Showing posts with label World of Learning. Show all posts
Showing posts with label World of Learning. Show all posts
Sunday, April 10, 2011
WORLD OF LEARNING: OVERT CONFIDENCE
"Think You'll Ace That Test? Think Again, Then Start Studying" ScienceDaily 3-23-11 I just watched Waiting for Superman. This story puts me in mind of a statistic cited there: while students in the United States rank twenty-fifth in math and twenty-first in science among thirty developed countries, they rank first in confidence.
Wednesday, March 23, 2011
WORLD OF LEARNING: TALKING MATH
"The Importance of Clarifying Language in Mathematics Education" ScienceDaily 3-22-11
Many math concepts are counter-intuitive (measurement units, place value, the number zero, fractions, negative numbers), which makes them challenging. Presenting them abstractly (as in merely demonstrating an algorithm) makes them even harder to understand. The challenge for teachers is finding clear language, a variety of metaphors, and a variety of concrete contexts.
Or this can happen: "Many consumers believe 36 months is longer than 3 years."
Another connection in this precious post.
Many math concepts are counter-intuitive (measurement units, place value, the number zero, fractions, negative numbers), which makes them challenging. Presenting them abstractly (as in merely demonstrating an algorithm) makes them even harder to understand. The challenge for teachers is finding clear language, a variety of metaphors, and a variety of concrete contexts.
Or this can happen: "Many consumers believe 36 months is longer than 3 years."
Another connection in this precious post.
WORLD OF LEARNING: FEAR ITSELF
"Masked Fears: Are Fears That Are Seemingly Overcome Only Hidden?" ScienceDaily 3-20-11
A good reminder of how persistent fear is.
A good reminder of how persistent fear is.
WORLD OF LEARNING: WORKING MEMORY
"Brain Has Three Layers of Working Memory, Study Shows" ScienceDaily 3-21-11
Working memory really interests me. No matter the number of layers, or amount of items that can be held, it seems clear to Daniel Willingham in Why Don't Students Like School? that working memory's space is not only finite, it's extremely limited. You can cheat that by squeezing more into each item--chunking--or by quick and easy access to patterns in long-term memory--automaticity.
The lead author of this particular study put it this way: "Predictability can free up resources so a person can effectively multitask. When you do the same sequence over and over again, your memory can be partially automatized so you have the ability to do another task concurrently."
Two parents have recommended Milton Dehn's Working Memory and Academic Learning, so I just ordered it.
Working memory really interests me. No matter the number of layers, or amount of items that can be held, it seems clear to Daniel Willingham in Why Don't Students Like School? that working memory's space is not only finite, it's extremely limited. You can cheat that by squeezing more into each item--chunking--or by quick and easy access to patterns in long-term memory--automaticity.
The lead author of this particular study put it this way: "Predictability can free up resources so a person can effectively multitask. When you do the same sequence over and over again, your memory can be partially automatized so you have the ability to do another task concurrently."
Two parents have recommended Milton Dehn's Working Memory and Academic Learning, so I just ordered it.
Saturday, March 19, 2011
WORLD OF LEARNING: CONFIDENCE AND FINDING THE RIGHT BALANCE
"One Hour Confidence Exercise Can Boost GPA, Study Finds" Curriculum Matters Blog/Education Week 3-17-11
I can't find it, but there was another well-known study a few years ago that used similar evidence to arrive at similar findings. My suspicion is that it was done by Carol Dweck.
I did find a connection to seventh graders.
There's a rather fine balance here. Students need to be confident but not so confident that they feel they don't really have to learn. David Brooks addressed this issue in a recent column called "The Modesty Manifesto."
I can't find it, but there was another well-known study a few years ago that used similar evidence to arrive at similar findings. My suspicion is that it was done by Carol Dweck.
I did find a connection to seventh graders.
There's a rather fine balance here. Students need to be confident but not so confident that they feel they don't really have to learn. David Brooks addressed this issue in a recent column called "The Modesty Manifesto."
WORLD OF LEARNING: CREATIVE STYLES AND ADHD
"Adults With Attention Deficit Hyperactivity Disorder Score High in Creativity" ScienceDaily 3-17-11
I liked the way the questionnaire for this studied categorized creative styles into four basic types: clarifiers, who define and structure problems, ideators, who generate ideas, developers, who elaborate or refine ideas and solutions, and implementers, who incorporate a refined idea into a final product or solution.
I liked the way the questionnaire for this studied categorized creative styles into four basic types: clarifiers, who define and structure problems, ideators, who generate ideas, developers, who elaborate or refine ideas and solutions, and implementers, who incorporate a refined idea into a final product or solution.
WORLD OF LEARNING: DON'T LEAVE IT TO THE KIDS
"Digital Gaming Goes Academic" Education Week 3-14-11
Adds on to this earlier post. Parents need to participate, and teachers "know how to use the game effectively."
Adds on to this earlier post. Parents need to participate, and teachers "know how to use the game effectively."
WORLD OF LEARNING: KIDS RULE
"Let Kids Rule the School" Susan Engel/New York Times 3-14-11
Kids who own their learning will be better learners.
Kids who own their learning will be better learners.
WORLD OF LEARNING: STEREOTYPING MATH
"Gender Stereotypes About Math Develop as Early as Second Grade" ScienceDaily 3-14-11
I think the message here goes beyond gender stereotyping. Speaking from personal experience, I know I stopped pursuing any interests in math somewhere in the middle school to high school era, because I concluded I just wasn't a math person--even though today, I love math. I work with girls and boys who appear to have come to a similar conclusion, and they are often surprised to find that not only can they understand math, but that math can be fun.
