opinions.  They’ve pushed beyond any introversion, shyness or reluctance to be who they are, and have learned how to relate well with others and build mutually-supportive relationships that catapult both parties to a higher level.  They know that positive, supportive and authentic relationships are the foundational building blocks to anything and everything they want to achieve.

They invest time and energy not in what is, but what can be.

The people I’ve interacted with and interviewed who’ve made a positive impact in the world don’t settle for conformity.  When they see something that agitates and disturbs them, they strive to know more, get to the root of the issue, research and understand the contributing factors, and arrive at new solutions.  They observe gaps and mistakes in common thinking and behavior, and trust themselves in their belief that it’s time to push the boundaries of what’s accepted.   They want to affect change because they believe change will bring a better way to live.

They embrace critique.

The most powerful positive influencers don’t need or want to be “right” – they want to grow and be more effective.  For that to occur, they walk right into critique, and they embrace challenge.  They’re not afraid to put their work out there for others to poke holes in.   They are strong and confident in the face of opposition, yet know how to integrate constructive feedback to strengthen their work and ideas. They engage in open dialogue and welcome scrutiny.

They spread what they know.

We’ve all met authors or “experts” who keep their knowledge secret, close to the vest. They’re afraid to let it out for fear someone will steal it or make money on their ideas.  This is the opposite of the positive influencer’s mindset.  Those who make a true positive difference can’t help but share and teach what they’ve learned. They don’t see their knowledge as just some commodity to sell, as a meal ticket or a money maker – they see it as information that has to be shared with the world for its betterment. They believe their ideas and innovations are of use and value to others, and can’t help but share those openly, and teach others what they’ve learned.  They live the universal principle  – “the more you give, the more you get.”

They uplift others as they ascend.

You’ve experienced, as I have, scores of “leaders” and high-achievers who’ve gotten where they are by stepping on the heads and backs of those in the way.  These are not true leaders or influencers because their power is a sham – it was obtained unethically and is shallow and weak, and can’t be sustained over the long haul.   I have encountered power-mongers who were crushing and cruel to their subordinates and I wondered when they would finally reap what they’ve sown.  Over the long term, this day always comes.

On the other hand, people who positively impact the world not only obtain amazing results in their work, but their process of obtaining these results – how they operate in life — is also inspiring and uplifting.  They are happy to help and support others, and have an overflow of positive energy that enriches the lives of everyone they work with and connect with.  These positive influencers want others to grow.  They walk away from “success-building” opportunities that will be hurtful and damaging to others. They know that those unethical, demeaning or destructive approaches go against the very meaning and purpose they’re committed to.

They view the journey as the goal.

Positive influencers don’t take short cuts or go for the quick buck or easy answer. They don’t view some arbitrary goal or outcome as a destination, because they believe there is no end – it’s all in the journey.  It’s about what they’re learning, experiencing, and building that helps others, and for that, there is no defined end point.  They embrace failure more readily than others as “information” that guides them.  They are more fluid and flexible, and more open to the “how’s” because their ultimate goal is not about upholding their title, income, reputation, stature or power, but about new ways to help and share what they know.

They use their power and influence well.

Sadly, it’s a common occurrence in business today to witness power and influence being wielded as a weapon. It hurts and destroys. Positive influencers use their power well and wisely. They understand the widespread influence they have, the power they have to build up and elevate, or tear down.  Those who impact the world for the better are careful and judicious with their words, actions and behaviors. They operate with heart, and care deeply about their leadership and communication process and style, and the influence they have.  They take it seriously, as a special honor and responsibility not to be flaunted or misused.  They understand their special role, and accept it with grace, compassion, and care.


Via Vilma Bonilla
Ivon Prefontaine's insight:

They continually improve themselves is a great place to begin. This is not externally ordered and external ordering. It is something we undertake and emulate Gandhi's words of improving one's self and thus improving the world.

 

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Leadership, Innovation, and Creativity
Complexity, chaos, and ambiguity are aspects of leadership and learning. Without those we cannot innovate and create.
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Why It's Time To Put Students In The Driver's Seat

Why It's Time To Put Students In The Driver's Seat | Leadership, Innovation, and Creativity | Scoop.it
Think about how you or the people you work with approach the creation of a blended learning lesson plan. The first steps of coming up with and flushing out your initial idea. Then, scouring the web to find safe, factually accurate sites that are not blocked by your school filters and checking the fine print …

 

This method of teaching does require a certain amount of bravery. There is a very real chance that when a student asks you a question (How do I add media? How do I change the font? How do I import pictures? etc. etc.) you will have to say the dreaded “I don’t know”. But the neat thing is, your students are ok with this. You’re all learning as you go. More often than not another child in the class will be using the same site or will have at least used it before. If a classmate knows the answer, they can step into the role of teacher – from which much confidence is gained and leadership skills are learned.


