School Leadership, Leadership, in General, Tools and Resources, Advice and humor
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School Leadership, Leadership, in General, Tools and Resources, Advice and humor
Tools, tips, resources, advice, and humor to support today's school leader and leaders, in general
Curated by Sharrock
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Are You A Good Judge Of Character? Are You Sure?

Are You A Good Judge Of Character? Are You Sure? | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

Most people won’t admit it, but we size up other people's characters all the time. In fact, research suggests that it takes just 30 seconds to make up our minds about someone’s intelligence and personality (we make other assessments even faster) and that these evaluations are surprisingly accurate.

 

In one study, researchers showed participants short videos of different couplesinteracting, and participants were able to detect which individuals had cheated on their partners. Likewise, observers watching videos of randomly selected speed daters were able to infer participants' level of romantic interest. Even when the people being evaluated are children, observers can infer their character with a similar degree of accuracy than the children’s parents do.

 

So the idea that you can’t judge a book by its cover is inconsistent with the evidence: People, it seems, are fairly transparent and we can see through them pretty easily and accurately


Via The Learning Factor, Mark E. Deschaine, PhD
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Nelly Renard's curator insight, August 26, 2:20 AM
In one study, researchers showed participants short videos of different couplesinteracting, and participants were able to detect which individuals had cheated on their partners. Likewise, observers watching videos of randomly selected speed daters were able to infer participants' level of romantic interest. Even when the people being evaluated are children, observers can infer their character with a similar degree of accuracy than the children’s parents do.
purseman's comment, August 27, 3:05 AM
Thats terrific...
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Debunking The Myths About Different Learning Styles

Debunking The Myths About Different Learning Styles | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

"Are you an auditory learner or a visual learner?  If you answered, "yes," you'd be right. In fact, they don’t really exist. That's because we use all our senses to learn and process information. Our reliance on the theories of learning styles to explain our success or failure of understanding certain information is actually more about serving our human need to put things into categories – combined with our need to explain things when they don’t work. Identifying with a specific category of learning style allows us to sit back in our comfort zone and never break the boundaries that restrict us. Learning is hard and inherently requires a certain amount of discomfort. We all need to flex our brain muscles a bit when we’re learning something and take advantage of our ability to learn in different ways. We can all learn via different modalities, though we may have a preference of one over another." | via KUT.org

 
 

Via Todd Reimer
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We need less talk about innovation and more about mediocrity

We need less talk about innovation and more about mediocrity | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
  “The only way to get mediocre is one step at a time. But you don’t have to settle. It’s a choice you get to make every day.” - Seth Godin In my last post I named innovation as the most overused w...

Via Alexander Crépin
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Too Many Kids Quit Science Because They Don't Think They're Smart

Too Many Kids Quit Science Because They Don't Think They're Smart | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Dweck: Actually, praise may not be the optimal way, but we are so praise oriented. We can ask the child questions about the process: “How did you do that? Tell me about it.” As they talk about the process and the strategies they tried, we can appreciate it. We can be interested in it. We can encourage it. It doesn’t have to be outright praise.
Sharrock's insight:

Dweck's conclusions about how praise works should help shape discussions about parenting, teaching, feedback, and also around the building of credibility THROUGH appreciation. The boundaries are dissolving between education and other knowledge work fields but also between educators and learners. Students will recognize real interest and appreciation of their thinking-work as truly valuing work. Attention is one of the main currencies of the knowledge era. The more attention being paid to what you are doing, the more encouragement you feel that what you are doing is valuable and valued. These are the face-to-face "likes" that do more than vaguely acknowledge you have accomplished something. When time is spent listening, evaluating the student's process and progress, and asking questions that leads to more progress, students will deepen their interest, become more encouraged, and may increase in other areas as well. This is true for any worker, though. No teacher wants to simply be observed and assessed based on a pass/fail system. Teachers want to feel that the person observing them "gets" what the teacher is doing, what the teacher has accomplished. In the Danielson tool, this appreciation has the opportunity of expression when discussing planning and also in the follow up or post-observation debriefing. Cognitive coaching models are appreciation and credibility-building tools.

