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What Kids Need to Learn to Succeed in 2050 - Forge
In such a world, the last thing a teacher needs to give her pupils is more information. They already have far too much of it. Instead, people need the ability to make sense of information, to tell the difference between what is important and what is unimportant, and, above all, to combine many bits of information into a broad picture of the world.
In truth, this has been the ideal of Western liberal education for centuries, but up until, now even many Western schools have been rather slack in fulfilling it. Teachers allowed themselves to focus on imparting data while encouraging students “to think for themselves.” Due to their fear of authoritarianism, liberal schools have had a particular horror of grand narratives. They’ve assumed that as long as we give students lots of data and a modicum of freedom, the students will create their own picture of the world, and even if this generation fails to synthesize all the data into a coherent and meaningful story about the world, there will be plenty of time to construct a better synthesis in the future.
higher-education  Teaching  LIU  Learning  liberal_arts  Pol.11  Pol.12  critical_thinking  questioning 
5 days ago by Jibarosoy
A national experiment reveals where a growth mindset improves achievement | Nature
A global priority for the behavioural sciences is to develop cost-effective, scalable interventions that could improve the academic outcomes of adolescents at a population level, but no such interventions have so far been evaluated in a population-generalizable sample. Here we show that a short (less than one hour), online growth mindset intervention—which teaches that intellectual abilities can be developed—improved grades among lower-achieving students and increased overall enrolment to advanced mathematics courses in a nationally representative sample of students in secondary education in the United States. Notably, the study identified school contexts that sustained the effects of the growth mindset intervention: the intervention changed grades when peer norms aligned with the messages of the intervention. Confidence in the conclusions of this study comes from independent data collection and processing, pre-registration of analyses, and corroboration of results by a blinded Bayesian analysis.
MINDSET  Learning_Communities  LIU  LIUBLC  Pol.11  Pol.12  Teaching  Learning 
10 days ago by Jibarosoy
Power in everyday life | PNAS
How does power manifest itself in everyday life? Using experience-sampling methodology, we investigated the prevalence, sources, and correlates of power in people’s natural environments. Participants experienced power-relevant situations regularly, though not frequently. High power was not restricted to a limited few: almost half of the sample reported experiencing high-power positions. Positional power and subjective feelings of power were strongly related but had unique relations with several individual difference measures and independent effects on participants’ affect, cognition, and interpersonal relations. Subjective feelings of power resulted more from within-participant situational fluctuation, such as the social roles participants held at different times, than from stable differences between people. Our data supported some theoretical predictions about power’s effects on affect, cognition, and interpersonal relations, but qualified others, particularly highlighting the role of responsibility in power’s effects. Although the power literature has focused on high power, we found stronger effects of low power than high power.
Latino  war  Power_materials  state  legitimacy  Leadership  fear  resistance  Power_in_America  Violence_y_Power  Pol.11  Pol.12 
7 weeks ago by Jibarosoy
6 Types of Social Power
Information power doesn’t last. Give away a piece of information and you give your power away.

On the other hand, knowledge and know-how is more enduring than informational power, but it’s limited to the area of expertise.

As you’ll soon see, a little know-how goes a long way, in more ways than one.

In the book, Social Psychology: Theories, Research, and Applications, Robert S. Feldman writes about the six bases of social power.
Power_materials  Pol.11  Pol.12  teaching_pol_theory  Psychology  influence 
7 weeks ago by Jibarosoy
Gamification in Education: 4 Ways To Bring Games To Your Classroom
Games, in any form, increase motivation through engagement. Nowhere else is this more important than education. Nothing demonstrates a general lack of student motivation quite like the striking high school dropout rates: approximately 1.2 million students fail to graduate each year (All4Ed, 2010). At the college level, a Harvard Graduate School of Education study “Pathways to Prosperity” reports that just 56% of students complete four-year degrees within six years. It’s argued that this is due to current systemic flaws in the way we teach; schools are behind the times. Watch a single lecture on innovation trends in education, and the presenter likely notes the striking similarities of a modern-day classroom and one of centuries past. It’s been proven that gamifying other services has resulted in retention and incentive. For example, website builder DevHub saw the remarkable increase of users who finished their sites shoot from 10 percent to 80 percent. So, in theory, it should work for schools as well.
games  Teaching  Learning  Pol.11  Pol.12  pol.185  syllabus 
11 weeks ago by Jibarosoy
Gamify Your Courses: The 3 C's to Getting Started | D2L
Start by simply changing the terminology in your courses. By switching up how you refer to certain elements of a course, you begin to look at your course content as gameplay. For example, Samoff suggests looking at ‘modules’ of an online course as ‘levels’ in a game. “When someone gets through a series of levels, they’ve played my ‘game,’” he explains. “Then when they would typically get to the ‘quiz’ portion of the course, they are presented with what I like to call a ‘boss fight,’ where they have to recall their knowledge to beat this snarling beast as it attacks them.”

