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The Effort Effect--Carol Dweck

The Effort Effect--Carol Dweck | Numerate Students |

The Effort Effect

According to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.

James Yang


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By Marina Krakovsky


One day last November, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers, a soccer team in the United Kingdom’s Premier League. The Rovers’ training academy is ranked in England’s top three, yet performance director Tony Faulkner had long suspected that many promising players weren’t reaching their potential. Ignoring the team’s century-old motto—arte et labore, or “skill and hard work”—the most talented individuals disdained serious training.

On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not made. If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything, training hard would tell you and others that you’re merely good, not great. Faulkner had identified the problem; but to fix it, he needed Dweck’s help.

A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and her recent book, Mindset: The New Psychology of Success—bear directly on the sort of problem facing the Rovers. Through more than three decades of systematic research, she has been figuring out answers to why some people achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.

What’s more, Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in performance. These days, she’s sought out wherever motivation and achievement matter, from education and parenting to business management and personal development.

As a graduate student at Yale, Dweck started off studying animal motivation. In the late 1960s, a hot topic in animal research was “learned helplessness”: lab animals sometimes didn’t do what they were capable of because they’d given up from repeat failures. Dweck wondered how humans coped with that. “I asked, ‘What makes a really capable child give up in the face of failure, where other children may be motivated by the failure?’” she recalls.

At the time, the suggested cure for learned helplessness was a long string of successes. Dweck posited that the difference between the helpless response and its opposite—the determination to master new things and surmount challenges—lay in people’s beliefs about why they had failed. People who attributed their failures to lack of ability, Dweck thought, would become discouraged even in areas where they were capable. Those who thought they simply hadn’t tried hard enough, on the other hand, would be fueled by setbacks. This became the topic of her PhD dissertation.

Dweck and her assistants ran an experiment on elementary school children whom school personnel had identified as helpless. These kids fit the definition perfectly: if they came across a few math problems they couldn’t solve, for example, they no longer could do problems they had solved before—and some didn’t recover that ability for days.

Through a series of exercises, the experimenters trained half the students to chalk up their errors to insufficient effort, and encouraged them to keep going. Those children learned to persist in the face of failure—and to succeed. The control group showed no improvement at all, continuing to fall apart quickly and to recover slowly. These findings, says Dweck, “really supported the idea that the attributions were a key ingredient driving the helpless and mastery-oriented patterns.” Her 1975 article on the topic has become one of the most widely cited in contemporary psychology.

Attribution theory, concerned with people’s judgments about the causes of events and behavior, already was an active area of psychological research. But the focus at the time was on how we make attributions, explains Stanford psychology professor Lee Ross, who coined the term “fundamental attribution error” for our tendency to explain other people’s actions by their character traits, overlooking the power of circumstances. Dweck, he says, helped “shift the emphasis from attributional errors and biases to the consequences of attributions—why it matters what attributions people make.” Dweck had put attribution theory to practical use.

She continued to do so as an assistant professor at the University of Illinois, collaborating with then-graduate student Carol Diener to have children “think out loud” as they faced problem-solving tasks, some too difficult for them. The big surprise: some of the children who put forth lots of effort didn’t make attributions at all. These children didn’t think they were failing. Diener puts it this way: “Failure is information—we label it failure, but it’s more like, ‘This didn’t work, I’m a problem solver, and I’ll try something else.’” During one unforgettable moment, one boy—something of a poster child for the mastery-oriented type—faced his first stumper by pulling up his chair, rubbing his hands together, smacking his lips and announcing, “I love a challenge.”

Such zest for challenge helped explain why other capable students thought they lacked ability just because they’d hit a setback. Common sense suggests that ability inspires self-confidence. And it does for a while—so long as the going is easy. But setbacks change everything. Dweck realized—and, with colleague Elaine Elliott soon demonstrated—that the difference lay in the kids’ goals. “The mastery-oriented children are really hell-bent on learning something,” Dweck says, and “learning goals” inspire a different chain of thoughts and behaviors than “performance goals.”

