gnat + education   226

Learned Helplessness |
"helpless" = "there's nothing i can do about it". growth mindset vs fixed mindset. different feedback given to boys and girls. praising effort not always successful, research unclear on how praise should be given.
june 2014 by gnat
How to learn by working smarter, not harder - Quartz
Learning is more effective if a lesson or experience is deliberately coupled with time spent thinking about what was just presented
For younger students, teaching someone else is a good way to practice synthesizing content after a lesson. For older students, other methods suffice: writing themes in journals, summarizing main ideas on note cards, or dictating takeaways into a phone.
education  brain 
may 2014 by gnat
Self-Regulation: American Schools Are Failing Nonconformist Kids | New Republic
"They’re like caged animals or Turkish children forced to sew rugs until they go blind"
september 2013 by gnat
In conversation with John Hattie / Pedagogical leadership / Pedagogy and assessment / Home - Educational Leaders
Mind Frame 1:Teachers/leaders believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement.

Hattie used to think that success is about who teaches where and how, and what teachers know and do. Of course those things are important. But it is rather about what teachers think. For example, they need to have high expectations of their students and of themselves and what they can do next. Teaching requires problem-solving, improvisation and flexibility. It must include the notion of passion and caring about what students are saying.

Mind Frame 2: Teachers/leaders believe that success and failure in student learning are about what they as teachers or leaders did or did not do.

We are change agents, says Hattie. The teacher’s role is to effect change, and to enhance student learning. Teaching requires knowledge of what students bring to the classroom. It needs a deliberate intent on the part of teachers to know a tremendous amount about their students.

Mind Frame 3: Teachers/leaders want to talk more about learning than about teaching.

This means that teachers diagnose what students are doing, analyse their learning, figure out where they’re at, where they have come from, get involved in multiple ways and evaluate the intervention. Hattie argues the focus is entirely on the process of learning.

Mind Frame 4: Teachers/leaders see assessment as feedback about their impact.

The fundamental reason for assessment is to find out what you as a teacher did well – who you taught well, or not, what you taught well or not. Hattie says when you give teachers information about what they did well with they are very good at adapting what they do after that.

Mind Frame 5: Teachers/leaders engage in dialogue not monologue. Teachers often think that their time is better spent by talking. This mind frame is about reversing that model of getting there through monologue. If students are going to relate what they know to other ideas, if they are going to synthesise or analyse that requires them to do something. This Hattie sees as a critical problem.

Mind Frame 6: Teachers/leaders enjoy challenge and never retreat to ‘doing their best’.

Hattie wants teachers to reflect on how to get students to the point where they feel challenged to be better than their best. This requires reconciling what the student knows with what the student needs to know.

Mind Frame 7: Teachers/leaders believe that is their role to develop positive relationships.

Hattie argues that we are in teaching to find out what students don’t know and help them learn it. There has to be a high level of trust in classrooms (or staffrooms) for that to happen. Students can be passive and rule-governed in the classroom so building an environment of trust where students (and colleagues) feel confident to say when they don’t understand something is critical.

Mind Frame 8: Teachers/leaders inform all about the language of learning.

It is about students and parents and teachers understanding what learning looks like. That way they can figure out what to do next in their learning. Hattie would argue that is how we become more involved.
september 2013 by gnat
f(t): Making a Gift More Valuable
how to make your educational materials (and your presence online) more valuable. (for teachers)
july 2013 by gnat
dy/dan » Blog Archive » [Makeover] Bedroom Carpet
I'm looking for "tragic" problems rather than "failed" problems. Which is to say, problems whose greatness has been overwhelmed by its inner demons, problems with wasted potential.
july 2013 by gnat
Tech trend a dilemma for schools - National - NZ Herald News
One rural secondary school principal told Dr Sylvester that the school had four families without access to electricity, let alone digital devices.
education  nz 
june 2013 by gnat
Daring to be Different: the Rise and Fall of Auckland Metropolitan College
story of the Auckland alternative high school from 80s and 90s.
education  nz 
may 2013 by gnat
Digital Citizenship - WikiEducator
resources for teaching digital citizenship (via claire amos and pete hall)
education  digital  citizenship 
may 2013 by gnat
Deborah Ball and Lucy West are F*cking Masters «Research in Practice Research in Practice
One trick both of them used was to consistently ask students to summarize one another’s train of thought. This set up a classroom norm that you are expected to follow and be able to recapitulate the last thoughts that were said, no matter who they are coming from. Both Ball and West explicitly articulated this norm as well as implicitly backing it up by asking students (or in West’s case, teachers in a professional development setting) to do it all the time. In both cases, the effect was immediate and powerful: everybody was paying attention to everybody else.