Samoff was surprised how gamifying certain elements of his course was so effective. “It’s funny – I didn’t think this would be enough.” But once he heard the feedback from his students, he realized how much he had impacted engagement in his class. For an educator to teach through gameplay, you don’t necessarily need to give them a game, you just need to change their mindset.
games  Teaching  Learning  Pol.11  Pol.12  pol.185  syllabus 
11 weeks ago by Jibarosoy
The 10 Best Educational Apps that use Gamification for adults in 2019
Get ready to learn, the fun way! We have scoured the internet and app stores to find the 10 best educational apps that use Gamification for adults. See how companies and organizations are making learning languages, music, coding, art, history, and more fun and exciting for everyone!
games  Learning  Teaching  Pol.11  Pol.12  pol.185 
11 weeks ago by Jibarosoy
Structure your gamified learning — University XP
One thing that many gamers will recognize is the progression system: complete this task, finish this level, beat that boss and you’ll earn coins, an item, or experience points. You’ll always end up getting something.  That something can also be used to codify what the learner has done. It rewards an achievement.
What most educators don’t know is that a class be structured the same way. It doesn’t have to be a progression of one topic area to the other.  Rather, you can take the time to scaffold your learners’ experiences in a meaningful way.

An example of this is structuring your students’ learning like a journey. Perhaps a journey that you go on with other students / players in your class where the outcome is the development of individual understanding.

A fantastic example of this is in the course “Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature” offered at Brown University. In this class, students must serve as liaisons for humanity by communicating with an alien. They must interpret some of history’s greatest fiction stories in order to relate to another being what it is like to be human through our literature.

In this class and in other gamified learning systems there are instances where the learner tests their knowledge, skills, and abilities through assessments. Those assessments can be the test and quizzes that you’ve designed. But now, they are part of the story rather than just part of the schedule of your class.
Teaching  Learning  Pol.11  Pol.12  pol.185 
11 weeks ago by Jibarosoy
Social Psychology: How others affect us
Social psychology helps us to understand not only why The War of the Worlds hoax suc- ceeded, but why many forms of social influence are so powerful. Social psychology is the study of how people influence others’ behavior, beliefs, and attitudes—for both good and bad (Lewin, 1951). Social psychology helps us to understand not only why we sometimes act helpfully and even heroically in the presence of others, but also why we occasionally show our worst sides, caving in to group pressure or standing by idly while others suffer. It also helps us to understand why we’re prone to blindly accept irrational, even pseudosci- entific, beliefs.
Pol.11  Pol.12  Pol._120  Power_materials  influence  Violence_y_Power  relationships 
may 2019 by Jibarosoy
Where Does Religion Come From? : NPR
For most of human history, we lived in small groups of about 50 people. Everyone knew everybody. If you told a lie, stole someone's dinner, or failed to defend the group against its enemies, there was no way to disappear into the crowd. Everyone knew you, and you would get punished.

But in the last 12,000 years or so, human groups began to expand. It became more difficult to identify and punish the cheaters and free riders. So we needed something big — really big. An epic force that could see what everyone was doing, and enforce the rules. That force, according to social psychologist Azim Shariff, was the popular idea of a "supernatural punisher" – also known as God.

Think of the vengeful deity of the Hebrew Bible, known for sending punishments like rains of burning sulfur and clouds of locusts, blood and lice.

"It's an effective stick to deter people from immoral behavior," says Shariff.
Religion  state  Latino  war  fear  rulers  Pol.11  Pol.12  Passions  reasoning  Power_materials 
may 2019 by Jibarosoy
Why presidents should listen to troublemakers and truth tellers - The Washington Post
Holbrooke’s first job as a tyro diplomat in 1963 was working in Saigon for the U.S. Embassy’s Office of Rural Affairs. Its head was Rufus Phillips, a courtly Virginian, late of Yale University and the CIA, who was a protege of Lansdale’s. He taught the young Holbrooke the tenets of “Lansdalism”: To win a war among the people, you had to win over the people rather than blow them to smithereens. This was a simple yet powerful insight, later labeled “population-centric counterinsurgency,” that Holbrooke imbibed long before it became fashionable.
Pol.11  Pol.12  Power_materials  Violence_y_Power  war  vietnam  Iraq_War 
may 2019 by Jibarosoy
List of countries by system of government
Where a president is the active head of the executive branch of government and is independent from the legislature. The following list includes democratic and non-democratic states:
Pol.11  Pol.12  state  president  Trump  government 
may 2019 by Jibarosoy
How the Supreme Court’s Decision on the Census Could Alter American Politics - The New York Times
A battle is brewing over the way the nation tallies its population, especially in immigrant-dense places like Texas’s 29th District, that could permanently alter the American political landscape. On Tuesday, the Supreme Court’s conservative majority appeared ready to allow the next census in 2020 to ask respondents if they are American citizens — a question that has never been asked of all the nation’s residents in the census’s 230-year history.
Pol.11  Pol.12  Latinos_+_TW  NILP_Board  Census  data  Power_in_America 
april 2019 by Jibarosoy
5 Insane 'What If' Scenarios That Almost Changed Everything | Cracked.com
For every terrible tragedy history has handed us, there is an infinitely long list of disasters that we narrowly missed. The geopolitical complexion of the entire world can change radically due to one leader's spur-of-the-moment decision, or just pure dumb luck.