Students for whom performance is paramount want to look smart even if it means not learning a thing in the process. For them, each task is a challenge to their self-image, and each setback becomes a personal threat. So they pursue only activities at which they’re sure to shine—and avoid the sorts of experiences necessary to grow and flourish in any endeavor. Students with learning goals, on the other hand, take necessary risks and don’t worry about failure because each mistake becomes a chance to learn. Dweck’s insight launched a new field of educational psychology—achievement goal theory.

Dweck’s next question: what makes students focus on different goals in the first place? During a sabbatical at Harvard, she was discussing this with doctoral student Mary Bandura (daughter of legendary Stanford psychologist Albert Bandura), and the answer hit them: if some students want to show off their ability, while others want to increase their ability, “ability” means different things to the two groups. “If you want to demonstrate something over and over, it feels like something static that lives inside of you—whereas if you want to increase your ability, it feels dynamic and malleable,” Dweck explains. People with performance goals, she reasoned, think intelligence is fixed from birth. People with learning goals have a growth mind-set about intelligence, believing it can be developed. (Among themselves, psychologists call the growth mind-set an “incremental theory,” and use the term “entity theory” for the fixed mind-set.) The model was nearly complete (see diagram).

Growing up in Brooklyn in the ’50s, Dweck did well in elementary school, earning a spot in a sixth-grade class of other high achievers. Not just any spot, it turned out. Their teacher, Mrs. Wilson, seated the students in IQ order and even used IQ scores to dole out classroom responsibilities. Whether Mrs. Wilson meant to or not, she was conveying her belief in fixed intelligence. Dweck, who was in row 1, seat 1, believes Mrs. Wilson’s intentions were good. The experience didn’t scar her—Dweck says she already had some of the growth mind-set—but she has shown that many students pegged as bright, especially girls, don’t fare as well.

Tests, Dweck notes, are notoriously poor at measuring potential. Take a group of adults and ask them to draw a self-portrait. Most Americans think of drawing as a gift they don’t have, and their portraits look no better than a child’s scribbles. But put them in a well-designed class—as Betty Edwards, the author ofDrawing on the Right Side of the Brain, has—and the resulting portraits look so skilled it’s hard to believe they’re the work of the same “talentless” individuals. The belief that you can’t improve stunts achievement.

Culture can play a large role in shaping our beliefs, Dweck says. A college physics teacher recently wrote to Dweck that in India, where she was educated, there was no notion that you had to be a genius or even particularly smart to learn physics. “The assumption was that everyone could do it, and, for the most part, they did.” But what if you’re raised with a fixed mind-set about physics—or foreign languages or music? Not to worry: Dweck has shown that you can change the mind-set itself.

The most dramatic proof comes from a recent study by Dweck and Lisa Sorich Blackwell of low-achieving seventh graders. All students participated in sessions on study skills, the brain and the like; in addition, one group attended a neutral session on memory while the other learned that intelligence, like a muscle, grows stronger through exercise. Training students to adopt a growth mind-set about intelligence had a catalytic effect on motivation and math grades; students in the control group showed no improvement despite all the other interventions.

“Study skills and learning skills are inert until they’re powered by an active ingredient,” Dweck explains. Students may know how to study, but won’t want to if they believe their efforts are futile. “If you target that belief, you can see more benefit than you have any reason to hope for.”

The classroom workshop isn’t feasible on a large scale; for one thing, it’s too costly. So Dweck and Blackwell have designed a computer-based training module to simulate the live intervention. Their hip multimedia software, called Brainology, is still in development, but thanks to early buzz from a Time magazine article and Dweck’s recent book, teachers have begun clamoring for it, one even asking to become a distributor.

Unlike much that passes for wisdom about education and performance, Dweck’s conclusions are grounded in solid research. She’s no rah-rah motivational coach proclaiming the sky’s the limit and attitude is everything; that’s too facile. But the evidence shows that if we hold a fixed mind-set, we’re bound not to reach as high as we might.

Although much of Dweck’s research on mind-sets has taken place in school settings, it’s applicable to sports, business, interpersonal relationships and so on. “Lots and lots of people are interested in her work; it touches on so many different areas of psychology and areas outside of psychology,” says Stanford psychology professor Mark Lepper, ’66, who as department chair in 2004 lured Dweck away from Columbia, where she’d been for 15 years. “The social psychologists like to say she’s a social psychologist; the personality psychologists say she’s a personality psychologist; and the developmental psychologists say she’s a developmental psychologist,” Lepper adds.

By all rights, her appeal should transcend academia, says New Yorker writer Malcolm Gladwell, who is well known for making psychological research accessible to the general public. “One of the most popular pieces I ever did relied very heavily on work done by Carol Dweck,” he said in a December interview in theJournal of Management Inquiry. “Carol Dweck deserves a big audience. It is criminal if she does not get that audience.” Perhaps Mindset will help; it was written for lay readers.

It certainly cemented Tony Faulkner’s belief that Dweck could help the Blackburn Rovers soccer team. Unlike the disadvantaged kids in Dweck’s middle-school study, the Rovers didn’t think they lacked what it took to succeed. Quite the opposite: they thought their talent should take them all the way. Yet both groups’ fixed mind-set about ability explains their aversion to effort.

But aren’t there plenty of people who believe in innate ability and in the notion that nothing comes without effort? Logically, the two ideas are compatible. But psychologically, explains Dweck, many people who believe in fixed intelligence also think you shouldn’t need hard work to do well. This belief isn’t entirely irrational, she says. A student who finishes a problem set in 10 minutes is indeed better at math than someone who takes four hours to solve the problems. And a soccer player who scores effortlessly probably is more talented than someone who’s always practicing. “The fallacy comes when people generalize it to the belief that effort on any task, even very hard ones, implies low ability,” Dweck says.

Her advice for the Rovers rings true for anyone stuck in a fixed mind-set. “Changing mind-sets is not like surgery,” she says. “You can’t simply remove the fixed mind-set and replace it with the growth mind-set.” The Rovers are starting their workshops with recent recruits—their youngest, most malleable players. (Faulkner realizes that players who’ve already earned millions from being “naturals” have little incentive to reshape their brains.) The team’s talent scouts will be asking about new players’ views on talent and training—not to screen out those with a fixed mind-set, but to target them for special training.

In his 2002 essay that relied on Dweck’s work, Gladwell cited one of her best-known experiments to argue that Enron may have collapsed precisely because of the company’s talent-obsessed culture, not despite it. Dweck’s study showed that praising children for intelligence, rather than for effort, sapped their motivation (see sidebar). But more disturbingly, 40 percent of those whose intelligence was praised overstated their scores to peers. “We took ordinary children and made them into liars,” Dweck says. Similarly, Enron executives who’d been celebrated for their innate talent would sooner lie than fess up to problems and work to fix them.

Business School professor Jeffrey Pfeffer says Dweck’s research has implications for the more workaday problem of performance management. He faults businesses for spending too much time in rank-and-yank mode, grading and evaluating people instead of developing their skills. “It’s like the Santa Claus theory of management: who’s naughty and who’s nice.”

Leaders, too, can benefit from Dweck’s work, says Robert Sternberg, PhD ’75, Tufts University’s dean of the School of Arts and Sciences. Sternberg, a past president of the American Psychological Association, says that excessive concern with looking smart keeps you from making bold, visionary moves. “If you’re afraid of making mistakes, you’ll never learn on the job, and your whole approach becomes defensive: ‘I have to make sure I don’t screw up.’”

Social psychologist Peter Salovey, ’80, MA ’80, dean of Yale College and a pioneer in the field of emotional intelligence, says Dweck’s ideas have helped him think through a controversy in his field. Echoing an older debate about the malleability of general intelligence, some scholars say emotional intelligence is largely inborn, while others, like Salovey, see it as a set of skills that can be taught and learned. “People say to me all the time, ‘I’m not a people person,’ or ‘I’m not good at managing my emotions,’” unaware that they’re expressing a fixed mind-set, Salovey says.

