Leadership, Innovation, and Creativity
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Leadership, Innovation, and Creativity
Complexity, chaos, and ambiguity are aspects of leadership and learning. Without those we cannot innovate and create.
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It’s not what you say, it’s what people hear

It’s not what you say, it’s what people hear | Leadership, Innovation, and Creativity | Scoop.it

The key takeaway from his book is actually part of the title:

It’s not what you say, it’s what people hear.

In Words That Work: It’s Not What You Say, It’s What People Hear Luntz breaks down the ten main lessons he’s learned from years of crafting political messages; lessons we can all learn from:

1) Simplicity: Use Small Words

“Avoid words that might force someone to reach for the dictionary… because most Americans won’t. They’ll just placidly let your real meaning sail over their heads or, even worse, misunderstand you. You can argue all you want about the dumbing down of America, but unless you speak the language of your intended audience, you won’t be heard by the people you want to reach.”

2) Brevity: Use Short Sentences

“Be as brief as possible… The most memorable political language is rarely longer than a sentence. “I Like Ike” was hardly a reason to vote for the man, but the simplicity of the slogan matched the candidate and the campaign.”

3) Credibility Is As Important As Philosophy

“People have to believe it to buy it. As Lincoln once said, you can’t fool all of the people all of the time. If your words lack sincerity, if they contradict accepted facts, circumstances, or perceptions, they will lack impact… The words you use become you — and you become the words you use.”

4) Consistency Matters

“Too many politicians insist on new talking points on a daily basis, and companies are running too many different ad executions. By the time we begin to recognize and remember a particular message, it has already been changed… “The breakfast of champions” tagline for Wheaties was first launched back in 1935 and is still going today. Hallmark’s “When you care enough to send the very best” debuted in 1934, and “Say it with flowers” for FTD dates all the way back to 1917.”

5) Novelty: Offer Something New

“In plain English, words that work often involve a new definition of an old idea… What matters most is that the message brings a sense of discovery, a sort of “Wow, I never thought about it that way.”

6) Sound and Texture Matter

“The sounds and texture of the language should be just as memorable as the words themselves. A string of words that have the same first letter, the same sound, or the same syllabic cadence is more memorable than a random collection of sounds.”

7) Speak Aspirationally

“Messages need to say what people want to hear… The key to successful aspirational language for products or politics is to personalize and humanize the message to trigger an emotional remembrance.”

8) Visualize

“Paint a vivid picture. From M&M’s “Melts in your mouth not in your hand” to Morton Salt’s “When it rains, it pours,” to NBC’s “Must See TV,” the slogans we remember for a lifetime almost always have a strong visual component, something we can see and almost feel.”

9) Ask a Question

“Is it live, or is it Memorex?” “Where do you want to go today?” (Microsoft) “Can you hear me now?” (Verizon Wireless)… “Got Milk?” may be the most memorable print ad campaign of the past decade. The creator realized, whether intentionally or not, that it’s sometimes not what you say but what you ask that really matters.”

10) Provide Context and Explain Relevance

“You have to give people the “why” of a message before you tell them the “therefore” and the “so that.”… if it doesn’t matter to the intended audience, it won’t be heard. With so many messages and so many communication vehicles competing for our attention, the target audience must see individual, personal meaning and value in your words.”

Ivon Prefontaine, PhD's insight:

These are good points to consider in teaching.

 

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Suvi Salo's curator insight, September 18, 2014 11:42 PM
"The 10 Rules You Need to Communicate Effectively"
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Innovation Excellence | Planting the Seeds of Innovation in Education

Innovation Excellence | Planting the Seeds of Innovation in Education | Leadership, Innovation, and Creativity | Scoop.it

by Stephan Vincent

 

"What does an innovation class look like? 