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A Simple Trick for Learning New Information

A Simple Trick for Learning New Information | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Students in an experiment appeared to do a better job learning when they thought they'd have to teach the material in question later on.
Sharrock's insight:

excerpt: "Still, the results from the first experiment were pretty solid, and the researchers' explanation for why the learning-to-teach strategy might work is interesting:


"Why does expecting to teach enhance organization of output and encoding of the main points of a passage? The explanation we currently favor is that participants expecting to teach put themselves into the mindset of a teacher, leading them to adopt certain effective strategies used by teachers when preparing to teach—such as organizing and weighing the importance of difference concepts in the to-be-taught material, focusing on main points, and thinking about how information fits together."

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A “Nanodegree” May Be Your New Route To A Tech Job

A “Nanodegree” May Be Your New Route To A Tech Job | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
With short, focused training programs, Udacity gives students a career path.

 

This post is part of Hire Education, an occasional series about technological innovation in education and how it's reshaping the way students prepare themselves for a transformed workforce.


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Why You Hate Work

Why You Hate Work | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Excessive demands are leading to burnout everywhere.
Sharrock's insight:

excerpt: "A 2012 global work force study of 32,000 employees by the consulting company Towers Watson found that the traditional definition of engagement — the willingness of employees to voluntarily expend extra effort — is no longer sufficient to fuel the highest levels of performance. Willing, it turns out, does not guarantee able. Companies in the Towers Watson study with high engagement scores measured in the traditional way had an operating margin of 14 percent. By contrast, companies with the highest number of “sustainably engaged” employees had an operating margin of 27 percent, nearly three times those with the lowest traditional engagement scores."

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Ivon Prefontaine's curator insight, June 11, 2014 11:59 AM

Not only do we hate work, we hate the commute to and from our work. I told colleagues I would teach for 1/2 the price. That was the wrong thing to say to other teachers. Apparently, even limited altruism is not welcome. When we work for money, it is inevitable that we will become unhappy. When we work for the love of what we do, we find ways to overcome the obstacles.

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Conation: An important factor of mind

Conation changes the implications of research supporting grit, self-efficacy, resilience, and learning styles (to name a few). The article explains: Kolbe (1990) suggests that human beings have a conative style or a preferred method of putting thought into action or interacting with the environment. This might be compared to differences of temperament or personality type (e.g., Huitt, 1988;  Keirsey, 1998; Myers, 1980) that purports to identify general approaches to thinking, feeling, and behavior or to learning style (e.g., McFarland, 1997) that identifies general approaches to encoding and processing information. Kolbe identifies four action or conative modes:

 

Fact Finder (instincts to probe, refine and simplify);

Follow Thru (instincts to organize, reform and adapt);

Quick Start (instincts to improvise, revise and stabilize); and

Implementor (instincts to construct, renovate and envision).

 

How should educators apply these research findings in terms of how we explore grit or self-efficacy? Resilience? differentiation? learning activities? curriculum development? 

Sharrock's insight:

How should educators apply these research findings in terms of how we explore grit or self-efficacy? Resilience? differentiation? learning activities? curriculum development? 

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Bilingualism Can Help Close Learning Gaps for Immigrant Students - National Journal

Bilingualism Can Help Close Learning Gaps for Immigrant Students - National Journal | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Bilingualism Can Help Close Learning Gaps for Immigrant Students National Journal For a long time, educational experts concluded that it took bilingual kids much longer to develop language skills, says Sarah Roseberry Lytle, the director of...
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More Progressive Ways to Measure Deeper Level of Learning

More Progressive Ways to Measure Deeper Level of Learning | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process.


Via Deborah Arnold
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Ivon Prefontaine's curator insight, April 15, 2014 1:29 PM

Rubrics do become disguised as quantitative measures and outcome checklists. Used well, they can offer a qualitative approach to feedback and learning.