The benefit wasn’t just from a management standpoint. There’s something both very democratic and very mathematically sound about this. In the first place, it says that everybody’s thoughts matter. In the second, it says that reasoning is the heart of what we’re doing here.
april 2013 by gnat
Incentive Pay Programs Do Not Affect Teacher Motivation or Reported Practices
RAND Corp and USC researchers. This study drew on teacher survey responses from randomized experiments exploring three different pay-for-performance programs to examine the extent to which these programs motivated teachers to improve student achievement and the impact of such programs on teachers' instruction, number of hours worked, job stress, and collegiality. Results showed that most teachers did not report their program as motivating. Moreover, the survey responses suggest that none of the three programs changed teachers' instruction, increased their number of hours worked or job stress, or damaged their collegiality. Future research needs to further examine the logic model of pay-for-performance programs and test alternative incentive models such as rewarding teachers based on their practices and job responsibilities rather than on student outcomes.
education  business 
march 2013 by gnat
Joe Bennett: No noun Too Abstract For Education... |
golden backhand at the shitty language that Ministry of Education use
cf Orwell's Language and Politics
language  education 
february 2013 by gnat
Teaching as inquiry / Effective pedagogy / Media gallery / Curriculum stories / Kia ora - NZ Curriculum Online
Claire Amos from Epsom Girls Grammar in Auckland explains the development of teaching as inquiry at her school. Claire outlines the process they went through to use teaching as inquiry to develop an elearning action plan. She then explains how they reflected on the outcomes of this first cycle of inquiry and refined their process to develop a teaching as inquiry plan to target key competencies.
february 2013 by gnat
Teach for America’s hidden curriculum -
ducation reform has almost always propped up the social order: just as current reform success is calculated by how well students score on standardized tests, the progressive education movement’s most longstanding success story was its pedagogical program for “Americanization.” Educational progress as measured by how well students stack up against conventional standards will always and inevitably reinforce the status quo. Most of the time, schools are little more than engines of social reproduction.
february 2013 by gnat
Why brain training is (probably) pernicious hogwash « Computing for Psychologists
There’s a long and venerable history of unscrupulous people making money from pseudo-neuroscience – back in the 19th Century phrenology was described as “The science of picking someone’s pocket, through their skull.” I’d like to believe that some of these companies have a solid product that actually made a difference, but they all seem to have the whiff of snake-oil about them. For now I’m very much of the opinion that you’d probably be better off learning the piano, or Japanese, or even playing the latest Call of Duty. If you were really ambitious you could even try and get your kid to (Heaven forfend!) read the odd book now and again.
brain  intelligence  education 
february 2013 by gnat
Creating Young Darwins – Phenomena: The Loom
Ned Friedman, a botanist at Harvard, has come up with an intriguing way to use Darwin’s life to teach the basics of evolution. He and a team of graduate students have created a freshman seminar called “Getting to Know Darwin,” in which the students recreate ten of Darwin’s experiments and observations, spanning his life from his college days to the work on earthworms, which he carried on during his final years. To get an intimate feel for Darwin’s ideas and work, the students read his letters in which he discusses each topic. They then run experiments very similar–or in same cases, identical–to the ones Darwin ran himself.

