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How to Foster Grit, Tenacity and Perseverance: An Educator’s Guide | MindShift

How to Foster Grit, Tenacity and Perseverance: An Educator’s Guide | MindShift | :: The 4th Era :: | Scoop.it

By Tina Barseghian

 

"How can we best prepare children and adolescents to thrive in the 21st century? This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it’s becoming clear that the “noncognitive competencies” known as grit, perseverance, and tenacity are just as important, if not more so, in preparing kids to be self-sufficient and successful.

 

"To that end, the Department of Education’s Office of Technology has released a report called  Promoting Grit, Tenacity, and Perseverance —Critical Factors for Success in the 21st Century, drafted by research firm SRI International, which addresses how educators can integrate these ideas into their teaching practice: Are these competencies malleable and teachable? How significant a role do they play in students’ success? What are the best learning environments to encourage and foster these attributes?

 

“The test score accountability movement and conventional educational approaches tend to focus on intellectual aspects of success, such as content knowledge. However, this is not sufficient,” the report states. “If students are to achieve their full potential, they must have opportunities to engage and develop a much richer set of skills.”

 

"The entire report [PDF] is well worth the read. Here are a few noteworthy highlights excerpted from different parts of the report."

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Struggle For Smarts? How Eastern And Western Cultures Tackle Learning | NPR

In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth grade math class.

 

"The teacher was trying to teach the class how to draw three-dimensional cubes on paper," Stigler explains, "and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, 'Why don't you go put yours on the board?' So right there I thought, 'That's interesting! He took the one who can't do it and told him to go and put it on the board.'"

 

Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. And so he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn't complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. And as the period progressed, Stigler noticed that he — Stigler — was getting more and more anxious.

 

"I realized that I was sitting there starting to perspire," he says, "because I was really empathizing with this kid. I thought, 'This kid is going to break into tears!'"

 

But the kid didn't break into tears. Stigler says the child continued to draw his cube with equanimity. "And at the end of the class, he did make his cube look right! And the teacher said to the class, 'How does that look, class?' And they all looked up and said, 'He did it!' And they broke into applause." The kid smiled a huge smile and sat down, clearly proud of himself.

 

Click headline to read more and listen to the NPR segment--


Via Chuck Sherwood, Senior Associate, TeleDimensions, Inc, Mark Gillingham
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