Even the most reserved kid really enjoys teaching their teacher a trick or two. If no one knows the answer, they can collaborate to find the solution; an activity that provides important life skills with many real-world applications. All while leaving the initiative, process development and ownership of the learning itself right where it belongs, in the hands of the learners.


Gust MEES: I started with it in 2002 already and was a pioneer in my country, BUT I got BEST results! Make sure to work TOGETHER as a TEAM with the students, learners, create ALSO some groups where the BEST work together with the weakest. YOU will love it later and YOU will miss it as it gives YOU a direct feedback of WHAT THEY learned and YOU adjust on demand and necessity... WHEN the BEST feel boring, give THEM a special task to motivate THEM ;) ===> Adjust <===.


Concerning the questions from the students, please check my advice here:


http://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/


http://gustmees.wordpress.com/2012/05/02/work-sheet-teachers-best-practiceshowto/



Via Gust MEES
Ivon Prefontaine's insight:

I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.

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Gust MEES's comment, May 28, 2014 3:40 PM
@Ivon Prefontaine Hi, give me some time (???), please and I will create a blog about how I did it ages ago (2002-2003), thanks. For the moment GO for #DeepTHINKing and try to find out (paper & notes & ideas) how You could realize it with your actual #ProfessionalDevelopment, make some #Brainstorming with THE #LEARNERS in mind ;) A good exercise ;) Let me know, thanks ;)
Ivon Prefontaine's comment, May 28, 2014 6:57 PM
Thank you Gust.
Gust MEES's comment, May 28, 2014 7:18 PM
@Ivon Prefontaine I will take it is a priority to create THAT blog, stay tuned, please ;)
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How to Promote Yourself W/out Sounding Like a Jerk

How to Promote Yourself W/out Sounding Like a Jerk | Leadership, Innovation, and Creativity | Scoop.it
Be humble, and be real.

Via Karen Dietz, David Hain
Ivon Prefontaine's insight:

It is always hard to find the balance between too modest and too full of one's self.

 

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David Hain's curator insight, May 23, 5:39 AM

This is a key balance to pull off for successful influencing and building relationship capital!

Ron McIntyre's curator insight, May 23, 9:52 AM

Excellent insights for those, like me, that struggle with self promotion. Well worth the read.

ASVP's curator insight, Today, 2:13 AM

Definitely worth reading

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Multiple Intelligences: What Does the Research Say?

Multiple Intelligences: What Does the Research Say? | Leadership, Innovation, and Creativity | Scoop.it

Proposed by Howard Gardner in 1983, the theory of multiple intelligences has revolutionized how we understand intelligence. Learn more about the research behind his theory.


Via Robert Hubert
Ivon Prefontaine's insight:

The more ways adults and children can approach a subject the better off they are in their learning.

 

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Lon Woodbury's curator insight, May 24, 2:08 AM

This also explains the difference between Multiple Intelligences and Learning Styles, something that is often confused. -Lon

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leading and learning: Education Readings - Sir Ken Robinson./David Hood NZ/ Annie Murphy Paul/Jo Boaler and Pavlov's dogs!

leading and learning: Education Readings - Sir Ken Robinson./David Hood NZ/ Annie Murphy Paul/Jo Boaler and Pavlov's dogs! | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

I am usually no t a fan of 10 commandments and 7 habits, but the article about innovation makes a good point. The more we throw new, shiny things at teachers the less chance real deep and meaningful change happens.

 

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5 Sources for Social Justice Songs

5 Sources for Social Justice Songs | Leadership, Innovation, and Creativity | Scoop.it

by Marsha RakestrawMusic has always played a powerful role in social change. Songs about humane issues offer historical context; literary, ethical and cultural insights; and inspiration for positive action.


Via Dean J. Fusto
Ivon Prefontaine's insight:

This is a good resource. I used to hunt my way across the Internet or bring my own music to class.

