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Struggle Means Learning: Difference in Eastern and Western Cultures

Struggle Means Learning: Difference in Eastern and Western Cultures
By Alix Spiegel In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class. “The teacher was trying to teach the class how to draw three-dimensional cubes on paper,” Stigler explains, “and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, ‘Why don’t you go put yours on the board?’ Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. In Japanese classrooms, teachers consciously design tasks that are slightly beyond the capabilities of the students they teach, so the students can actually experience struggling with something just outside their reach. “I realized that I was sitting there starting to perspire,” he says, “because I was really empathizing with this kid. But the kid didn’t break into tears. ‘Struggle’ Related Related:  Discovery LearningVirtual School TipsLehren

The 10 Best Psychology and Philosophy Books of 2012 by Maria Popova From Buddhism to the relationship between creativity and dishonesty, by way of storytelling and habit. After the best science books, art books, and design books of 2012, the season’s subjective selection of best-of reading lists continue with the most stimulating philosophy, psychology, and creativity books published this year. Every year for more than a decade, intellectual impresario and Edge editor John Brockman has been asking the era’s greatest thinkers a single annual question, designed to illuminate some important aspect of how we understand the world. Brockman prefaces the essays with an important definition that captures the dimensionality of “science”: Here, the term ‘scientific’ is to be understood in a broad sense — as the most reliable way of gaining knowledge about anything, whether it be human behavior, corporate behavior, the fate of the planet, or the future of the universe. Marketers exploit the focusing illusion. Originally featured in July.

Science & Nature - Human Body and Mind - Spot The Fake Smile 5 Problem-Solving Techniques For Every Aspect Of Life “I don’t have enough time.” “I have too many meetings.” “My experience tells me this project is doomed.” Sound familiar? “Ideas solve problems,” says Danny Schuman, speaking earlier this week at Chicago Ideas Week. The joy of solving is recognizing how you solve problems so you can solve them better, but also finding out how others solve so you can borrow their magic, Schuman explains. Schuman spent a year interviewing 50 people in a number of fields (from technology and law to business and health care), gathering insight into how left and right-brained people approach problem solving. Through his research, Schuman identified five paths to solving any problem, business or otherwise: 1. The generous path is characterized by giving of yourself, Schuman explains. Really great leaders give of themselves freely, but often do so unconsciously, Schuman observes. 2. Central to the pragmatic approach are planning, process, and focus, Schuman says. 3. 4. 5.

Can Everyone Be Smart at Everything? Recent studies question the theory of native intelligences. If they have to work hard, does that mean they're not smart? When a student gets a good grade, wins an award, or proudly holds up a painting, we all know by now that we’re not supposed to say, “Good job!” Praising the achievement rather than the effort will backfire. To a kid, “Good job” means “You’re smart” or “You’re talented” — the praise goes to inherent, natural-born abilities or intelligence. Kids who are praised for their intelligence end up caring more about grades, trophies, and awards than those who are praised for their effort, according to the famous 1998 Stanford report “Effects of Intelligence and Effort Praise” by Claudia Mueller and Carol Dweck. Kids might think that if they have to work hard at something, that must mean they’re not smart. Why is that such a bad thing? In more recent years, research on how the brain learns is building on those studies. Another researcher added more nuance. Related

Why Kids Need to Tinker to Learn The Maker Movement has inspired progressive educators to bring more hands-on learning and tinkering into classrooms, and educator Gary Stager would like to see formal schooling be influenced by the Maker Movement, which has inspired young learners to tinker, to learn by doing, and take agency for their learning. One way teachers can incorporate the Maker Movement into the classroom is through project-based learning (PBL), and learning prompts should be “brief, ambiguous and immune to assessment,” Sager said at ISTE. “The best projects push up against the resistance of reality. They work or they don’t work.” Kids simply need a supportive environment to tinker with an idea long enough to make it work, Stager said. [RELATED: Harvard Wants to Know: How Does Making Change Kids’ Brain?] Allowing kids to deeply engage with a project they are passionate about also helps produce more positive memories of school, Stager said.

Krista Tippett & Andrew Solomon: Einstein's God: Conversations about Science March 3, 2010 KRISTA TIPPETT & ANDREW SOLOMON Einstein's God: Conversations about ScienceInstigated by Paul Holdengräber Albert Einstein did not believe in a personal God. And his famous quip that “God does not play dice with the universe” was a statement about quantum physics, not a statement of faith. Einstein’s self-described “cosmic religious sense” is intriguingly compatible with 21st Century sensibilities and will be the starting point for a discussion between Krista Tippett and Andrew Solomon, instigated by Paul Holdengräber. Andrew Solomon has argued that science and humanism are two different vocabularies for a single set of phenomena, and that understanding order through the laws of mathematics and understanding order through faith in life's underlying purpose are really an identical exercise. Krista Tippett is a Peabody-award-winning broadcaster and author. Andrew Solomon is a Lecturer in Psychiatry at Weill-Cornell Medical College.

