robertogreco + intrinsicmotivation + caroldweck   2

Yong Zhao "What Works May Hurt: Side Effects in Education" - YouTube
"Proponents of standardized testing and privatization in education have sought to prove their effectiveness in improving education with an abundance of evidence. These efforts, however, can have dangerous side effects, causing long-lasting damage to children, teachers, and schools. Yong Zhao, Foundation Distinguished Professor in the School of Education at the University of Kansas, will argue that education interventions are like medical products: They can have serious, sometimes detrimental, side effects while also providing cures. Using standardized testing and privatization as examples, Zhao, author of the internationally bestselling Who’s Afraid of the Big Bad Dragon? Why China Has the Best (and Worst) Education System in the World, will talk about his new book on why and how pursuing a narrow set of short-term outcomes causes irreparable harm in education."
yongzhao  2018  schools  schooling  pisa  education  testing  standardizedtesting  standardization  china  us  history  testscores  children  teaching  howweteach  howwelearn  sideeffects  privatization  tims  math  reading  confidence  assessment  economics  depression  diversity  entrepreneurship  japan  creativity  korea  vietnam  homogenization  intolerance  prosperity  tolerance  filtering  sorting  humans  meritocracy  effort  inheritance  numeracy  literacy  achievementgap  kindergarten  nclb  rttt  policy  data  homogeneity  selectivity  charterschools  centralization  decentralization  local  control  inequity  curriculum  autonomy  learning  memorization  directinstruction  instruction  poverty  outcomes  tfa  teachforamerica  finland  singapore  miltonfriedman  vouchers  resilience  growthmindset  motivation  psychology  research  positivepsychology  caroldweck  intrinsicmotivation  choice  neoliberalism  high-stakestesting 
march 2019 by robertogreco
Motivating Students to Get Behind the Counter
"The clarifying metaphor that strikes me, however, is that autonomy, mastery, and purpose — which are really the core ingredients of generative thinking — can be made available to students if we can get our young people out of the single-file line that has formed in front of the counter and motivate them to grab an apron and explore what’s behind the counter."
teaching  learning  autonomy  motivation  danielpink  carriezuberbuhlerkennedy  mastery  purpose  inquiry  relevance  tcsnmy  generativethinking  thinking  unschooling  deschooling  independent  caroldweck  flow  intrinsicmotivation  inquiry-basedlearning  mihalycsikszentmihalyi  choices  studentdirected  student-led  student-centered  assessment  grades  grading  effort  risktaking 
april 2010 by robertogreco

related tags

achievementgap  assessment  autonomy  caroldweck  carriezuberbuhlerkennedy  centralization  charterschools  children  china  choice  choices  confidence  control  creativity  curriculum  danielpink  data  decentralization  depression  deschooling  directinstruction  diversity  economics  education  effort  entrepreneurship  filtering  finland  flow  generativethinking  grades  grading  growthmindset  high-stakestesting  history  homogeneity  homogenization  howwelearn  howweteach  humans  independent  inequity  inheritance  inquiry  inquiry-basedlearning  instruction  intolerance  intrinsicmotivation  japan  kindergarten  korea  learning  literacy  local  mastery  math  memorization  meritocracy  mihalycsikszentmihalyi  miltonfriedman  motivation  nclb  neoliberalism  numeracy  outcomes  pisa  policy  positivepsychology  poverty  privatization  prosperity  psychology  purpose  reading  relevance  research  resilience  risktaking  rttt  schooling  schools  selectivity  sideeffects  singapore  sorting  standardization  standardizedtesting  student-centered  student-led  studentdirected  tcsnmy  teachforamerica  teaching  testing  testscores  tfa  thinking  tims  tolerance  unschooling  us  vietnam  vouchers  yongzhao 

Copy this bookmark: