All Discussions Tagged 'Brain' - Classroom 2.02024-03-29T09:17:05Zhttps://www.classroom20.com/forum/topic/listForTag?tag=Brain&feed=yes&xn_auth=noThe Brain as a Hard Drive for Storing Informationtag:www.classroom20.com,2010-09-30:649749:Topic:5139742010-09-30T22:47:52.552ZGary Latmanhttps://www.classroom20.com/profile/GaryLatman
As a life long learner and educator, I am wondering what information we should attempt to teach our students and why. With the availability of all the information that can be accessed via the Internet, it seems less imperative that we fill our students with dates, facts, figures and the type of information that was often how many of us perceived our roles. Of course we wanted our students to embrace learning for learning sake, become competent in the process by which we learn, and make…
As a life long learner and educator, I am wondering what information we should attempt to teach our students and why. With the availability of all the information that can be accessed via the Internet, it seems less imperative that we fill our students with dates, facts, figures and the type of information that was often how many of us perceived our roles. Of course we wanted our students to embrace learning for learning sake, become competent in the process by which we learn, and make connections between the content of one subject and another, as well as relate it to the real world. Yet, do our standardized tests really measure our students' abilities to make something of the information we taught them or the process we hope they have learned? Even if we teach our students, based on their individual learning styles and/or the type of multiple intelligence they prefer, are they evaluated on their ability to express their comprehension in the manner that reflects their learning style or their ability to take a multiple choice test based on their ability to read a passage and figure out the most likely answer from 4 or 5 possible choices? Any thoughts on this? The Brain as a Hard Drive for Storing Informationtag:www.classroom20.com,2010-09-30:649749:Topic:5139722010-09-30T22:47:52.105ZGary Latmanhttps://www.classroom20.com/profile/GaryLatman
As a life long learner and educator, I am wondering what information we should attempt to teach our students and why. With the availability of all the information that can be accessed via the Internet, it seems less imperative that we fill our students with dates, facts, figures and the type of information that was often how many of us perceived our roles. Of course we wanted our students to embrace learning for learning sake, become competent in the process by which we learn, and make…
As a life long learner and educator, I am wondering what information we should attempt to teach our students and why. With the availability of all the information that can be accessed via the Internet, it seems less imperative that we fill our students with dates, facts, figures and the type of information that was often how many of us perceived our roles. Of course we wanted our students to embrace learning for learning sake, become competent in the process by which we learn, and make connections between the content of one subject and another, as well as relate it to the real world. Yet, do our standardized tests really measure our students' abilities to make something of the information we taught them or the process we hope they have learned? Even if we teach our students, based on their individual learning styles and/or the type of multiple intelligence they prefer, are they evaluated on their ability to express their comprehension in the manner that reflects their learning style or their ability to take a multiple choice test based on their ability to read a passage and figure out the most likely answer from 4 or 5 possible choices? Any thoughts on this? Motivating Students with Mindset coaching and How Brains Work (Dweck)tag:www.classroom20.com,2008-10-07:649749:Topic:1970642008-10-07T19:04:56.184ZEmily Diehlhttps://www.classroom20.com/profile/EmilyDiehl
At my California school I am part of an Intervention Program designed to recapture at-risk students and make sure that they ALL earn their A-G credits to graduate. Our program will eventually be 4 years with varying levels of support depending on what students individaully require.<br />
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One way we are attempting to recapture students is to teach them how <i>to learn</i>!<br />
<br />
A group of us is studying work by Carol Dweck, among others, and learning that in order to get smart kids, we have to do two…
At my California school I am part of an Intervention Program designed to recapture at-risk students and make sure that they ALL earn their A-G credits to graduate. Our program will eventually be 4 years with varying levels of support depending on what students individaully require.<br />
<br />
One way we are attempting to recapture students is to teach them how <i>to learn</i>!<br />
<br />
A group of us is studying work by Carol Dweck, among others, and learning that in order to get smart kids, we have to do two things: 1. DON"T tell them that they are smart and 2. Teach them a Growth Mindset. Dweck's book, <i>Mindset: The New Psychology of Success</i> explains that there are two mindsets: Growth and Fixed. In a fixed mindset, people believe that intelligence and talent are fixed abilities. They believe and make life choices based on the assumption that people cannot change or improve their intelligence. In a growth mindset, people know and make life changes assuming that we can always learn and grow. That with hard work and good strategies, a person can become talented at everything s/he undertakes.<br />
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This work is very rewarding and transforming. The students respond in amazing ways. They cry, they giggle, they push back, and they sit in shock. One class has spent the last week fighting over who gets to wear the brain Jell-O mold (plastic) on their head all period (NINTH and TENTH graders!).<br />
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<a href="http://www.mindsetsineducation.inig.com">www.mindsetsineducation.inig.com</a><br />
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Do you have an interest in this work? Let's work together! We are all so swamped for time and resources. I used Dweck's book to write up a Mind-set quiz (not entirely accurate, but a good tool I think), some questions for a teachers' and/or student studying group, a list of what Growth feedback and questioning looks like, and a skeleton of a lesson plan model that reminds teachers to add growth-minded "stuff" to every lesson. I have not atttached it all (and all is borrowed from Dweck's research and book and articles) - but here is some of it.<br />
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<a href="http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids">http://www.sciam.com/article.cfm?id=the-secret-to-raising-smart-kids</a><br />
This is a great Dweck article too :-)<br />
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I am willing to share and hope you might be too :-)