I think the message here goes beyond gender stereotyping. Speaking from personal experience, I know I stopped pursuing any interests in math somewhere in the middle school to high school era, because I concluded I just wasn't a math person--even though today, I love math. I work with girls and boys who appear to have come to a similar conclusion, and they are often surprised to find that not only can they understand math, but that math can be fun.
Tuesday, March 15, 2011
WORLD OF LEARNING: SCREEN TIME POSITIVES AND NEGATIVES
"Screen Time for Kids: Is It Learning or a Brain Drain?" MindShift Blog/NPR 3-11-11
The key here, as it is with television, is that the medium is not viewed as a babysitter. The story quotes a pediatrician who says, "Most parents don’t understand the need for their participation." I know there are good video games and apps for portable devices, but kids are going to be attracted to the dreck, just as they are to candy.
The key here, as it is with television, is that the medium is not viewed as a babysitter. The story quotes a pediatrician who says, "Most parents don’t understand the need for their participation." I know there are good video games and apps for portable devices, but kids are going to be attracted to the dreck, just as they are to candy.
Friday, March 11, 2011
WORLD OF LEARNING: TOO MUCH INFORMATION?
"I Can't Think!: How the deluge of information paralyzes our ability to make good decisions" Sharon Begley/Newsweek 2/27/11
Apparently, this was the swan song issue of the old Newsweek, prior to Tina Brown's makeover. Which is fine, unless the magazine loses Sharon Begley.
Cutting to the chase: "Some people are better than others at ignoring extra information. These 'sufficers' are able to say enough: they channel-surf until they find an acceptable show and then stop, whereas 'maximizers' never stop surfing, devouring information, and so struggle to make a decision and move on. If you think you’re a maximizer, the best prescription for you might be the 'off' switch on your smart phone."
Begley gets it. There is a flip side, though, I think. Sometimes limiting the influx of information is an excuse to ignore viewpoints with which we don't agee. You see that in spades on comment areas on the internet.
Apparently, this was the swan song issue of the old Newsweek, prior to Tina Brown's makeover. Which is fine, unless the magazine loses Sharon Begley.
Cutting to the chase: "Some people are better than others at ignoring extra information. These 'sufficers' are able to say enough: they channel-surf until they find an acceptable show and then stop, whereas 'maximizers' never stop surfing, devouring information, and so struggle to make a decision and move on. If you think you’re a maximizer, the best prescription for you might be the 'off' switch on your smart phone."
Begley gets it. There is a flip side, though, I think. Sometimes limiting the influx of information is an excuse to ignore viewpoints with which we don't agee. You see that in spades on comment areas on the internet.
WORLD OF LEARNING: NO QUICK FIX DOES NOT MEAN BURY YOUR HEAD IN THE SAND
"'Brain-Based' Research: Run From It" Larry Cuban/Answer Sheet Blog/Washington Post 2/28/11
Run from it? I find Cuban's tone condescending, as if teachers are too ignorant to understand that neuroscience offers no easy solutions for education. Keeping up with the exciting research that is going on, as well as learning what we know about how we learn--for example by reading recent works by neuroscientists Stanislas Dehaene (Reading in the Brain) and Antonio Damasio (Self Comes to Mind)--can only enrich teaching. I know the words "brain-based research" are often part of a slick sales pitch, but anyone who's looking for a quick fix is probably not a very good teacher, wherever he might turn for the magic pill.
Run from it? I find Cuban's tone condescending, as if teachers are too ignorant to understand that neuroscience offers no easy solutions for education. Keeping up with the exciting research that is going on, as well as learning what we know about how we learn--for example by reading recent works by neuroscientists Stanislas Dehaene (Reading in the Brain) and Antonio Damasio (Self Comes to Mind)--can only enrich teaching. I know the words "brain-based research" are often part of a slick sales pitch, but anyone who's looking for a quick fix is probably not a very good teacher, wherever he might turn for the magic pill.
Sunday, February 27, 2011
WORLD OF LEARNING: MONEY FOR STUDY
"Should We Pay Kids to Study?" Planet Money Blog/NPR 2/23/11
Very provocative, eh? Also relates to my review of Daniel Pink's study of motivation in Drive.
Very provocative, eh? Also relates to my review of Daniel Pink's study of motivation in Drive.
WORLD OF LEARNING: BETTER BILINGUAL BRAINS PART TWO
"Speaking Foreign Languages May Help Protect Your Memory" ScienceDaily 2/223/11
Along with this previous post, more evidence for the value of bi-, tri-, multi-lingualism.
Along with this previous post, more evidence for the value of bi-, tri-, multi-lingualism.
WORLD OF LEARNING: MATH CLASS MAKEOVER
"Math Curriculum Makeover" Dan Meyer/TEDxNYED/YouTube 3/6/10
I only just found out about this one, so I'm some months behind, but Meyer's presentation is great, and his comparison of the too predictable (and too brainless) format of math texbooks and Two and a Half Men is funny, on the money, and contemporary, given the recent Charlie Sheen media fixation.
I only just found out about this one, so I'm some months behind, but Meyer's presentation is great, and his comparison of the too predictable (and too brainless) format of math texbooks and Two and a Half Men is funny, on the money, and contemporary, given the recent Charlie Sheen media fixation.
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