Research Statement Our lab focuses on two traits that predict achievement: grit and self-control. Grit is the tendency to sustain interest in and effort toward very long-term goals (Duckworth et al., 2007). Self-control is the voluntary regulation of behavioral, emotional, and attentional impulses in the presence of momentarily gratifying temptations or diversions (Duckworth & Seligman, 2005; Duckworth & Steinberg, 2015). On average, individuals who are gritty are more self-controlled, but the correlation between these two traits is not perfect: Some individuals are paragons of grit but not self-control, and some exceptionally well-regulated individuals are not especially gritty (Duckworth & Gross, 2014).
Changing student thinking with SOLO I'm Kate Le Fever from St Andrews College in Christchurch and I'm head of biology and SOLO coordinator at the school. SOLO taxonomy stands for structured overview of learning outcomes and it's a way of giving students an understanding of the learning process to ensure they are able to gauge where they're at with their learning and what their next steps will be. It's got five different levels of understanding where a student can be at prestructural where they know nothing, moving through to unistructural and multistructural and then finally relational and extended abstract which means they can take their knowledge and apply it to a new situation.
Twenty Ideas for Engaging Projects The start of the school year offers an ideal time to introduce students to project-based learning. By starting with engaging projects, you'll grab their interest while establishing a solid foundation of important skills, such as knowing how to conduct research, engage experts, and collaborate with peers. In honor of Edutopia's 20th anniversary, here are 20 project ideas to get learning off to a good start. Integrating the 16 Habits of Mind In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat.
Choice Theory All individuals are driven by genetically transmitted needs that serve as instructions for attempting to live their lives. The needs are equally important, and all must be reasonably satisfied if individuals are to fulfill their biological destiny. These basic needs are: Catholic schools failing to keep up enrollment The nation's Catholic schools, facing increasing competition, rising costs and a diminishing core of potential pupils, continue to struggle to keep students and find new ones. But there are some signs of growth in cities including Los Angeles and Indianapolis. Enrollment in Catholic schools nationwide declined almost 12% for the 2012-13 school year compared with five years ago, a National Catholic Education Association (NCEA) report says.
Dont Follow Your Passion, Follow Your Effort I hear it all the time from people. “I’m passionate about it.” “I’m not going to quit, It’s my passion”. About Want to let people share and use your photographs, but not allow companies to sell them?Looking for access to course materials from the world’s top universities?Want to encourage readers to re-publish your blog posts, as long as they give you credit?Looking for songs that you can use and remix, royalty-free? Habits Of Mind Step 1 – Valuing Habits of Mind for yourself: For the Habits of Mind to have meaning for students they have to have meaning for teachers. Exploring and unpacking what is meant by each of the sixteen habits means to you and your colleagues is a great place to begin. Once teachers see the value of the Habits, it is easier and more authentic to help our students see their value. Eg: Persisting: When have you had to persist in your professional work?
Mr. Happy Man This EFL lesson is designed around a beautiful short film by Matt Morris about Johnny Barnes, an 88-year-old Bermudian who dedicates his life to making people happy. Students practise speaking, listening and writing. Language level: Upper-intermediate (B2.1)- Advanced (C1) Learner type: Mature teens and adults Time: 90 minutes Activity: Speaking, writing and watching a short film and a video