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There are two theories of intelligence, referred to simply as mindsets, that students can have about their intellectual abilities, although no one has purely one or the other, she said. Individuals with more of a fixed mindset believe that their intellectual abilities are simply fixed. They tend to approach learning with the goal of looking smart, and they often shy away from challenges because they believe that having to work hard at something or making mistakes means they don’t have high ability. Those with more of a growth mindset, on the other hand, believe that abilities can be developed—they are more likely to see effort as something that propels learning and to see setbacks as opportunities to build new skills.
These divergent mindsets are also reflected in how individuals process mistakes on a neurological level. In a study of 25 undergraduate students, Jason S. Moser (Michigan State University) and colleagues tasked participants with rapidly identifying the center letter in a string of similar text (e.g. “M” vs. “N”) while monitoring activity of the anterior cingulate cortex (ACC) and related brain areas associated with cognitive control of behavior, via electroencephalography. The students also completed a scale designed to measure fixed and growth mindsets.
Over the course of 480 trials, participants with growth mindsets demonstrated greater error positivity and greater electrical activity in the ACC and related brain regions associated with attending to mistakes compared with those with fixed mindsets. This boost in Pe was also associated with greater posterror accuracy, suggesting that these participants were processing errors more deeply, allowing them to make corrections immediately. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=carol+dweck http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset
Via Gust MEES
BBC Micro:Bit board was first announced in July 2015. Designed for STEM education, the board was then offered to UK schools in March 2016, and a few months later UK store would start selling it worldwide. It’s now available pretty much anywhere, and you can likely find it in a local store or online.
The Thai government must have seen this, and thought to themselves “If the British can do it, we can do it too!”, as the National Electronics and Computer Technology Center (NECTEC) part of Thailand’s Ministry of Science and Technology designed KidBright32 board and courses to teach STEM to Thai students. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Coding
Via Gust MEES
From Blade Runner to I, Robot, the big screens of Hollywood have predicted the rise of the machine. Automated intelligences will wait our tables and drive our cabs. They will serve us by performing menial tasks. But fact is now surpassing fiction. Automation has moved beyond the factory assembly line as computers are diagnosing illnesses, providing legal counsel, and make financial and political decisions. And if artificial intelligence really is faster, smarter and more reliable, what are we left with?
The answer is precisely that element which makes us less efficient and slower. Our humanity. But rather than being seen as a weakness, this is actually our strongest suit. It’s one we need to empower, because studies show that as the world becomes increasingly automated, computerised and digitalised, we are losing the very skills that define us as human. Just when we need them the most.
Our empathy is something that computers will always struggle to emulate. We need to celebrate what makes us different from even the smartest of the machines. While the future belongs to those who are able to navigate this increasingly digitalised world of ours, the choicest spoils will fall to those who can combine technological fluency with emotional intelligence. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Empathy https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Emotional+intelligence
Via Gust MEES
In today’s hypermedia landscape, youth and young adults are increasingly using social media platforms, online aggregators and mobile applications for daily information use. Communication educators, armed with a host of free, easy-to-use online tools, have the ability to create dynamic approaches to teaching and learning about information and communication flow online. In this paper we explore the concept of curation as a student- and creation-driven pedagogical tool to enhance digital and media literacy education. We present a theoretical justification for curation and present six key ways that curation can be used to teach about critical thinking, analysis and expression online. We utilize a case study of the digital curation platform Storify to explore how curation works in the classroom, and present a framework that integrates curation pedagogy into core media literacy education learning outcomes. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/?s=curation https://globaleducationandsocialmedia.wordpress.com/2014/01/19/pkm-personal-professional-knowledge-management/
Via Gust MEES
. . Read, think, learn and share over Social Media… Security is everyone's responsibility! We are ALL responsible for the Internet's future! . ===> "Nothing in life is to be feared. It is only t...
Via Gust MEES, Jim Lerman
Recently I bought myself the latest model of 3D-printers from Formlabs, the Form2.