Stanford psychology professor James Gross has begun extending Dweck’s work to emotions. In a recent study, Gross and his colleagues followed a group of Stanford undergrads as they made the transition to college life. Those with a fixed mind-set about emotions were less able to manage theirs, and by the end of freshman year, they’d shown poorer social and emotional adjustment than their growth-minded counterparts.

As she approaches the end of her third year at Stanford, Dweck has embraced the challenge of cross-country culture shock in a manner consistent with the growth mind-set. Nearby San Francisco provides her with the benefits of a great city, she says, including a dining scene that rivals New York’s; and the University supplies a more cozy sense of community. She’s also brought a bit of the New York theater scene with her in the form of her husband, critic and director David Goldman. He founded and directs the National Center for New Plays at Stanford.

At the Association for Psychological Science convention in May, Dweck will give the keynote address. The topic: “Can Personality Be Changed?” Her short answer, of course, is yes. Moreover, holding a growth mind-set bodes well for one’s relationships. In a recent study, Dweck found that people who believe personality can change were more likely than others to bring up concerns and deal with problems in a constructive way. Dweck thinks a fixed mind-set fosters a categorical, all-or-nothing view of people’s qualities; this view tends to make you ignore festering problems or, at the other extreme, give up on a relationship at the first sign of trouble. (The growth mind-set, though, can be taken too far if someone stays in an abusive relationship hoping her partner will change; as always, the person has to want to change.)

These days, Dweck is applying her model to kids’ moral development. Young children may not always have beliefs about ability, but they do have ideas about goodness. Many kids believe they’re invariably good or bad; other kids think they can get better at being good. Dweck has already found that preschoolers with this growth mind-set feel okay about themselves after they’ve messed up and are less judgmental of others; they’re also more likely than kids with a fixed view of goodness to try to set things right and to learn from their mistakes. They understand that spilling juice or throwing toys, for example, doesn’t damn a kid as bad, so long as the child cleans up and resolves to do better next time. Now Dweck and graduate student Allison Master are running experiments at Bing Nursery School to see if teaching kids the growth mind-set improves their coping skills. They’ve designed a storybook with the message that preschoolers can go from “bad” one year to better the next. Can hearing such stories help a 4-year-old handle a sandbox setback?

Dweck’s students from over the years describe her as a generous, nurturing mentor. She’d surely attribute these traits not to an innate gift, but to a highly developed mind-set. “Just being aware of the growth mind-set, and studying it and writing about it, I feel compelled to live it and to benefit from it,” says Dweck, who took up piano as an adult and learned to speak Italian in her 50s. “These are things that adults are not supposed to be good at learning.”

Via Lynnette Van Dyke, Julie LaPlante, Sharrock, diane gusa, Mark E. Deschaine, PhD, Dean J. Fusto
Andrew Blanco's curator insight, February 5, 2015 11:06 AM

effort is everything

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The 10 Best EdTech Blogs for Teachers to Follow

The 10 Best EdTech Blogs for Teachers to Follow | Numerate Students |
Here is a list of some of the best EdTech blogs out there on the Web today, the heavy hitters in the education technology arena.
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(Empathic Parenting) Earlychildhood NEWS - How to Teach Empathy

(Empathic Parenting) Earlychildhood NEWS - How to Teach Empathy | Numerate Students |

How to Teach Empathy
Early childhood educators can promote the child's development of empathy by using a variety of strategies during normal daily activities.

Model Caring Behaviors. One of the best ways to promote empathy is to model empathetic caring. Talk about your feelings for others and how you share their joys, sorrows, pain, or delights. Tell children when you are excited for them or when you feel sorry that they are unhappy.


Name Emotions. Help children give names to their emotions. Most preschoolers can use the terms happy and sad, but are at a loss to describe their emotions precisely. Introduce feeling words such as lonely, frustrated, frightened, joyful, shocked, proud, discouraged, hopeful, unwanted, contented, anxious, or delighted as you read about story characters or simply live through daily events.