 

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The psychology of simple

The psychology of simple | Leadership, Innovation, and Creativity | Scoop.it
For a concept that we all understand, ‘simple’ is deceivingly difficult to pin down. We may ‘know it when we see it’, but there’s more to what makes a product or website feel simple than just gut reaction.  In the words […]

Via Official AndreasCY, Γιώργος Παπαναστασίου, Lynnette Van Dyke
Ivon Prefontaine's insight:

The Einstein quote says it all. The complexity of simplicity.

 

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Gust MEES's curator insight, May 21, 9:20 PM

For a concept that we all understand, ‘simple’ is deceivingly difficult to pin down. We may ‘know it when we see it’, but there’s more to what makes a product or website feel simple than just gut reaction.  In the words […]


Learn from it when creating courses and/or Social Media posts ;)

Ian Berry's curator insight, May 22, 6:56 PM

Good article. Here's to everything being as simple as possible without losing the profound

Kym Reinstadler, SCN Feature Writer's curator insight, May 22, 10:12 PM
Keeping it simple -- without making “it” seemed dumbed down -- is the key to a user friendly website. Here, at last, is the psychology behind the strategy of being the same (predictable/comfortable), yet different (memorable).
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The Teenage Brain: Scaffolding the Brain for Lifelong Learning

The Teenage Brain: Scaffolding the Brain for Lifelong Learning | Leadership, Innovation, and Creativity | Scoop.it
By Dr. Frances Jensen - As part of our Smart Parents series, Dr. Jensen writes about what the learning science can teach us about the teenage brain.

Via John Evans, Kelly Christopherson
Ivon Prefontaine's insight:

Even adults learning something new need scaffolding. We might get there quicker, but we need a solid foundation.

 

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Elizabeth Hutchinson's curator insight, May 18, 2:44 AM
This isn't really Information Literacy but it makes a really interesting read about how teenagers' brains work and react to the things around them.
lisa's curator insight, May 18, 5:21 AM

Adolescents and plasticity capabilities in their brain....

Sandra Ciccarello's curator insight, May 20, 7:28 PM

Interesting, very useful to help challenge the students who think they can't change.

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Life doesn't come with trigger warnings. Why should books?

Life doesn't come with trigger warnings. Why should books? | Leadership, Innovation, and Creativity | Scoop.it
The outside world is full of triggers. If I don’t warn you of one it’s not out of malice Continue reading...

Via Yashy Tohsaku, Luciana Viter
Ivon Prefontaine's insight:

Life is full of uncertainty and good literature is, as well.

 

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Something is rotten in the state of US education

Something is rotten in the state of US education | Leadership, Innovation, and Creativity | Scoop.it
A report released last year estimates that nearly half of the nation's new teachers quit within five years, a rate of attrition that costs the United States over US$2 billion annually.

Via Jocelyn Stoller, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

The rate of attrition is no better in Canada and Alberta where teachers are well paid relatively speaking. The use of part-time contracts and the promotion of people who are not leaders has hurt.

 

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Excellence is not the only point of education

Excellence is not the only point of education | Leadership, Innovation, and Creativity | Scoop.it
Asking children to model themselves on top entrepreneurs is another step towards corporate mentality hijacking education.
Ivon Prefontaine's insight:

When politicians, bureaucrats, and corporate bosses engage in rhetoric about education, it is in the advancement of a neo-liberal agenda. Teaching and education is relational and, as such, cannot be easily measured and quantified. Yet, they are priceless.

 

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Alternative High Schools: Models For the Future?

This paper deals with the creation of alternative schools to deal with the at-risk student population. These schools usually focus on skills more relavent to the workplace. Could they be a model for reform of the broader public education system?


Via Sharrock
Ivon Prefontaine's insight:

We need options that provide options for students and teachers. I taught in a small school, which was technically not approved as a school, where we made it work. The bosses did not like that so they changed it and insisted it be a program of their choosing. When we eliminate student and teacher choice, we do great violence.

 

 

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Rescooped by Ivon Prefontaine from Effective Education
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The Characteristics Of A Good School

The Characteristics Of A Good School | Leadership, Innovation, and Creativity | Scoop.it

The Characteristics Of A Good Schoolby Terry HeickAs social tools, when a society changes, so must its tools. Definitions of purpose and quality must also be revised continuously. What should a school “do”?


Via Dean J. Fusto, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

Community is important. Where the actions that take place in a school will end up is unpredictable.

 

 

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Dr. Deborah Brennan's curator insight, May 17, 11:34 AM

Every school in America needs to be a GOOD SCHOOL as defined in this article.  With the focus in too many of our poverty and struggling schools on remediation of content knowledge, we often fail to make the, places that help students step into post-school success with the thinking skills necessary to compete successfully in college and work.   There needs to be a revolution in public schools that gives all schools the vision and resources to become quality "good schools".