The Form 2 delivers high-resolution prints in Industrial 3D printing quality and it is very, very expensive. (I had been waiting (and saving money) for 3 years until I made the financial plunge to get such a machine)
But it has the huge advantage that dosen’t require a lot of tweaking and experimenting to run, you just take it out of the box, you install it and it runs !! It comes with the right software, the materials you need to use are in sich a packaging (1 Liter resin cartridges !) that you can concentrate on the objet you’re printing and not on the maintenance of the machine. The system recognises the resin type, configures settings, and allows you to keep track of resin supplies.
The Form 2 is a SLA printer where SLA stand for Stereolithography. SLA is an additive manufacturing – commonly referred to as 3D printing – technology that converts liquid materials into solid parts, layer by layer, by selectively curing them using a light source in a process called photopolymerization. SLA is widely used to create models, prototypes, patterns, and production parts for a range of industries from engineering and product design to manufacturing, dentistry, jewelry, model making, and education. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=3D-Printing
Via Gust MEES
With this project you can change the path of the electric current to run through different sensors. With this design you can switch between lighting a Blue LED or activating a Buzzer. You also have the choice of using a Light Dependent Resistor with the LED or Buzzer. You can be creative and design your own circuit and add different sensors (other LEDs...). Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=makerspace
Via Gust MEES, Madame Tournesol
Defining Formative Assessment
Overall, we’ve done a good job helping students “learn how to learn.” One of the biggest growth opportunities today is to help teachers and students to “know how they know.” Educators skilled at designing formative assessment practice are able to understand where students are and where they need to be on a daily basis and adapt learning experiences accordingly.
The Council of Chief State School Officers (CCSSO) recently adopted the following definition of formative assessment:
Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes, and support students to become more self-directed learners.
~ CCSSO FAST SCASS Austin, Texas, June 2017 Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=feedback
Via Gust MEES, NextLearning
What would you say are a few of the biggest myths about growth mindset?
OK, myth No.1 is the myth that it’s all about effort, and that you instil it by praising effort. Effort is one factor that leads to learning. So the ultimate value is growth, progress, learning. And effort is one thing that leads there but there are many other things – strategies, using resources, getting advice, guidance and mentorship, and when people leave that out and just praise effort, it’s not transmitting a growth mindset. Adults have nagged children for centuries to try harder. That’s not a growth mindset, it’s an adult nagging a child to try harder!
Also, we find that when teachers think it’s just about effort and praising effort they may praise effort that isn’t even there, or that’s not effective. So if a child tries hard at something and you say ‘great job, you tried hard’, but they didn’t make progress, they didn’t advance, you’re actually conveying a fixed mindset because you’re saying ‘great effort, I didn’t really expect you to do that, and I don’t expect you to do that, so I’m trying to make you feel good about not doing it’. So we need people to understand that it’s appreciating a variety of process variables that lead to learning.
The second myth is that you can teach students a lesson on growth mindset and put a poster up in the front of the room, and that’s that, that they will have a growth mindset from then on. And we know if the teacher doesn’t then embody a growth mindset, if teachers don’t embody growth mindsets in their teaching practices, in the way that they give feedback when the child is stuck, and the way they present a new unit, in the way that they give opportunities for revision and growth of understanding – if they don’t embody that growth mindset, they are not teaching it. And in fact, if their behaviour contradicts the poster at the front of the room, then maybe they’re doing a disservice. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=carol+dweck http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset
Via Gust MEES
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Rescooped by
Jim Lerman
from STE(A)M
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The classroom of the future, according to the world’s best teachers
By Global Teacher Prize | March 2nd 2018
In many parts of the world, today’s classrooms are almost unrecognisable compared to those of a decade ago.
Technology is changing the way students learn and teachers teach. From interactive white boards replacing chalk boards to tablets replacing desktop computers, schools are becoming increasingly digital.