Find search engines from across the world with Search Engine Colossus Breaking the Mold: School Fosters Design and Discovery Flickr: Exploratorium What do we do in a world where learning is no longer directly tied to an institution, and is being placed into the hands of the learner? Will Richardson posed this perennial question to educators recently at the ISTE conference. His question highlights a key tension: those with control over education policy are making decisions on the old model of schooling — knowledge held by teachers who deliver information to students — while young learners are clamoring for something different. “There’s not much I need you for when it comes to my child learning something,” Richardson said to teachers. “Modern learning is more about discovery,” Richardson said. “We don’t need school to be better, we need schools to be really, really different.” “We don’t need school to be better, we need schools to be really, really different,” he said. Richardson’s three ideas for changing the way society thinks about learning that have nothing to do with student achievement on test scores. 1. 2.

Power Notes Classroom Strategies Download a Graphic Organizer Word Doc (106 KB)PDF (144 KB) Background Power Notes is a strategy that teaches students an efficient form of organizing information from assigned text. This technique provides students a systematic way to look for relationships within material they are reading. Benefits Power Notes offer an easy to follow activity for categorizing information. Create the strategy The teacher should begin by discussing the assigned topic or text. Power 1 Animals Power 2 Dog Power 3 Cocker Spaniel Power 3 Dachshund Power 2 Cat Power 3 Siamese Power 3 Calico Point out how the powers relate to each other: power 2's offer examples or elaboration of power 1's, power 3's provide examples or elaboration of power 2's, and so on. Use the strategy Teachers should provide students with the Power 1 category or main idea. Power Notes are written using the following format: Power 1 = Main Idea of the information. Power 2 = Detail or supportive information for Power 1 above.

How Videogames Like Minecraft Actually Help Kids Learn to Read Brecht Vandenbroucke Minecraft is the hot new videogame among teachers and parents. It's considered genuinely educational: Like an infinite set of programmable Lego blocks, it's a way to instill spatial reasoning, math, and logic—the skills beloved by science and technology educators. But from what I've seen, it also teaches something else: good old-fashioned reading and writing. How does it do this? This is complex, challenging material. How could they do this? Hannah Gerber, a literacy researcher at Sam Houston State University, found much the same thing. Passion for games drives writing too. I'm praising Minecraft, but nearly all games have this effect. Go Back to Top.

Three Pieces of Positive Psychology To Change the Way You Teach Laura McInerney Imagine a young confident teacher who stands in front of his teen-aged class and dramatically begins a computerised slide show. The slides contain images of Indian street children living among piles of rubbish. One picture shows a young girl eating rotten vegetables; another shows boys playing football among excrement and dirt. The students are disgusted but captivated and watching intently. Research Fact #1: Negative imagery narrows student’s creativity Teenagers are intrigued by disgusting images that evoke strong emotions. Research Fact #2: Referring to tasks as ‘work’ will make them inherently less appealing than if you label them as a ‘game’ Ellen Langer’s book “The Power of Mindful Learning” is replete with tips for enabling students to enjoy learning. So, how could our teacher improve his lesson? Research Fact #3: Phrases like “you’re a smart one” can lead to anxious challenge-avoidant students So what should his teacher say instead? Further Reading Dweck, C. (2007).

American Schools Are Training Kids for a World That Doesn't Exist Are Americans getting dumber? Our math skills are falling. Our reading skills are weakening. Our kids learn within a system of education devised for a world that increasingly does not exist. To become a chef, a lawyer, a philosopher or an engineer, has always been a matter of learning what these professionals do, how and why they do it, and some set of general facts that more or less describe our societies and our selves. We “learn,” and after this we “do.” This approach does not map very well to personal and professional success in America today. Over the next twenty years the earth is predicted to add another two billion people. David Edwards About David Edwards is a professor at Harvard University and the founder of Le Laboratoire. Americans need to learn how to discover. Being dumb in the existing educational system is bad enough. Against this arresting background, an exciting new kind of learning is taking place in America. Because that’s what discoverers do. A New Kind of Learning Lab

How to Help Your Student Develop Scheduling Skills Whether a student is enrolled in a virtual or brick-and-mortar school, he or she will have to develop scheduling skills that help with prioritizing schoolwork. With so many activities competing for a student's attention during the school year, summer is a perfect time to plan a fun project that will help your student hone his or her organizing skills. Students, especially those in middle and high school, are eager to gain independence and demonstrate their reliability. There's no better way to do this than by giving them a project to manage on their own. Ideally, your student's project should be a multi-day process that he or she can complete alone or with minimal assistance. Identify a Goal No project should be started without knowing where it should end. We would love to hear about projects your student is planning.

Digital Skills Every Teacher should Have By EdTech Team Updated on march 2, 2015 : The original list that was created in 2011 comprised 33 skills , after reviewing it we decided to do some merging and finally ended up with the 20 skills below. The 21st century teacher should be able to : 1- Create and edit digital audio Here are some tools for teachers to develop this skill :Free Audio Tools for Teachers 2- Use Social bookmarking to share resources with and between learners Here are some tools for teachers to develop this skill : A List of Best Bookmarking Websites for Teachers 3- Use blogs and wikis to create online platforms for students Here are some tools for teachers to develop this skill : Great Tools to Create Protected Blogs and Webpages for your Class 4- Exploit digital images for classroom use Here are some tools for teachers to develop this skill :Web Tools to Edit Pictures without Installing any softwareTools to Convert Photos into Cartoons

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