 

"First, with each new group of students, Don has to teach them different skills: how not to be compliant, how to think differently, how they should challenge and confront him instead of taking his words for granted. “Right now, it is natural for kids to be compliant, to sit and listen to what their teachers have to say, without questioning. The system beats the creativity out of them. Kids have been trained that way; my first job is to unteach them”. He hears new students in his class asking him what he expects them to do. His answer: “I won’t tell you, you need to find your own opportunity, find collaborators, I’m only here to help you, not to tell you what to do”. At the beginning, some kids freeze up because it is such a foreign and disruptive concept to them. However, they quickly grasp the benefit of it.

"During the first weeks of the class, students will identify their own opportunity to develop a project. They will formulate a plan of action and time table, find collaborators and resources, like any entrepreneur would do. “Online collaboration enables access to information, resources and mentors."

 

- See more at: http://www.innovationexcellence.com/blog/2014/08/31/planting-the-seeds-of-innovation-in-education/#sthash.YsmrsvMl.dpuf


Via Jim Lerman
Ivon Prefontaine, PhD's insight:

Buddhist tradition tells us that seeds are both good and bad. When we plant them, we have to tend to them and it is not always a set way.

 

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educational-origami - Bloom's Digital Taxonomy

educational-origami - Bloom's Digital Taxonomy | Leadership, Innovation, and Creativity | Scoop.it

Via Christiane Moisés, Miloš Bajčetić, Mark E. Deschaine, PhD
Ivon Prefontaine, PhD's insight:

I wonder if Benjamin Bloom had any way of anticipating this. It is interesting that the infographic suggests lots of lower order thinking skills.

 

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Ching Rem's curator insight, September 19, 2014 4:27 AM

i'm just testing scoop.it and MY how it works!

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Why Study Grammar?

Why Study Grammar? | Leadership, Innovation, and Creativity | Scoop.it
If you're reading this, it's a safe bet that you know English grammar. But how much do you know about grammar? And why should anybody bother learning?

Via Pilar Moral
Ivon Prefontaine, PhD's insight:

There are many reasons to study grammar. The way we speak and write suggests what is important in the world. What do we objectify?

 

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National teaching Assistants Day - TA Day - Teaching Personnel

National teaching Assistants Day - TA Day - Teaching Personnel | Leadership, Innovation, and Creativity | Scoop.it
As creators of National Teaching Assistants’ Day, Teaching Personnel is delighted to illustrate the positive impact teaching assistants have on schools, teachers, parents and pupils and it akes place on 16th September every year.

Via Elaine J Roberts, Ph.D.
Ivon Prefontaine, PhD's insight:

Perhaps I was fortunate, but I had excellent teaching assistants. I tried not to take them for granted any day. They were invaluable and provided insights I often overlooked.

 

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Elaine J Roberts, Ph.D.'s curator insight, September 16, 2014 7:52 AM

Be especially nice to your teaching assistants today, especially if you are fortunate enough to have any.

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The Single-Most Powerful Attribute All Geniuses Share

The Single-Most Powerful Attribute All Geniuses Share | Leadership, Innovation, and Creativity | Scoop.it
Creativity pie chart by James Clear
What separates the likes of Steve Jobs, J.K. Rowling, or Pablo Picasso from the rest of us? Over at Entrepreneur, James Clear argues it comes down to pure grit:
How do creative geniuses come ups with great ideas?

 


Via Yashy Tohsaku, Alfredo Calderón
Ivon Prefontaine, PhD's insight:

We often associate genius with being smart and it is, however it is smart in a different way. A synonym for genius is gift and it is about the spirit of a person and their natural ability. I read the article in that light. Each person was dedicated to something which came natural to them. Perhaps part of being a genius is knowing what we are good at.

 

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JULIA G. THOMPSON: Overcoming a Negative School Climate

JULIA G. THOMPSON: Overcoming a Negative School Climate | Leadership, Innovation, and Creativity | Scoop.it
JULIA G. THOMPSON: Overcoming a Negative School Climate http://t.co/JwtcNodC1P

Via Nancy J. Herr
Ivon Prefontaine, PhD's insight:

At the heart of a positive School environment and climate is positive relationships between students and staff. This means staff have to get along and work together, as well. Providing space for teachers to speak safely is an important consideration.