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How Gamification Uncovers Nuance In The Learning Process

How Gamification Uncovers Nuance In The Learning Process | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
How Gamification Uncovers Nuance In The Learning Process by Terry Heick Gamification is simply the application of “game” mechanics to non-game entities. The big idea…
Sharrock's insight:

This is a powerful point about gamification and how it is misunderstood"

Misunderstanding Gamification

The current issue around the idea is less about definition, and more about tone. Reducing the process of “gamification” to something whimsical, silly, or juvenile represents a fundamental misunderstanding of gamification as a process. For years, classrooms have been gamified. Letter grades are indeed first subjective evaluations of knowledge proficiency, but once they are passed to the hands of the students, they become game components, passed around as proof of the completion of some task, or the achievement of some desired goal (mastering a standard, fulfilling the requirements of an assignment, etc. Here, rubrics become instructions to task completion."

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The Importance of Grit in Students Infographic

The Importance of Grit in Students Infographic | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

The Department of Education is recognizing the importance of grit by calling for educational programs that will help students of all ages develop this key characteristic. Academic studies have identified grit as a success factor in contexts as diverse as the National Spelling Bee, West Point,... http://elearninginfographics.com/the-importance-of-grit-in-students-infographic/


Via elearninginfographic
Sharrock's insight:

Are researchers catching on that Grit is evolved from Bandura's self-efficacy and psychological resilience?


The study of resilience reveals that resilience is acquired from experiences as well as from learning. They are sometimes referred to as factors and skills. This is at the heart of acquiring "grit" which a mature form of self-efficacy if self-efficacy is viewed on an maturation/developmental scale.

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Sharrock's comment, April 6, 2014 10:58 AM
Are researchers catching on that Grit is evolved from Bandura's self-efficacy and psychological resilience?
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The Myth Of Learning Styles - Edudemic

The Myth Of Learning Styles - Edudemic | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
After several years of writing for Edudemic, I'd have to say that one of the most controversial topics we've ever written about is the concept of different learning styles.
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Ten Teaching Trends from the Innovating Pedagogy Report (Infographic)

Ten Teaching Trends from the Innovating Pedagogy Report (Infographic) | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
How are today's most innovative educators engaging with their students? The 2015 Innovating Pedagogy report proposes ten innovations to engage students.

Via Ana Cristina Pratas, Chris Carter
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Josi Sierra's curator insight, March 1, 1:57 AM
¿Como implican al alumnado los profes innovadores? Con 10 estrategias pedagogicas innovadoras ;-)
uTOP Inria's curator insight, March 7, 3:14 AM
How are today's most innovative educators engaging with their students? The 2015 Innovating Pedagogy report proposes ten innovations to engage students.


Learn more:


https://gustmees.wordpress.com/2016/02/18/the-new-possibilities-to-learn-and-teach-with-ict/


Melissa Vee Rentchler 's curator insight, March 7, 1:25 PM
How are today's most innovative educators engaging with their students? The 2015 Innovating Pedagogy report proposes ten innovations to engage students.


Learn more:


https://gustmees.wordpress.com/2016/02/18/the-new-possibilities-to-learn-and-teach-with-ict/


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138 Influences Related To Achievement - Hattie effect size list

138 Influences Related To Achievement - Hattie effect size list | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
John Hattie developed a way of ranking various influences in different meta-analyses according to their effect sizes. In his ground-breaking study “Visible Learning” he ranked those influences which are related to learning outcomes from very positive effects to very negative effects on student achievement. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”
Sharrock's insight:

Work down the list. Get to know the "influences" (approaches, strategies, practices, interventions) if you don't know them. 

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What Today's Leaders Can Learn From Napoleon's Mistakes

Napoleon was unquestionably a great strategist and imposing historical figure. His leadership style had many flaws, which eventually led to his downfall.

In the vein of learning from others mistakes, here are five lessons today's leaders can pull from Napoleon:
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Nice Visual on The Ins and Outs of Professional Development ~ Educational Technology and Mobile Learning

Nice Visual on The Ins and Outs of Professional Development ~ Educational Technology and Mobile Learning | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

Via Anna Hu
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Anna Hu 's curator insight, November 2, 2014 9:28 PM

love that we need to - View Core skills as the responsibility of all educators, no matter the subject they teach.

This would be true for Digital Citizenship and Technology Skills.

Mitchell Kearsley's curator insight, November 3, 2014 6:14 PM

Could not agree more!

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5 gaming dynamics that truly engage students | eSchool News | eSchool News

5 gaming dynamics that truly engage students | eSchool News | eSchool News | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Gaming impacts students in many ways--it is challenging, open-ended, flexible, and lets students explore and build skills.
Sharrock's insight:

“As teachers, we need to learn how games do what they do, and how we make that into productive learning by using those game dynamics to accomplish our purpose,” Kiang said during an in-demand ISTE 2014 session.

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How Many Languages Do Developers Need To Know?

How Many Languages Do Developers Need To Know? | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

Big companies like Apple, Facebook and Google are developing their own programming languages, forcing developers to adapt....

There are already hundreds of programming languages in existence, and more are popping into existence all the time. Many are designed for use in a relatively narrow range of applications, and large numbers never catch on beyond small groups of coders.

 
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The education question we should be asking

The education question we should be asking | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

One area of education that doesn’t get enough attention in the loud education reform debate is exactly what is worth learning. In the following post Alfie Kohn explores this problem. Kohn (www.alfiekohn.org) is the author of 13 books about education, parenting, and human behavior, including “The Myth of the Spoiled Child: Challenging the Conventional Wisdom about Children and Parenting,” just published this spring. He lectures widely across the United States and abroad.

 

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Ivon Prefontaine's curator insight, June 5, 2014 11:42 AM

What is worth learning? This has been a question asked in educational research for some time i.e. John Dewey and is still being asked i.e. Bill Pinar and David Jardine. What is worth whiling over is not a bureaucratic and technocratic question, but one which comes to life in classrooms.

RJ Lavallee's curator insight, February 13, 2015 7:41 AM

Alfie Kohn. Brilliant

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How Teaching Is Changing: 15 Examples | Tech in...

How Teaching Is Changing: 15 Examples | Tech in... | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
How Teaching Is Changing: 15 Examples (How Teaching Is Changing: 15 Examples via @AnaCristinaPrts http://t.co/JTHhVd2zub)
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Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ - The Washington Post

Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ - The Washington Post | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
The famed psychologist explains why one is not the other though they are often confused. (Great insights re: multiple intelligence vs. learning style from the man who invented MI theory...
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Daniel Kahneman changed the way we think about thinking. But what do other thinkers think of him?

Daniel Kahneman changed the way we think about thinking. But what do other thinkers think of him? | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

Thinking, Fast and Slow was a global bestseller, and had a profound impact on psychology and economics, as these tributes from other leading figures show...He pretty much created the field of behavioural economics and has revolutionised large parts of cognitive psychology and social psychology. His central message could not be more important, namely, that human reason left to its own devices is apt to engage in a number of fallacies and systematic errors, so if we want to make better decisions in our personal lives and as a society, we ought to be aware of these biases and seek workarounds. That's a powerful and important discovery.

Sharrock's insight:

This is an informative article about Daniel Kahneman and his contemporary "colleagues" revolutionizing thought and experimentation in the social sciences. Working around our irrationality, our tendency to make decisions based on fallacies and cognitive biases, should be one of the main goals of education. 

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Peering into Learning | Peeragogy.org

Peering into Learning | Peeragogy.org | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

In this part of the Peeragogy Handbook, we “peeragogues” have summarised the most important and applicable research and insights from two years of inquiry and discussion. Although there’s been no shortage of experimentation and formal research into collaborative, connective, and shared learning systems in the past, there is a new rumbling among education thinkers that suggests that when combined with new platforms and technologies, peer-learning strategies as described here could have a huge impact on the way educational institutions evolve in the future. We’ve also seen for ourselves how peer-learning techniques can help anyone who’s interested to become a more effective informal educator.

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Ivon Prefontaine's curator insight, March 15, 2014 2:02 PM

Teaching is not producing. It is an act of praxis which involves forming. We do not produce students as finished products. They and teachers are always forming. This is much closer to Dewey and Vygotsky than it is to Plato and other Greek philosophers.

mercè perelló's curator insight, March 16, 2014 4:15 AM

"Technology can, to some degree and in certain contexts, replace “know how” with “know where to look.”

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How Do We Create Rich Learning Opportunities for All Students?

How Do We Create Rich Learning Opportunities for All Students? | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the "deeper learning" movement.

Via Grant Montgomery
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Betty Skeet's curator insight, March 3, 2014 5:43 AM

How can we tap on the motivation to learn?