Friedman has now gone the extra mile and put all the details of the class online at the Darwin Correspondence Project site.
science  history  education 
february 2013 by gnat
Why Can Some Kids Handle Pressure While Others Fall Apart? -
stress either causes worry or amps up performance. worriers have higher IQ, warriors test better.
SAT problem seems to be high-stakes testing.
can get better results by telling test-takers, as they start the test, that worry the night before leads to better performance.
better is to compete when there are inherent rewards for participating, practice managing stress
experience with situations helps worriers outperform warriors (eg jetpilots)
education  research  science  psychology 
february 2013 by gnat
dy/dan » Blog Archive » Is This Press Release From 2012 or 1972?
"Giving teachers tools to help them manage that is a good goal. Devising tools that remove teachers from the process is where we go wrong."
education  history  technology 
february 2013 by gnat
The Lesson of Grace in Teaching | The Mathematical Yawp
The Lesson of GRACE:
Your accomplishments are NOT what make you a worthy human being.
You learn this lesson when someone shows you GRACE: good things you didn't earn or deserve, but you're getting them anyway.
philosophy  education 
february 2013 by gnat
Louis Menand: The End of Homework? : The New Yorker
The No. 2 country in the world, on the other hand, is South Korea, whose schools are notorious for their backbreaking rigidity. Ninety per cent of primary-school students in South Korea study with private tutors after school, and South Korean teen-agers are reported to be the unhappiest in the developed world. Competition is so fierce that the government has cracked down on what are called private “crammer” schools, making it illegal for them to stay open after 10 p.m. (though some attempt to get around this by disguising themselves as libraries).
december 2012 by gnat
Pencils Down: It's time to rethink tests | Philadelphia Public School Notebook
The editors of Pencils Down, published by the education nonprofit group Rethinking Schools, have culled together articles that not only critique the impact of high-stakes testing, but offer viable options for resisting and providing visionary forms of assessment that are authentic, fair, and democratic.
november 2012 by gnat
course-builder - Course Builder - Google Project Hosting
Course Builder is our experimental first step in the world of online education. It packages the software and technology we used to build our Power Searching with Google online course. We hope you will use it to create your own online courses, whether they're for 10 students or 100,000 students. You might want to create anything from an entire high school or university offering to a short how-to course on your favorite topic.

Course Builder contains software and instructions for presenting your course material, which can include lessons, student activities, and assessments. It also contains instructions for using other Google products to create a course community and to evaluate the effectiveness of your course. To use Course Builder, you should have some technical skills at the level of a web master. In particular, you should have some familiarity with HTML and JavaScript.
education  google 
november 2012 by gnat
Rainer Maria Rilke: The Man Watching | The 2012 Scenario
Whoever was beaten by this Angel
(who often simply declined the fight)
went away proud and strengthened
and great from that harsh hand,
that kneaded him as if to change his shape.
Winning does not tempt that man.
This is how he grows: by being defeated, decisively,
by constantly greater beings.
poetry  education  life 
november 2012 by gnat
How MIT Became the Most Important University in the World
MIT is awesome, but calling the startups "the up-and-coming generation of rebel innovators and entrepreneurs" who rebel against lab hours and guarded areas makes me want to puke.
startups  mit  education 
november 2012 by gnat
Elite education for the masses - The Washington Post
MOOCs. No more white-collar vocational training under the guise of Research.
education  business 
november 2012 by gnat
After School | Codecademy
free curriculum and lessons for a 14-week after-school programming club. Can't say I enjoy HTML/CSS/Javascript as consistent sane environment to learn to program in, but kudos to Codecademy for doing this.
education  programming 
october 2012 by gnat
Charter Schools policy recommendations
fucking religious fucking schools.
religion  education 
october 2012 by gnat
Random Observations: Teaching linear algebra
Of course the challenge is getting students to ask questions. My strategy was simple: I told them that someone will ask questions and someone will answer them, but they don't want me to be the one asking questions. On the second day nobody asked me any questions and I had to demonstrate. I picked a random person and asked her to explain a key point from the first day's lecture. She couldn't. I asked another student the same question. Again difficulty. I asked if everyone was sure that they had no questions. Someone asked me the question that I had been asking everyone else. I answered the question, answered the follow-up, and the point was made. I never again had to ask a question during question and answer period. :-)
october 2012 by gnat
Sentence-Combining Skills
explanations and exercises for building complex sentences
education  writing 
september 2012 by gnat
Writing Next (PDF)
summary of teaching strategies that improve middle and high school writing for students, including their effect sizes.
education  writing 
september 2012 by gnat
The Writing Revolution - Peg Tyre - The Atlantic
The Hochman Program, as it is sometimes called, would not be un­familiar to nuns who taught in Catholic schools circa 1950. Children do not have to “catch” a single thing. They are explicitly taught how to turn ideas into simple sentences, and how to construct complex sentences from simple ones by supplying the answer to three prompts—but, because, and so.
education  writing 
september 2012 by gnat
how much do we value our teachers? « Talking Teaching
teacher worktime not the cushy deal everyone thinks it is
may 2012 by gnat
Modern Learning Environment - Ministry of Education
"modern learning environment" to the NZ MoE means acoustic, heating, lighting, and air quality standards. Says nothing about open plan, and little beyond "you should think about breakouts".
architecture  education  nz 
may 2012 by gnat
MIT and Harvard announce edX - MIT Media Relations
EdX will enhance the traditional residential model of undergraduate education on both campuses by supporting an unlimited number of experimental online approaches to teaching that can be used by Harvard and MIT faculty to benefit their students. It will also provide global access to some of the world-class instruction that already occurs at both institutions, but which is only one aspect of the full Harvard College and MIT experience.
may 2012 by gnat
edshelf is a directory of digital tools for educators
app store + yelp for edtech
education  n4l 
may 2012 by gnat
Science in Years 5 to 8: Capable and Competent Teaching (May 2010) - Education Review Office
links to free download of ERO's report on what's working in Y5-8 science. Includes self-review questions and "indicators of capable practice in science"
education  nz  science 
may 2012 by gnat
What successful schools are doing / Educationally powerful partnerships / Homepage - RUIA PARTNERSHIPS
summary of practices, building family/teacher/student partnerships to support learning
education  nz 
may 2012 by gnat
Learning Management Systems: Disruptive Developments, Alternative Options and the Implications for Teaching and Learning | Contact North | Contact Nord
This series of six short modules explores what an LMS is, how it works, what the alternatives are and what is developing in terms of emerging technologies.