Interpret Emotions....

Role Play Helpful Behavior...

Be Supportive....


Sandra Crosser, Ph.D.,

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Top 11 Math iPad Apps for Students and Teachers @TeachHub

Top 11 Math iPad Apps for Students and Teachers @TeachHub | Numerate Students |
Top 11 Math iPad Apps for Students and Teachers

Via Lori DiMarco
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3 tips for training teachers in innovation @educationdive

3 tips for training teachers in innovation @educationdive | Numerate Students |
Changing school models and tech-savvy students demand more training, administrator participation.

Via Lori DiMarco
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Five Ways to Teach Your Students Empathy

Five Ways to Teach Your Students Empathy | Numerate Students |

As teachers, we strive to push each of our students to his/her full potential. We have the responsibility to educate each student academically, emotionally, and socially. In my classroom, the single most important thing I can teach my students is empathy.


If my students are able to understand the thoughts, feelings, and needs of others, they will be able to interact in a selfless manner. This will also help them to avoid physical and unpleasant conflict. ...


1. Use Reading Standards that focus on character to teach empathy. ..


2. Allow your students to share their personal stories from the beginning of the school year....

3. When there is a conflict, have a plan for solution driven conversations...


4. As a class, take the time to focus on one feeling at a time... 


5. Accept each student for who he or she is, as an individual. ..


 by Christina Berry 

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How to Motivate Students to Work Harder

How to Motivate Students to Work Harder | Numerate Students |
In an era of rising academic standards, more kids than ever will struggle and fail. But research suggests new ways to help them thrive in the face of adversity.
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How Can We Effectively Assess Student Learning in PBL? - EdTechReview™ (ETR)

How Can We Effectively Assess Student Learning in PBL? - EdTechReview™ (ETR) | Numerate Students |
This guide will help you to enhance your thinking on how to effectively assessing student learning in PBL.
St. John The Evangelist CES's insight:

Assessment and attention to individual student learning styles/preferences are often cited as challenges to PBL. This article and accompanying video give practical solutions to these concerns.

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21st Century Digital Research Tools | DiRT

21st Century Digital Research Tools | DiRT | Numerate Students |

The DiRT Directory is a registry of digital research tools for scholarly use. DiRT makes it easy for digital humanists and others conducting digital research to find and compare resources ranging from content management systems to music OCR, statistical analysis packages to mindmapping software.

Via Rob Hatfield, M.Ed.
Rob Hatfield, M.Ed.'s curator insight, July 20, 2014 4:01 AM

These are outstanding teaching and learning research resources for your teaching and learning environments. The DiRT Directory is supported by the Andrew W. Mellon Foundation.

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20 collaborative Google Apps activities for schools | Ditch That Textbook

20 collaborative Google Apps activities for schools | Ditch That Textbook | Numerate Students |
Google Apps are collaborative, which makes them highly powerful. They offer opportunities for students to engage unlike ever before. Here are 20 ideas.

Via Kathleen Cercone
Rob Hatfield, M.Ed.'s curator insight, February 13, 2014 7:47 PM

These are great resources to use in your 21st century learning environment!

Rosa Delia Acosta's curator insight, February 13, 2014 9:31 PM

Great, I just want to learn and use these interesting tools in my classes.

JordiMarínba's curator insight, February 14, 2014 6:27 PM

Essential tools to build a creative PLE

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Empathy In Action: One Teacher’s Story, Techniques and Tips

Empathy In Action: One Teacher’s Story, Techniques and Tips | Numerate Students |
How project-based learning and a student-centered environment promotes plenty of opportunities for applying empathy


Creative Collaboration. When students work together on projects, they practice problem solving and critical-thinking. A recent study of economics prompted Leah’s class to decide that they wanted to open and run a school snack shop. So they needed to advertise! Students worked in groups of six to create advertising campaigns.


“The necessity of having to include everyone’s ideas in creating a unified vision for their campaigns was a great opportunity for practicing empathy,”


Leah observed. Ensuring that everyone’s ideas were incorporated was no small task, but it worked. Brilliantly!

By Eleanor Bedford

Via Edwin Rutsch
Claudia M. Reder's curator insight, June 20, 2014 12:09 PM

Now that "Empathy" is becoming a key word in education, bring on the arts.

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The Empathy Way

The Empathy Way | Numerate Students |

We strive to touch the hearts of children and adults, and to help them create healthy, solid, and enjoyable relationships. Although there are many ways to ‘be with’ others, we feel that the empathy way is the best. New research shows that we are at our best when we feel understood.

Fostering empathy with, and in, our children will have many positive effects:

1. empathy calms and strengthens,

2. empathy activates the brain so we are ready to learn, engage, and create,

3. when empathy is developed at an early age, later troubling behaviors like bullying, rejecting others, depression, and even suicide, can be prevented.

Bonobo apes are great ambassadors for empathy.They are our closest genetic relative and share many of our traits like compassion, love, and empathy. Their emotional lives are very similar to ours, except they seem to be better at relationships. They live peacefully with each other and are quick to resolve conflicts when differences do occur. Look into their eyes and see who we are, and what we can become.


when empathy is developed at an early age,

later troubling behaviors like bullying,

rejecting others, depression, and

even suicide, can be prevented.


Via Edwin Rutsch
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What Does the Next-Generation School Library Look Like?

What Does the Next-Generation School Library Look Like? | Numerate Students |
A school library blossoms from a quiet reading and research space to a full-scale "Learning Commons."
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6 Free Apps to Teach Coding Skills -

6 Free Apps to Teach Coding Skills - | Numerate Students |
I’ve shared some of my favorite apps for teaching coding skills to students.  From early elementary through high school, each one has a place in the hands of students holding a tablet.  Whether you incorporate these apps into a lesson in math or science or provide time during an after school program for children to develop problem solving skills, you’re sure to find one on this list that meets the needs of your students!

Via John Evans, WebTeachers, Maria Margarida Correia
Diane Davis's curator insight, April 5, 2015 2:59 PM has exceptional coding lessons for elementary schools.

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(Empathic Parenting) This Common Parenting Style KILLS Empathy in Children! 

(Empathic Parenting) This Common Parenting Style KILLS Empathy in Children!  | Numerate Students |

It’s not hard to see why.

Studies have shown that the single most influential factor in determining whether a child will be empathetic or not is the attitude of their parents.

If a child has their suffering met with indifference and coldness, guess how they’re going to respond to the distress of those around them?

That is arguably the most damage issue with ‘tough love’ parenting – it strips children of their empathy by communicating that the way to solve problems is by being harsh instead of comforting.

Conversely, research has shown that when a child’s emotional needs are met in a nurturing fashion at home they are better equipped with a strong sense of empathy.

Via Edwin Rutsch
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Google Education Gains Momentum: 50M App Users, 10M Chromebook Users @EdTech_K12

Google Education Gains Momentum: 50M App Users, 10M Chromebook Users @EdTech_K12 | Numerate Students |
Chromebooks and Google Apps are on a winning streak within the K–12 sector.

Via Lori DiMarco
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A decline in empathy in our smartphone world

A decline in empathy in our smartphone world | Numerate Students |

Yet Konrath’s work is not all doom and gloom, and she doesn’t believe that all technology leads to bad habits. For example, she’s looking for remedies, including the development of a smartphone app (the Random App of Kindness) designed to help teens build empathy.

But Konrath offers an even simpler discipline to boost empathy: volunteering. Her research verifies the common sense instinct that serving others can build empathy. It could involve tutoring students who face various challenges, or serving food to the homeless at a rescue mission.


Russ Pulliam

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We need schools to be different | Dangerously Irrelevant @mcleod

We need schools to be different | Dangerously Irrelevant @mcleod | Numerate Students |

Via Lori DiMarco
Lori DiMarco's curator insight, December 17, 2014 9:02 AM

Great article that puts into perspective why schools need to adapt.