Here are five ways history almost took a turn for the awful.
Pol.11  Pol.12  history  questioning  critical_thinking  Power_in_America  writing  presidents 
april 2019 by Jibarosoy
Where do Conservatives and Liberals come from - liberal
First, the Creed talks about what philosophers back then called “the state of nature.” The state of nature is the condition man would find himself in if there were no government. Critics sometimes mistake this to mean some ancient time when we all wore fig leaves and ate only what we could find on the ground or club over the head. They misunderstand the term “state of nature” to mean a time before government ever existed anywhere on earth. That’s not correct.
The state of nature can occur anywhere and anytime, wherever and whenever there is no effective government to enforce law and order. Think “Lord of the Flies.” But it doesn’t have to be on a desert island, either. Thomas Hobbes and John Locke observed that all princes existed in a state of nature relative to each other, because there was no government over them.
The Creed says that in the state of nature we are all equal and have certain rights. These rights come from our Creator and are inherent. They aren’t granted to us by any government. These rights are also “unalienable,” meaning they cannot be taken away. Neither can we surrender them ourselves. Unalienable rights are as much a part of us as our own skins.
ideology  Political  political_theory  Pol.11  Pol.12 
april 2019 by Jibarosoy
Donald Trump Is Weak and Afraid—The Mueller Report Proves It | Time
The Mueller report stands as a monument to reality. It plainly and clearly makes the case that Donald Trump is not the man his supporters think he is. He’s not bold. He’s afraid. They attributed to him a primitive form of loyalty, where he was good to people who were good to him. Instead, he’d harm his own son to win a single news cycle. His foolish hiring decisions have come back to haunt him time and again.

President Trump is weak — too weak even to commit the acts of obstruction he desired. As the Mueller report stated, Trump’s attempts to influence the investigation “were mostly unsuccessful,” but it’s “largely because the persons who surrounded the President declined to carry out orders or accede to his requests.” He’s not strong. He’s not wise. He’s not honorable. And sometimes, when his subordinates disregard is orders, he’s not even truly the president. Regardless of his potential criminality, there is nothing revealed in the report that is admirable — or alpha — about Donald Trump.
latino  fear  Trump  Leadership  state  rulers  Power_in_America  Pol._147  Pol._120  Pol.11  Pol.12 
april 2019 by Jibarosoy
Distinguishing between description and analysis in academic writing – Raul Pacheco-Vega, PhD
Now, when I read student essays, or Masters/PhD theses, I find myself writing similar comments: “this is a very good description, but lacks real analysis“. I asked both the Political Scientists Facebook group (of which I’m proud of being part of) and the Research Companion Facebook group (a fantastic resource created by Dr. Petra Boynton, author of the book “The Research Companion”).

I received A LOT of really good feedback on both groups (who said that Facebook was only good for posting photos of your kids?) which I am detailing here (I’ve asked for permission to attribute whoever recommended a particular book or reading).
Pol.11  Pol.12  pol.185  writing  analysis  questioning  teaching_pol_theory  Learning 
april 2019 by Jibarosoy
Description vs. analysis - Research & Learning Online
Some students make the mistake of thinking that reflective writing simply requires you to recount an event or describe a scenario. Reflection within university assignments pushes beyond this. It requires you not only to narrate or describe, but also to analyse.

Consider the differences in the following examples between describing what happened, and analysing what happened. One simply recounts what took place, while the other explores why events unfolded as they did. It considers theories that help explain what happened, and the significance of these things for your teaching and learning.
critical_thinking  analysis  writing  Pol.11  Pol.12  Teaching  Learning  questioning 
april 2019 by Jibarosoy
Advice on Alternative History Assignment | Music and Social Protest, New College '13
By Sunday evening, I expect to receive 4-5 double-spaced pages that present an alternative history of one of the revolutions we have covered in this module. Since students have asked numerous questions on the nature of the assignment, I thought I would explain this in more detail here on the blog.

The task at hand is to present an alternative history. To do this properly, you need to demonstrate that you have a solid working knowledge of whatever revolution you want to discuss and its relationship to music. In Monday’s class, I recommended spending more or less a page explaining what actually happened. If you want to spread out this knowledge throughout your 4-5 pages, you may do so.
Pol.12  Pol.11  history  methods  Power_in_America  Teaching  Learning 
april 2019 by Jibarosoy

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