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leading and learning: Education Readings - Sir Ken Robinson/ Howard Gardner/ Guy Claxton /David Perkins and a lot more

leading and learning: Education Readings - Sir Ken Robinson/ Howard Gardner/ Guy Claxton /David Perkins and a lot more | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

Here is some more good reading with loads of links to articles.

 

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Learning by Doing! 11 Life Lessons learned in a Finnish Classroom.

Learning by Doing!  11 Life Lessons learned in a Finnish Classroom. | Leadership, Innovation, and Creativity | Scoop.it
We don't make anything anymore.  Don't get me wrong- I know there are several talented crafty people in this world who have dedicated their lives to creating beautiful and functional works of art. ...

Via Suvi Salo
Ivon Prefontaine's insight:

Most students love to learn through doing. It brings the theoretical, book learning to some thing the can say forming through their efforts.

 

 

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Suvi Salo's curator insight, May 20, 11:50 AM

via Kaisa Vähähyyppä @vahis

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Doctoral EAP

Doctoral EAP | Leadership, Innovation, and Creativity | Scoop.it
a collection of experiences, reflections, resources and rants

Via Steve Kirk, Pilar Moral
Ivon Prefontaine's insight:

This looks like an interesting site worth exploring

 

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Steve Kirk's curator insight, April 24, 9:55 AM

A long overdue initiative to bring together students, researchers, practitioners and other professionals in English for Academic Purposes, to talk around issues of doctoral studies - Starting out, developing, failing, failing better, collaborating...and staying proudly in the field after completing, such that we change things from the inside.

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A Comprehensive Checklist of The 21st Century Learning and Work Skills ~ Educational Technology and Mobile Learning

A Comprehensive Checklist of The 21st Century Learning and Work Skills ~ Educational Technology and Mobile Learning | Leadership, Innovation, and Creativity | Scoop.it

Via L. García Aretio, Dênia Falcão
Ivon Prefontaine's insight:

We should be careful that what adults do at work does not bleed into children's learning. For example, customer service skills are important to adults. Are they to children? They might be in terms of sympathy, listening, etc. but those skills we need in our lives generally.

 

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WEF_Human_Capital_Report_2015.pdf#.VV6FaqinV60.scoopit

Ivon Prefontaine's insight:

This is a PDF of a report. I struggle with the idea humans are tools and resources. In effect, we wait for some one to use us.

 

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Critical Issue: Finding Time for Professional Development


Via Darren Burris, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

Teachers need time to talk with other and share. Professional learning is by choice and what interests individuals rather than mandated and ordered by those outside the classrooms.

 

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Leadership isn't an individual act; it's an ensemble performance

Leadership isn't an individual act; it's an ensemble performance | Leadership, Innovation, and Creativity | Scoop.it
Leaders can only lead in participation with others being led, so why do most business schools cling to notions of individualism?

Via Professor Jill Jameson
Ivon Prefontaine's insight:

It is. Leaders have to read the cues and landmarks and improvise as part of the ensemble.

 

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Professor Jill Jameson's curator insight, March 22, 2014 5:36 AM
Collaborative team leadership as a highly social activity and 'ensemble' performance art in this example: time to question (again!) why heroic individualised leadership models continue to persist.
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Could playing Tchaikovsky’s ‘Nutcracker’ and other music improve kids’ brains?

Could playing Tchaikovsky’s ‘Nutcracker’ and other music improve kids’ brains? | Leadership, Innovation, and Creativity | Scoop.it
Children who play the violin or study piano could be learning more than just Mozart.

Via Jocelyn Stoller, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

As students become comfortable with the difference classical music might present, it would be non-intrusive and calming. I prefer Rock and Roll and the Blues when I study.

 

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Australia - A testucator's Paradise.

Australia - A testucator's Paradise. | Leadership, Innovation, and Creativity | Scoop.it
Australia – A Testucator’s Paradise Where the ‘Minnesota Malady” flourishes Since its first introduction to British ways of doing things, Australian schooling has been based on the notion that chil...
Ivon Prefontaine's insight:

If we took the money we invested in our bureaucratic and technocratic functions and functionaries, perhaps we could invest that into schools, teaching, and learning?