The series is designed for all who administer, use and teach with an LMS or are considering doing so. It is practical, up to date and informative – intended to help each reader get more out of the LMS they currently use, understand how thistool for online learning is growing and evolving, and determine how to make the right decisions for the future.

Module 1 - Learning Management Systems in Ontario: Who’s Using What?

Module 2 - Thinking About Choosing a Learning Management System?

Module 3 - From Wikis to Wordpress: How New Technologies Are Impacting the Learning Management System

Module 4 - Making Decisions About Learning Management Systems: Building a Framework for the Future

Module 5 - Different Approaches to Online Learning and the Role of the Learning Management System

Module 6 - 8 Basic Questions About Learning Management Systems: The Answer Sheet
education  technology 
may 2012 by gnat
Why learning management systems are not going away
Instructors and students need a private place to work online. This came out frequently in the interviews. Instructors wanted to be able to criticize politicians or corporations without fear of reprisal; students wanted to keep stupid comments from going public or wanted to try out ideas without having them spread all over Facebook: password protected LMSs on secure servers provide that protection.
education  privacy 
may 2012 by gnat
Free textbooks are part of „Digital School” program « Fundacja Nowoczesna Polska
"Polish Prime Minister Office yesterday accepted „Digital School program” with „Digital Textbooks” component included. With 45 million PLN (approx. 15 million USD) funding it has been the biggest governmental Open Educational Resources initiative in Poland so far. The government has decided to fund creating full set of educational materials for grades 4-6 (9-11 year olds). All those resources will be available under CC BY license, which is fully free license according to the Definition of Free Cultural Works."
education  cc  copyright 
may 2012 by gnat
Xv6, a simple Unix-like teaching operating system
Xv6 is a teaching operating system developed in the summer of 2006 for MIT's operating systems course, 6.828: operating systems Engineering. We hope that xv6 will be useful in other courses too. This page collects resources to aid the use of xv6 in other courses, including a commentary on the source code itself.
education  os  programming  open  source  unix 
may 2012 by gnat
Reading the dictionary - Joi Ito's Web
"I love the videos of professors, amateurs and instructors putting their courseware online. They are a great resource for interest driven learners like me. However, I wonder whether we should be structuring the future of learning as online universities where you are asked to do the equivalent of reading the encyclopedia from cover to cover online. Shouldn't we be looking at the Internet as an amazing network enabling "The Power of Pull" and be empowering kids to learn through building things together rather than assessing their ability to complete courses and produce the right "answers"?" great to see the head of the MIT Media Lab asking these questions
may 2012 by gnat
open learning spaces: What place the library?
Think less about a book room and more about an information resource was the first point. If a library is simply a place for books then it has a very short timeline ahead of it indeed. Think more about the library as a service, having a teacher-librarian who can act as a filter, a connection maker, an information expert for learners. Someone who can support inquiry learning through the development of information literacy competencies in addition to the development of children as readers.