 

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Nancy J. Herr's curator insight, September 15, 2014 4:30 PM

Sometimes we come into a new position excited and positive but are stymied by a negative climate. Or perhaps that climate has developed over time in our current school. Here is some help to move you in the right direction.

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How to Write a Lot: A Practical Guide to Productive Academic Writing

How to Write a Lot: A Practical Guide to Productive Academic Writing | Leadership, Innovation, and Creativity | Scoop.it
Writing is a hard work and that is why we always find excuses to postpone it.If you are working on a dissertation, a thesis, a research proposal, journal article, or grant proposal then chances you have already experienced some of those detestable...

Via Dan Kirsch, Mark E. Deschaine, PhD
Ivon Prefontaine, PhD's insight:

Writing is hard work.

 

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For Teachers, Many Paths Into The Classroom ... Some Say Too Many

For Teachers, Many Paths Into The Classroom ... Some Say Too Many | Leadership, Innovation, and Creativity | Scoop.it
One in five newly hired teachers has skipped university preparation for teaching. Indiana is the latest state to make entering the classroom easier.
Ivon Prefontaine, PhD's insight:

It is likely we need to rethink the way teachers are prepared for the classroom, but no preparation is not an option. We already are losing many teachers and the challenges are changing rapidly.

 

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Your creativity is a gift to others

Your creativity is a gift to others | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine, PhD's insight:

The last paragraph is the key to the article.Teaching is always teaching someone therefore relational in nature. It is about teaching some thing to someone which is also relational.

 

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Becoming a Teacher: Great expectations in a real world: Where does PD take place?

Becoming a Teacher: Great expectations in a real world: Where does PD take place? | Leadership, Innovation, and Creativity | Scoop.it
Professional development is an ongoing and endless process and we teachers will never stop being learners

Via Shanthi Cumaraswamy Streat, Dean J. Fusto
Ivon Prefontaine, PhD's insight:

Judith Butler proposed that being is like a noun. We are a teacher is always the starting point for becoming something new. This is risky business for teachers. It might be that professional development is always happening. Teachers require time and space to make sense of what their experiences mean suggesting that teaching and living are hermeneutic adventures.

 

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Shanthi Cumaraswamy Streat's curator insight, September 12, 2014 12:49 PM

Roseli Serra's latest post.

Quran Coaching's curator insight, September 13, 2014 12:41 PM

The Quran-Coaching is the best platform for the quran learning by taking online quran classes.
http://goo.gl/st4aLZ
Like/Share/Comment.
‪#‎quran‬ ‪#‎onlineQuran‬ ‪#‎islam‬ ‪#‎Tajweed‬

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Teachers are Learners Too - A Reflection on Professional Development, Being a Mentor and Teacher Inquiry

Teachers are Learners Too - A Reflection on Professional Development, Being a Mentor and Teacher Inquiry | Leadership, Innovation, and Creativity | Scoop.it
creative commons licensed (BY) flickr photo by William M Ferriter: http://flickr.com/photos/plugusin/14823535028
It is so easy as educators to fall into the trap of: do as I say, not as I do.

Via Yashy Tohsaku
Ivon Prefontaine, PhD's insight:

We are not mentors. We are teachers. Teaching is still at the heart of what we do. We may mentor at times, instruct at other times, facilitate at other times, etc. These are subsumed in teaching. Teaching and learning are entangled to use a word from quantum physics. They are one thing that is not one thing.

 

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Suvi Salo's curator insight, September 13, 2014 10:40 PM

"In addition to learners needing to "unlearn", I have found that instructors sometimes need to unlearn certain habits too."

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How Dyslexia Affects the Curriculum | DyslexiaHelp at the University of Michigan

How Dyslexia Affects the Curriculum | DyslexiaHelp at the University of Michigan | Leadership, Innovation, and Creativity | Scoop.it

Virtually every subject requires some reading and/or writing. Therefore, it is not a surprise that dyslexia can affect learning in all subject areas. Underlying deficits in accessing written text, reading fluency, spelling, written expression, organizing, following written directions, sequencing, using working memory (needed for problem solving), and visual processing (especially critical for worksheets, textbooks, and tests) can affect learning in different subjects in different ways.