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Eight Tips For Making the Most of Co-Teaching

English teacher Ariel Sacks offers practical tips on making classroom partnerships between general and special educators work.
St. John The Evangelist CES's insight:

While these 8 tips may be, at times, directed at team teaching, they are still valuable points of reflection for our TCDSB co-teaching model: plan, instruct (lead voice, whisperer), reflect and revise.

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Educational Leadership:Motivation Matters

Educational Leadership:Motivation Matters | Numerate Students |
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members.
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A Great New Google Drive Cheat Sheet for Teachers | Educational Technology and Mobile Learning

A Great New Google Drive Cheat Sheet for Teachers | Educational Technology and Mobile Learning | Numerate Students |

Here is a new excellent Google Drive cheat sheet created and shared by Shake Up Learning (one of my favorite blogs for Ed Tech). This cheat sheet is created after the latest updates to Google Drive and as such it is the most recent visual guide to the new Google Drive. The main things covered in this cheat sheet are :

Create, upload, and organizeFiles, folders, and searchDetails, activities and settingsGoogle+ Integration

Via Rob Hatfield, M.Ed.
Write on Sports's curator insight, July 29, 2014 9:49 AM

Anything to help make organizing easier! 

Jessica Pennell's curator insight, July 30, 2014 10:20 AM

Great cheat sheet to show you how to use Google Drive, which I have found very helpful in video assessment as well as sharing ideas, lessons and curriculum with colleagues.

Kim Lindskog's curator insight, July 30, 2014 4:49 PM

As we move to google apps...

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Why is empathy essential in engineering?

Why is empathy essential in engineering? | Numerate Students |

Are Women Too Empathetic to be Engineers?, asked Vicky May, Thayer School of Engineering, Dartmouth College, in an article.

Reflecting on David Kelley, one of IDEO’s founders, advice to Darmouth 2014 engineers to “empathize“, May argues that while engineering is indeed about, it should also be about empathy.

“Why is empathy essential in engineering?

Engineers design and build products, yes, but these products are for people! To design effective products and processes engineers must understand the people who will use them. And increasingly they must understand people from different cultures. Too often I see engineers develop technical solutions to problems in third world countries that go unused or are unwanted because the engineers failed to understand their users.”


The Greenhouse team

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Download videos from ALL video sites, Free!

Download videos from Youtube, SoundCloud mp3, Facebook, VK, Xvideos, Vimeo, Metacafe, Putlocker and more.

Via Nik Peachey
Nataliasterns's curator insight, January 31, 2014 12:42 PM

para desc videos

Rob Hatfield, M.Ed.'s curator insight, February 8, 2014 7:26 PM

This can be a teachers friend when the internet goes down or blocked. Thank you for sharing this valuable and free service.

عامر عيادي's curator insight, November 12, 12:40 PM
Share your insight
Rescooped by St. John The Evangelist CES from Empathy and Compassion!

The Art of Empathy

The Art of Empathy | Numerate Students |
Stories and narrative art teach us what lies at the heart of being the Church.


When Jesus tells the story of the Good Samaritan, he is reminding those listening that they have lost the ability to be empathetic.

But why did Jesus need to tell a story to make this point? Why not just say, “Ya know, you all need to be more empathetic”?

by Nate Risdon

Via Edwin Rutsch
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Rescooped by St. John The Evangelist CES from The 21st Century!

You should know these - A List of Useful Educational Websites

You should know these - A List of Useful Educational Websites | Numerate Students |
Imgur is home to the web's most popular image content, curated in real time by a dedicated community through commenting, voting and sharing.

Via Dr. Susan Bainbridge
God Is.'s curator insight, May 14, 2014 10:55 AM

I have been to a couple or three of these websites. Great to know there are some others...

Wilko Dijkhuis's curator insight, May 27, 2014 1:45 AM

Nice list to have

Lori Onofri's curator insight, November 25, 5:35 PM
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