 

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Education Is Harmful When You Measure the Wrong Things - Huffington Post

Education Is Harmful When You Measure the Wrong Things - Huffington Post | Leadership, Innovation, and Creativity | Scoop.it
"Measure the wrong things and you'll get the wrong behaviors." This simple statement succinctly characterizes why the American education system continues beating its head against the wall.

 

Throughout education, an increasingly rigid, closed loop of assessment is systematically making schools worse: Define things children should know or be able to do at a certain age; design a curriculum to instruct them in what you've decided they should know; set benchmarks; develop tests to see if they have learned what you initially defined; rinse and repeat.

This narrow, mechanistic approach to education does not correspond to the reality of child development and brain science, but the metrics and assessment train charges down the track nevertheless.

 

So what's wrong with that, you might ask? Isn't school about teaching kids stuff and then testing them to see what they've learned? In a word, "No." It simply doesn't work, especially with young children.

As Boston College Professor Peter Gray wrote in a recent Psychology Today article:

Perhaps more tragic than the lack of long-term academic advantage of early academic instruction is evidence that such instruction can produce long-term harm, especially in the realms of social and emotional development.

  

"Direct instruction" does increase scores on the tests the instruction is aimed toward, even with very young children. This self-fulfilling prophecy is not surprising. But multiple studies also show that the gains in performance are fleeting -- they completely wash out after 1-3 years when compared to children who had no such early direct instruction.


Via Mark E. Deschaine, PhD, Gust MEES, Kelly Christopherson
Ivon Prefontaine's insight:

Teaching and education are relational, thus hard to define and hard to measure. Perhaps, Paul Ricoueur's ideas about narrative work better where we use metaphors, myth, and poetic language.

 

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Gust MEES's curator insight, May 16, 11:50 AM
Measure the wrong things and you'll get the wrong behaviors." This simple statement succinctly characterizes why the American education system continues beating its head against the wall.


Throughout education, an increasingly rigid, closed loop of assessment is systematically making schools worse: Define things children should know or be able to do at a certain age; design a curriculum to instruct them in what you've decided they should know; set benchmarks; develop tests to see if they have learned what you initially defined; rinse and repeat.

This narrow, mechanistic approach to education does not correspond to the reality of child development and brain science, but the metrics and assessment train charges down the track nevertheless.


So what's wrong with that, you might ask? Isn't school about teaching kids stuff and then testing them to see what they've learned? In a word, "No." It simply doesn't work, especially with young children.

As Boston College Professor Peter Gray wrote in a recent Psychology Today article:

Perhaps more tragic than the lack of long-term academic advantage of early academic instruction is evidence that such instruction can produce long-term harm, especially in the realms of social and emotional development.


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This is Why I Teach: Individual Moments Matter

This is Why I Teach:  Individual Moments Matter | Leadership, Innovation, and Creativity | Scoop.it
Years ago, I was in my first season as the head coach of the boys basketball team at my middle school.

Via Yashy Tohsaku
Ivon Prefontaine's insight:

This is what makes teaching worth while.

 

 

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First Warm-Blooded Fish Is Discovered

First Warm-Blooded Fish Is Discovered | Leadership, Innovation, and Creativity | Scoop.it
It's the warm fish in a cold pond.

A new study published in the journal Science has identified the world's first fully warm-blooded fish: the car tire-sized opah, or moonfish.



Unlike birds a

Via Suvi Salo, Kelly Christopherson
Ivon Prefontaine's insight:

We continue to learn new things every day.

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Restoring Humanity to Leadership

Restoring Humanity to Leadership | Leadership, Innovation, and Creativity | Scoop.it

There is no value in asking yourself “Am I a leader?” Instead, ask “Who am I leading? And where am I going?


Via Roger Francis, Jaro Berce
Ivon Prefontaine's insight:

We lead ourselves first. When we do so in thoughtful ways, others see this and sense our leadership is worth while following.

 

 

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Ian Berry's curator insight, May 10, 7:57 PM

I love the premise of restoring humanity to leadership and like the last line of this "Somewhere along the line, however, the dominant leadership paradigm got twisted into one that places much more emphasis on influencing groups than representing them."


This is a message not just for politicians it's for all leaders

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23 Thought-Provoking Quotes by History's Favorite Writers

23 Thought-Provoking Quotes by History's Favorite Writers | Leadership, Innovation, and Creativity | Scoop.it
  Throughout history writers have put our thoughts, fears and insights into words we can cherish, remember and live by. Below is a collection of thought-provoking quotes by some of the most ce...
Ivon Prefontaine's insight:

There are great quotes in this post.

 

@ivon_ehd1

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