As a consequence of their reading difficulties, students with dyslexia are forced to compensate for their weaknesses by following their peers, verbally processing information, relying on rote memorization, and using hands-on/experiential learning contexts.


Via Lou Salza
Ivon Prefontaine, PhD's insight:

There are excellent ideas included which require close 1-to-1 teaching with students. I found that adaptive technologies did not always work for students in the early stages. Teaching was important and being there with the student.

 

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Lou Salza's curator insight, September 13, 2014 11:14 AM

When I read an article like this I wonder why we won't simply change the way we assess and evaluate all our students--instead of trying to accommodate dyslexics. Grading hurts all kids--including the A students!--Lou

 

Excerpt:

 

"...Specific pitfalls related to each subject area are summarized below. (Note: Your student may not exhibit all of these difficulties.) A student with dyslexia may have difficulty in:

Science – using a systematic step-by-step approach to the experimental method; decoding and learning novel vocabulary (particularly multisyllabic words); navigating a textbook; identifying key points or what is most important; reading fluency; or writing and spelling for homework, projects, and tests. Difficulty with word retrieval and spelling may confound students on recall tests.Math – learning math terminology, symbols, and directionality when solving a problem; breaking apart multi-step written directions; conceptualizing abstract concepts; estimating; evaluating answers; or using a systematic step-by-step approach.History/Social Studies – transposing dates or maps; decoding and learning novel vocabulary (particularly multisyllabic words); navigating a textbook; identifying key points or what is most important; reading fluently; or writing and spelling for homework, projects, and tests. Difficulty with word retrieval and spelling may confound students on recall tests.Band/Choir – reading music or following multistep directions.Gym – following oral directions; following written directions and diagrams; learning specific vocabulary if they do not have prior learning or experience with it; using directionality; or remembering directions.Art – following step-by-step, sequential directions to complete a project; following diagrams; following oral directions; or keeping organized.Foreign Languages – spelling; learning vocabulary; knowing where to divide or segment words that are presented auditorily; implicitly learning grammatical rules; or fluently reading.


Rowe Young- Kaple's curator insight, September 14, 2014 6:15 PM

RPS shares these symptoms. Reversed Positioning Sensation,  caused by the sensing the back side of the letters being written.    Academic achievement in general needs a combination of neurological senses for proper learning. Sensing the feel of the shape in ones' mind of letters (MOTOR) aids in the mental visualization of their appearance. Then the sound value can be applied and remembered. So this, is why learning handwriting is so important, and why so many dyslexics suffer.

These students can be helped by having them change their writing position ( not easy as this is the natural position they are comfortable with).  By turning the hand over, and keeping it in the new position,    so it feels the top/ down movement for making letters will make a world of difference.   Once the education community can understand this, and applies it ,  it will become a new world for these RPS effected individuals.  

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Confessions of a Gen-Ed Junkie – The Conversation - Blogs - The Chronicle of Higher Education

Confessions of a Gen-Ed Junkie – The Conversation - Blogs - The Chronicle of Higher Education | Leadership, Innovation, and Creativity | Scoop.it

1. I’ve always been a jumper...

What I find in gen ed, then, is the opportunity to follow strands of thought, to make connections, to engage in purposeful wandering across disciplinary and divisional lines. In the last 10 years I’ve learned more about biology, psychology, art, politics, and physics than I’d thought possible. Or, to be more accurate: than I’d thought possible once I became a professor.

2. I believe my field matters even to people not in my field...

I love teaching my English majors, and I’m not just saying this to keep my department chair happy. But in my major classes, I’m preaching to the pre-converted. There’s something about working with students outside of my discipline, something about introducing them to a whole new spectrum of thought that keeps me invigorated.

3. Our students will use gen ed a lot more than they—or we—expect...

What gen ed teaches is not just content, but adaptation. As students move from their majors to a general-education course—or from one general-education course to another—what they should be encountering—always—is the challenge of shifting paradigms, of conflicting ways of thinking about the world, of contrasting means of solving problems.

That these experiences are sometimes uncomfortable is perhaps exactly the point: Students need opportunities to think about how what they did two years ago in statistics can be adapted to psychology. They need to think about the conceptual relationships between poetry and computer programming (hint: eloquence and efficiency). They need to struggle to understand the ways in which separating the “noise” from the relevant numbers in a geological data set are not that different than getting to the heart of a Supreme Court ruling.

They need, simply put, to practice leaping from one field to another, one question to another, on challenge to another—constantly adapting their methods of understanding and of solving these problems. That’s what life is like. And everything else aside, I’m pretty sure my job is to prepare students for life.

Paul Hanstedt is a professor of English at Roanoke College in Salem, Va. He tweets@curriculargeek.

 

 

 

 


Via iPamba
Ivon Prefontaine, PhD's insight:

When we enjoy what we do, it is contagious.

 

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The Saddest Thing About Being a Teacher.

The Saddest Thing About Being a Teacher. | Leadership, Innovation, and Creativity | Scoop.it
The saddest thing about being a teacher is seeing the amount of wasted potential leaving our school gates every year.How dispiriting it is to see what standardized testing and what some (often well...
Ivon Prefontaine, PhD's insight:

Teaching is about inviting students into healthy relationships and creating the environment where learning can happen. It is hard work, but worth while. When we step away from the neo-liberal agenda which is about creating worker bees, teaching is about teaching someone and relationships.

 

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How to Bring Sustainable Change to Your Organizational Culture

How to Bring Sustainable Change to Your Organizational Culture | Leadership, Innovation, and Creativity | Scoop.it

It’s like being lost in the wilderness if you initiate any major change effort in your organization without specifically knowing how cultures effectively evolve or change. It’s one of the greatest leadership challenges, but few truly understand how cultures evolve.


Via Roy Sheneman, PhD
Ivon Prefontaine, PhD's insight:

Change is a static word. We want the change we create to be sustainable. In our world, we want change which is mastered and manageable. Is that what we really want?

 

I found that School change was often window dressing. The change was simply the latest fad, technique, tool, etc. It did not mean much, but sustained an outdated status quo.

 

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Why is Leadership Important? -

Why is Leadership Important? - | Leadership, Innovation, and Creativity | Scoop.it
We spend a lot of energy and time thinking about leadership. We try to understand it, to put it to work for ourselves. We wonder how people become leaders, whether they are born leaders or are made along the way. We identify and evaluate leadership styles, assessing which are the most effective. We analyze the …

Via Anne Leong
Ivon Prefontaine, PhD's insight:

We each can be a leaders, but this is not a relativism gone wild. There is a pedagogic nature to leading therefore it is about teaching. Context and situation become important. Questions such as what is important to teach and learn are fundamental. Teaching is always relational. We teach something about something. It is not a wholesale discarding of who and what came before, but a caring process that brings about prudent and wise change in the community.

 

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Leadership In The Age Of Complexity: From Hero To Host, by Margaret Wheatley and Deborah Frieze

Leadership In The Age Of Complexity: From Hero To Host, by Margaret Wheatley and Deborah Frieze | Leadership, Innovation, and Creativity | Scoop.it
For too long, too many of us have been entranced by heroes. Perhaps it's our desire to not have to do the hard work, to rely on someone else to figure things out. But perhaps it's time for us to face the truth of our situation -- that we're all in this together, that we all have a voice -- and figure out how to mobilize the hearts and minds of everyone in our workplaces and communities.

Via Anne Leong, Roy Sheneman, PhD
Ivon Prefontaine, PhD's insight:

A great question is posed in the article. Why do we continue to hope for heroes to emerge? I would add, "Why do we settle for managers and false prophets?"

 

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Six Ways to Be a Lifelong Learner

Six Ways to Be a Lifelong Learner | Leadership, Innovation, and Creativity | Scoop.it
I cringe when I hear an adults joke about not having read a book since high school. I especially cringe if the person who says that has any regular interaction with young people. It’s not so much t...

Via Christine Heine, Mark E. Deschaine, PhD
Ivon Prefontaine, PhD's insight:

I cringe with the contemporary notion about what a life-long learner is. The term has been appropriated into a neo-liberal agenda to mean we are learning what the boss says we should. Having said this, the article makes valuable points. For example, reading and setting aside a fund for new books are excellent ideas. Reaching out to others who might add to who you are is also another good idea.

 

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A Soliloquy on Contingency - Hybrid Pedagogy

A Soliloquy on Contingency - Hybrid Pedagogy | Leadership, Innovation, and Creativity | Scoop.it
What can be done to assuage some of these tensions -- to alleviate them before they result in the unhealthy infighting that we witnessed after MLA 2014?

Via Dan Kirsch, Mark E. Deschaine, PhD
Ivon Prefontaine, PhD's insight:

The key point made is about contingent loyalty. It is not enough the person be loyal to the School. The School and its bosses need to be loyal in return.

 

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Blended Learning in the Mix: The Engaged Administrator

Blended Learning in the Mix: The Engaged Administrator | Leadership, Innovation, and Creativity | Scoop.it
For a successful school-wide blended learning program, administrators should remove obstacles, let teachers lead, and remain engaged with the process as well as the results.

Via Grant Montgomery, Dean J. Fusto
Ivon Prefontaine, PhD's insight:

The basis of being a learner is being learned to some extent. It would be different to include teachers' voices in the conversation.

 

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All the difference

All the difference | Leadership, Innovation, and Creativity | Scoop.it
Well, it looks like my self-imposed hiatus is drawing to a close. Recently, the road I was traveling on diverged in some unexpected ways as I resigned my high school teaching position a week ago. N...
Ivon Prefontaine, PhD's insight:

The pipeline awaits round-pegged students and teachers who do not fit into other geometrically shaped holes.

 

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Tech Transformation: Flipping Grade 4 and Flipping Bloom's Taxonomy Triangle

Tech Transformation: Flipping Grade 4 and Flipping Bloom's Taxonomy Triangle | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine, PhD's insight:

If we do a good job with the creating/synthesizing, evaluating, analyzing, etc. students will understand and remember. It shouldn't make a difference if we flip the classroom or not.

 

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Educational Leadership: Motivation Matters: Curiosity Is Fleeting, but Teachable

Educational Leadership: Motivation Matters: Curiosity Is Fleeting, but Teachable | Leadership, Innovation, and Creativity | Scoop.it
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.

Via Monica S Mcfeeters, Jocelyn Stoller, Lynnette Van Dyke
Ivon Prefontaine, PhD's insight:

Curiosity and creativity work together.

 

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Monica S Mcfeeters's curator insight, September 13, 2014 2:08 AM

Curiosity is always a basic strong motivator. Arousing curiosity can be a challenge after life often trains people to discourage people from following natural curiosities to discover knowledge..

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One Lesson at a Time: 10 Rhetorical Questions to Stop Using in the Classroom

One Lesson at a Time: 10 Rhetorical Questions to Stop Using in the Classroom | Leadership, Innovation, and Creativity | Scoop.it

A little over a year ago, I got caught in my own question.

"So, you're going to stay here while the rest of us go to lunch?" I asked a little nugget who was parked underneath a table, refusing to move.

"YES."

Well. Shoot.

My question set both of us up for failure in that moment. To me, it meant "get up". To that student, it meant that staying under the table while we go to lunch was an option - and it wasn't. It backed both of us into a corner (or under a table?). That moment stuck with me. I became far more aware of just how often I was using rhetorical questioning in my classroom. I started to notice other teachers using rhetorical questioning.


Via Cindy Riley Klages
Ivon Prefontaine, PhD's insight:

I tell people that if they do not like the answer they should have considered the question they were asking.

 

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