Looking ahead to 2030, greater internet connectivity and smarter technologies promise to radically reshape the classroom of the future.
We asked the Global Teacher Prize 2018 Finalists to share their views on how they feel the classroom will change in the coming decade, and what this means for the role of the teacher.
What do you think will be the biggest difference between the classroom of 2030 and the classroom of today?
Many of our Finalists predict that the trend of young people effectively teaching themselves will continue. Learn more / En savoir plus / Mehr erfahren: https://www.scoop.it/t/21st-century-learning-and-teaching/
Via Gust MEES
Education may be the passport to the future, but for all the good teaching out there, it would seem that schools are failing to impart some of the most important life skills, according to one educational expert.
Dr. Tony Wagner, co-director of Harvard's Change Leadership Group, argues that today’s school children are facing a “global achievement gap”, which is the gap between what even the best schools are teaching and the skills young people need to learn.
This has been exacerbated by two colliding trends: firstly, the global shift from an industrial economy to a knowledge economy, and secondly, the way in which today’s school children – brought up with the internet – are motivated to learn.
In his book The Global Achievement Gap, Wagner identifies seven core competencies every child needs in order to survive in the coming world of work.
1. Critical thinking and problem-solving 2. Collaboration across networks and leading by influence 3. Agility and adaptability 4. Initiative and entrepreneurialism 5. Effective oral and written communication 6. Accessing and analysing information
Via Gust MEES
Promote future-ready learning with the ISTE Standards for Students Today’s students must be prepared to thrive in a constantly evolving technological landscape. The ISTE Standards for Students are designed to empower student voice and ensure that learning is a student-driven process. Connect with other educators in the ISTE Standards Community and learn how to use the standards in the classroom with the ISTE Standards for Students ebook. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=ISTE
Via Gust MEES, Sharon Murdoch
A new study lends credence to what you’ve probably always suspected: social media is having a pretty negative effect on teenagers — Instagram and Snapchat being the worst culprits. The study, published today and called “Status of Mind,” was conducted by researchers for the Royal Society for Public Health in the UK. The researchers surveyed 1,479 British youths ages 14-24, asking them how they felt the different social media networks effected their mental health. They took in several factors such as body image, sleep deprivation, bullying, and self-identity. The results suggest the two worst social media networks for kids are Instagram and Snapchat, as they had terrible scores for body image, bullying, and anxiety. Twitter and Facebook weren’t much better, though. YouTube was the only one that apparently inspired more positive feelings than negative ones. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/social-media-and-its-influence
Via Gust MEES, Jim Lerman
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There are two theories of intelligence, referred to simply as mindsets, that students can have about their intellectual abilities, although no one has purely one or the other, she said. Individuals with more of a fixed mindset believe that their intellectual abilities are simply fixed. They tend to approach learning with the goal of looking smart, and they often shy away from challenges because they believe that having to work hard at something or making mistakes means they don’t have high ability. Those with more of a growth mindset, on the other hand, believe that abilities can be developed—they are more likely to see effort as something that propels learning and to see setbacks as opportunities to build new skills.
These divergent mindsets are also reflected in how individuals process mistakes on a neurological level. In a study of 25 undergraduate students, Jason S. Moser (Michigan State University) and colleagues tasked participants with rapidly identifying the center letter in a string of similar text (e.g. “M” vs. “N”) while monitoring activity of the anterior cingulate cortex (ACC) and related brain areas associated with cognitive control of behavior, via electroencephalography. The students also completed a scale designed to measure fixed and growth mindsets.
Over the course of 480 trials, participants with growth mindsets demonstrated greater error positivity and greater electrical activity in the ACC and related brain regions associated with attending to mistakes compared with those with fixed mindsets. This boost in Pe was also associated with greater posterror accuracy, suggesting that these participants were processing errors more deeply, allowing them to make corrections immediately.
Learn more / En savoir plus / Mehr erfahren:
http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=carol+dweck
http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Growth+Mindset
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