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You Can Learn to Love Criticism. Here's How. - InformED

You Can Learn to Love Criticism. Here's How. - InformED | school improvement process | Scoop.it

"Stephen King's first book, Carrie, was rejected thirty times. Walt Disney was fired from the Kansas City Star in 1919 because he "lacked imagination and had no good ideas.' Oprah Winfrey was fired as an evening news reporter for Baltimore's WJZ-TV because she couldn't separate her emotions from her stories. Steve Job was fired from the company he started, Apple, but was desperately brought back in to save in 1997."


Via Beth Dichter
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Beth Dichter's curator insight, May 19, 2015 6:40 AM

What is similar about all the situations mentioned above? In each, the individual was criticized, but they each moved on and became public figures who were incredibly successful. They learned from criticism.

This post explores criticism, sharing a section on how criticism originally focused on literary criticism, which was also at a time when many could not read or write, and tracing the history forward to today, where we often use the word feedback.

The post provides insight into why people often react negatively to criticism and then moves to ways to embrace criticism. Below are three examples from the post. More information on each is in the post as are additional ideas...and think about this as a type of mindset that may help our learners move forward.

* Be intellectually humble.

* Remember your own human tendency to criticize.

* Lower your defenses and take responsibility.

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Robert Fisher Teaching Thinking homepage

This article explores what metacognition is, why it is important and how it develops in children. It argues that teachers need to help children develop metacognitive awareness, and identifies the factors which enhance metacognitive development. Metacognitive thinking is a key element in the transfer of learning. The child's development of metacognitive skills is defined as meta-learning. Meta-teaching strategies can help mediate the metacognitive skills of children, help to stimilate children's metacognitive thinking. The article draws upon reserch currently being undertaken in London schools on raising achievement in thinking and learning through developing the metacognition of children as learners in schools.

 


Via Sharrock
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Sharrock's curator insight, January 28, 2014 8:33 AM

excerpt: "Brown claims that two versions of metacognition are often confused, namely 'the essential distinction between self regulation during learning' and 'knowledge of, or even mental experimentation with, one's own thoughts' (Brown et al 1983). Adey & Shayer (1994) agree with this distinction, which they categorise as going beyond, and going above, the present learning behaviour. Going beyond one's present repertoire of reasoning is linked to 2,3 and 4 in Brown's list above. This can be equated with what Newman et al (1989) call 'construction zone activity', a concept derived from Vygotsky's Zone of Proximal Development, which refers to mental activity, usually of a collaborative nature, which involves children going beyond their present levels of competence. 

 
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What Makes a Great School Leader?

What Makes a Great School Leader? | school improvement process | Scoop.it
This is the time of year when, for many different reasons, some teachers consider taking positions at other schools. I've received a number of calls from friends and colleagues this spring asking for

Via Ricard Garcia, Evdokia Roka
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