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School Leadership, Leadership, in General, Tools and Resources, Advice and humor
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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, 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, 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, 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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Don't wake your kids to eat breakfast.

Don't wake your kids to eat breakfast. | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Last month, the Journal of the American Dietetic Association published the most comprehensive review to date of why kids and teenagers should eat breakfast. The article surveyed the results of 47 research papers published since 1970 and reported triumphantly that breakfast-eating seems to "improve cognitive function related to memory, test...
Sharrock's insight:

from the article: "The case for circadian rhythms and sleep as key to performance has strong scientific grounding. Sleep researchers have shown that peoples' preferences for morning or evening activity—for being an early bird or a night owl—are partly genetic and can be apparent even early in life. The body's 24-hour cycles are mediated by a brain area called thesuprachiasmatic nucleus, located in the hypothalamus. Small substitutions, or polymorphisms, in several circadian clock genes seem to cause variations within the SCN that may contribute to distinct sleep patterns and time-of-day preferences. Factors like family routine can play a role; still, some people just rise and shine more easily than others."

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Usable Knowledge: Measure for measures: What do standardized tests really tell us about students and schools?

Usable Knowledge: Measure for measures: What do standardized tests really tell us about students and schools? | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
In this Usable Knowledge video interview, HGSE Professor Daniel Koretz shares insights about the strengths and limitations of standardized tests from his new book, Measuring up: What educational testing really tells us.
Sharrock's insight:

Use "Daniel Koretz" in Youtube to find video clips of him explaining his ideas and insights. 

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APS Physics | FIP | What can we learn from physics teachers in high scoring countries on the TIMSS and PISA international assessments?

APS Physics | FIP | What can we learn from physics teachers in high scoring countries on the TIMSS and PISA international assessments? | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Cherrill Spencer 

High-school teachers are amongst the most important contributors to the development of the science and technology workforce of the future. Many of the more than 23,000 US high-school physics teachers are not adequately prepared to teach the subject. Only one-third of them, for example, majored in physics or physics education. Can inadequate teacher preparation be a factor in the poor performance of US students on international assessments of their achievements in science and physics? Since 1995 the Trends in International Mathematics and Science Study (TIMSS) has been administered four times to many hundreds of thousands of students in over 60 countries. TIMSS is used to measure trends in the mathematics and science knowledge and skills of fourth- and eighth-graders. The Program for International Student Assessment (PISA) has been administered three times since 2000, it focuses on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. TIMSS Advanced (1995) assessed school-leaving students who have had special preparation in advanced mathematics and physics. In all these studies the US students, including the Advanced Placement physics students, scored below the international average, sometimes in the bottom third of countries!

Three knowledgeable speakers were invited to talk about the physics K-12 education systems in other countries: one that consistently scores at the top of the PISA (Dr. Pekka Hirvonen, Finland) or score much higher than the US on TIMSS (Dr. Jozefina Turlo, Poland, covering various Central European countries) and significantly better on recent bi-lateral comparisons (Dr. Lei Bao, covering China in comparison to the US). This session was designed to find out what we can learn from the physics teaching systems in these high-scoring countries that might be pertinent to our efforts to improve the teaching of physics and science to 8th through 12th graders in the US.

There are several differences in the design and purpose of the TIMSS and PISA assessments; for example the TIMSS focuses on the application of familiar skills and knowledge often emphasized in classrooms, whereas the PISA tests emphasize students' abilities to apply skills and information learned in school to solve problems or make decisions they may face at work. PISA test questions tend to deemphasize factual recall and demand more complex reasoning and problem-solving skills than those on TIMSS, requiring students to apply logic, synthesize information, and communicate solutions clearly

Sharrock's insight:

excerpt: 

What can we learn from physics teachers in high scoring countries on the TIMSS and PISA international assessments? : Final words of advice from the three speakers:

Dr Pekka Hirvonen: "Education should be taken seriously; it's an investment for the future"
Dr Lei Bao: "It is not what we teach but how we teach that matters."
Dr Jozefina Turlo: "Follow the recommendations of the 2008 Nuffield Foundation report, Science Education in Europe: Critical Reflections."

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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, 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, 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, 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.

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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, 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, 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, 5:43 AM

How can we tap on the motivation to learn?

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What We Have Learned About Gifted Children

What We Have Learned About Gifted Children | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

The Gifted Development Center has been in operation since June, 1979, and we have assessed over 5,600 children in the last 30 years.  By concentrating totally on the gifted population, we have acquired a considerable amount of knowledge about the development of giftedness.  In 1994-1995, three noted researchers spent post-doctoral internships assisting us in coding our clinical data to enable statistical analysis:  Drs. Frank Falk and Nancy Miller of the University of Akron, and Dr. Karen Rogers of the University of St. Thomas.   Here are some of the highlights of what we have learned so far:

Sharrock's insight:

excerpt: 

3. When parents fail to recognize a child’s gifts, teachers may overlook them as well.  Rita Dickinson (1970) found that half of the children she tested with IQs of 132 or above were referred for behavior problems and not seen as gifted by their teachers or parents.  Parent advocacy is critical for gifted children’s emotional and academic growth.  Associate Director, Bobbie Gilman’s (2008a) award-winning book, Academic Advocacy for Gifted Children: A Parent’s Complete Guide, can guide parents in effectively advocating for their children. Challenging Highly Gifted Learners (Gilman, 2008b) is an excellent book for teachers and parents."

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5 Reasons to Calm Down Your Analytical Mind

5 Reasons to Calm Down Your Analytical Mind | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it
Your analytical mind comes with both advantages and disadvantages. There are certain situations where it's better to calm down too much thinking and rationality.
Sharrock's insight:

This is part of a useful cycle. You race the analytical mind to absorb knowledge and to explore information. Then you run the creative, associative mind to find connections between personal experiences, observations, and information. But too much of anything can be bad.

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A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor

A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor | School Leadership, Leadership, in General, Tools and Resources, Advice and humor | Scoop.it

Via Ana Cristina Pratas
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Ana Ibis's curator insight, February 10, 12:39 AM

Muy interesante análisis acerca de los cambios en las formas de enseñar y aprender.

Nevermore Sithole's curator insight, February 10, 10:55 AM
A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor
Nevermore Sithole's curator insight, March 14, 3:39 AM
A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor