Could Brain Imaging Replace The SAT? Imagine it's the year 2032. You are a high school student. You are at a center where a visual scanner confirms your identity so you can enter a room where you are about to receive a brain scan. You wake up. Well, as you were sleeping, you just took the neuro version of the SAT. This fictional scenario is certainly not a reality today, but perhaps something like it may be a reality in the future. Haier paints a picture of our future: "Can it be done today? In 1988, Haier and his colleagues scanned volunteers while they attempted to solve problems from the Raven's Advanced Progressive Matrices, a nonverbal intelligence test. In other words, smarter people had brains that could be more efficient. Since that landmark study, the field of has started to take off. In Haier's words, "There was a network distributed around the brain that was related to intelligence, which we named the Parieto-Frontal Integration or P-FIT theory. Says Haier, "That's kind of a no brainer." © 2012 by Jonathan Wai
DH |Towards a Rationale of Audio-Text Bauman 1975 Bauman, R. "Verbal Art as Performance." In American Anthropologist, New Series, 77, no. 2 (June 1975): 290-311. Bernstein 2011 Bernstein, C. Attack of the Difficult Poems: Essays and Inventions. University Of Chicago Press, 2011. Briet 2006 Briet, S. Bryant 2002 Bryant, J. Bryant 2011 Bryant, J. Buckland 1997 Buckland, M. Buzzetti and McGann 2006 Buzzetti, D. and McGann, J. Chaudhri 2009 Chaudhri, Talat. Clement Clement, T. Clement 2011 Clement, T. Clement 2014 Clement, T. Clement et al. 2014 Clement, T., Tcheng, D. Council on Library and Information Resources and The Library of Congress 2012 Council on Library and Information Resources and The Library of Congress. DeRose et al. 1990 DeRose, S. Drucker 2002 Drucker, J. Drucker and Rockwell 2003 "Introduction; Reflections on the Ivanhoe Game." Enrst 2012 Ernst, W. Enstrom 1993 Enstrom, D. Feinberg 2010 Feinberg, M. Floyd and Renear 2007 Floyd, I. and Renear, A. Frohmann 2004 Frohmann, B. Goldfarb 1981 Goldfarb, C..
Homework or Not? That is the (Research) Question. Woe unto the administrator who ventures forth into the homework wars. Scale it back, and parents will be at your door complaining about a lack of academic rigor. Dial it up, and you’ll get an earful from other parents about interference with after-school activities and family time. If you’re looking to bolster your particular position with research results, you’re in luck, because there are studies that back the more-is-better approach and others that support the less-is-better tack. “Homework has been a hot topic for a number of years now because it affects so many people,” says Robert H. In Favor of Homework A 2004 national survey conducted by the University of Michigan found that the amount of time spent on homework had risen 51 percent since 1981. However, says Cooper, there was one group in the study for which homework was not correlated with achievement: elementary school students. The Case for Less Other research has yielded other interpretations about the usefulness of homework.
The Chronicle: Faculty Scholarly Productivity Index RELATED STORY: Faculty-Productivity Index Offers Surprises (November 16, 2007) How The Index Works The index examines faculty members who are listed on a Ph.D. program's Web sites, and includes a total of 217,254 names. The productivity of each faculty member is measured, although the data are aggregated before being published. For each discipline, Academic Analytics assigns a weight to each variable. Grants count as 30 points out of the 100, if they meet a threshold of importance in a particular discipline — that more than 10 percent of the programs in that discipline have received a federal grant. Awards and honors count as 10 points out of 100, as long as more than 10 percent of the programs in the discipline have received awards. Awards considered more prestigious are given more weight than others. If one or more variables are not used in the calculation of faculty productivity, that part of the equation is removed and the point scale reduced accordingly.
Wikipedia |Critical thinking The analysis of facts to form a judgment History The earliest documentation of critical thinking are the teachings of Socrates recorded by Plato. He established the importance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done as well. Socrates set the agenda for the tradition of critical thinking, namely, to reflectively question common beliefs and explanations, carefully distinguishing beliefs that are reasonable and logical from those that—however appealing to our native egocentrism, however much they serve our vested interests, however comfortable or comforting they may be—lack adequate evidence or rational foundation to warrant belief. Critical thinking was described by Richard W. Etymology Definitions Traditionally, critical thinking has been variously defined as follows: Logic and rationality Deduction, abduction and induction Deduction
Why Confusion Can Be a Good Thing Teaching Strategies Getty We all know that confusion doesn’t feel good. Because it seems like an obstacle to learning, we try to arrange educational experiences and training sessions so that learners will encounter as little confusion as possible. But as is so often the case when it comes to learning, our intuitions here are exactly wrong. How can this be? We short-circuit this process of subconscious learning, however, when we rush in too soon with an answer. Here, three ways that researchers have deliberately induced confusion, and how you can adapt them to your own learning: 1. 2. problems in this way don’t come up with the right answer—but they do generate a lot of ideas about the nature of the problems and about what potential solutions would look like, leading them to perform better on such problems in the future. 3. Related
EPFL | Bluebrain Elements of Thought |How we think… What schools need: Vigor instead of rigor - The Answer Sheet This was written by Joanne Yatvin, a veteran public school educator, author and past president of the National Council of Teachers of English. She is now teaching part-time at Portland State University. A version of this was originally published in the Atlanta Journal Constitution. By Joanne Yatvin Though my years in the classroom are long past, at heart I am still a cranky old English teacher who bristles at some of the neologisms that have crept into public language. Even so, I remain politely quiet when others commit such grammatical transgressions. Part of my reaction is emotional, having so often heard “rigor” paired with “mortis.” Now, more than ever, “rigor” is being used to promote the idea that American students need advanced course work, complex texts, stricter grading, and longer school days and years in order to be ready for college or the workplace. Since I believe it is time for a better word and a better concept to drive American education, I recommend “vigor.”
UCR Physics|What is the Scientific Method'? Next: What is the difference Up: The scientific method Previous: The scientific method The scientific method is the best way yet discovered for winnowing the truth from lies and delusion. The simple version looks something like this: 1. When consistency is obtained the hypothesis becomes a theory and provides a coherent set of propositions which explain a class of phenomena. The great advantage of the scientific method is that it is unprejudiced: one does not have to believe a given researcher, one can redo the experiment and determine whether his/her results are true or false. belief that does not rest on logical proof or material evidence, does not determine whether a scientific theory is adopted or discarded. A theory is accepted not based on the prestige or convincing powers of the proponent, but on the results obtained through observations and/or experiments which anyone can reproduce: the results obtained using the scientific method are repeatable.
Modern curation: How does it change teaching? SmartBlogs “The self is not something ready-made, but something in continuous formation through choice of action.” — John Dewey Rewind: The old way of curation In the past, curating resources was relatively easy. Teachers, known fondly to their family and friends as pack rats, filed and saved just about every piece of paper they could find. They crammed worksheets and memos into color-coded files near the back of the classroom. During my student teaching, there was a teacher who planned to retire in June. Such collections of valuable resources were not readily available at that time. Teachers were left to their own devices to find, aggregate and retain meaningful resources about their practice. While the old ways of curation still hold their value, they are far less likely to provide you with a thorough, interactive system for personalized learning. Fast forward: Modern curation Today’s curation is completely different. What does modern curation mean for teaching?
Wikibooks|Cognition and Instruction/Problem Solving, Critical Thinking and Argumentation We are constantly surrounded by ambiguities, falsehoods, challenges or situations in our daily lives that require our Critical Thinking, Problem Solving Skills, and Argumentation skills. While these three terms are often used interchangeably, they are notably different. Critical thinking enables us to actively engage with information that we are presented with through all of our senses, and to think deeply about such information. This empowers us to analyse, critique, and apply knowledge, as well as create new ideas. Critical thinking can be considered the overarching cognitive skill of problem solving and argumentation. With critical thinking, although there are logical conclusions we can arrive at, there is not necessarily a 'right' idea. This chapter provides a theoretical overview of these three key topics: the qualities of each, their relationship to each other, as well as practical classroom applications. Learning Outcomes: Defining critical thinking Venn Diagrams
Cognitive Tutor - Carnegie Learning Focus on individual students' needs with software that customizes feedback, hints, and prompts within each problem. With Cognitive Tutor® Software, students in grades 9-12 have all the resources they need to succeed. Lesson, key terms, and skills: Before working on problems, students can review the lesson, read, or look up the applicable key terms, and see the skills for that particular section. Try It Now in our Virtual Sample Kit Cognitive Tutor software gives each student a different experience by offering just-in-time feedback and hints. On-demand hints: Hints are contextual and oriented toward helping the student solve key steps in the problem. Technical Requirements Cognitive Tutor software requires internet access, and is supported on both Microsoft Windows and Mac operating systems. Customize Your Learning Solution Carnegie Learning provides a true hybrid solution to math education. Available Courses