In this case if this is the model for the librarian, then ‘where’ the library is becomes less important. How the teacher-librarian can add value to the learning that goes on in the hubs is. It’s about a partnership in learning- more of a Learning Commons approach, where children are encouraged to ‘become critical consumers of information’ (OSLA, 2010, p. 3). It’s a question I know Amesbury School in Wellington are addressing with the intentional appointment of a teacher librarian to work within their new learning hubs.

The second point though is an important one, and it’s about the place of a library as one of helping to engender a love of books and of reading. It’s often a place of sanctuary for many children, particularly those who don’t always enjoy being outside during the breaktimes. And a wander through our library space over a few lunchtimes this week revealed just that.
education  technology 
may 2012 by gnat
Study: One in Three Americans Fails Naturalization Civics Test - Washington Whispers (
85 percent could not define "the rule of law."
75 percent did not know function of the judicial branch.
71 percent were unable to identify the Constitution as the "supreme law of the land."
63 percent could not name one of their state's Senators.
62 percent did not know the name the Speaker of the U.S. House of Representatives.
62 percent could not identify the Governor of their state.
57 percent could not define an "amendment."
politics  education 
may 2012 by gnat
Home | Apps for Good
teaches real world net entrepreneurship to schoolkids
education  android  app  design  mobile  entrepreneurship 
april 2012 by gnat
motivating tomorrow’s biologists « Talking Teaching
allowing students to explore the outdoors through research projects is a proven way to encourage them to inquire deeply about the world in which they live.
february 2012 by gnat
Ministry of Education - Positive Behaviour for Learning
The Positive Behaviour for Learning Action Plan is a major shift in the management of disruptive behaviour in the education system
october 2011 by gnat
Web Applications
learn Ruby on Rails with John Ousterhout.

Yes, this sounds like "Learn Windows System Administration with Dennis Ritchie"
web  programming  education 
october 2011 by gnat
Smarter Science
open source framework for teaching and learning science in grades 1-12. very suited to inquiry.
education  science 
october 2011 by gnat
Curriculum guidelines / Home - Te reo Māori
Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1-13
maori  language  education 
october 2011 by gnat
Data Mining Courses | Stanford University
$15k for a certificate. What happens when someone else offers tests and certification?
october 2011 by gnat
BBC News - Digital textbooks open a new chapter
South Korea all-digital curriculum materials by 2015
education  digital  media 
october 2011 by gnat
UC Berkeley’s excellent anatomy lectures on YouTube – Boing Boing
Integrative Biology 131 classes that UC Berkeley puts on YouTube, taught by Professor Marian Diamond, who has many claims to fame, including working with Albert Einstein's glial cells. She's also an engaging and clever lecturer, charming and informative. The class runs to about 48h worth of lectures, and it really is fascinating stuff.
education  biology 
october 2011 by gnat
Kiwi students making most of Internet access
Percentage of NZ students with computer access at home compared to the OECD average.
* 2000
NZ: Computer 79%, Internet 62%
OECD: Computer 72%, Internet: 45%
* 2009
NZ: Computer 96%, Internet 92%
OECD: Computer 94%, Internet 89%
What students use the computer for at home (percentage):
* 79 - Browsing for fun at least once a week.
* 71 - Using email.
* 68 - Doing homework at home more than once a week.
* 63 - Chatting online.
* 60 - Downloading music, films, games or software.
* 52 - Browsing internet for schoolwork frequently.
education  computers  oecd  data 
july 2011 by gnat
The initial impulse is still to intervene and fix the problem, or critique the actions of the teacher who
made the mistake. It also often leads students to frame their own
research around educational success stories. The idea is to pick an
intervention that promises to improve education—a new teaching
technique, curriculum approach, instructional technology, reform
effort, or administrative structure—and study it in practice. The
desired outcome is that the intervention works rather well, and
the function of the study is to document this and suggest how
the approach could be improved in the future. This often leads
to an approach to scholarship (and eventually to a kind of scholarly literature) that is relentlessly, unrealistically, sometimes
comically optimistic—one that suggests that there is an implementable answer to every educational problem and that help is always on the way
education  research 
june 2011 by gnat
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