How to Give Effective Feedback, Both Positive and Negative Why is that? One reason is that as people gain expertise, feedback serves a different purpose. When people are just beginning a venture, they may not have much confidence, and they need encouragement. But experts’ commitment “is more secure than novices and their focus is on their progress,” the paper’s authors said. That, of course, is much easier said than done, which is why most of us have such trouble giving or getting critiques. We don’t want to be the bad guy. Early in her career, when she worked at Walmart, she had to tell an employee that she wasn’t doing a good job. Mr. “We say, ‘That was a great piece of work, there was just a small problem,’ ” Mr. The better way, Ms. Research bears that out. While many of us tend to hear what we want to hear, Professor Fishbach says she thinks the problem lies more with those providing the feedback. Some companies have developed their own terminology for feedback. Here’s an example he offers in his book. Continue reading the main story
The Myth of 'I'm Bad at Math' - Miles Kimball & Noah Smith “I’m just not a math person.” We hear it all the time. And we’ve had enough. Because we believe that the idea of “math people” is the most self-destructive idea in America today. The truth is, you probably are a math person, and by thinking otherwise, you are possibly hamstringing your own career. Is math ability genetic? How do we know this? Different kids with different levels of preparation come into a math class. Thus, people’s belief that math ability can’t change becomes a self-fulfilling prophecy. The idea that math ability is mostly genetic is one dark facet of a larger fallacy that intelligence is mostly genetic. A body of research on conceptions of ability has shown two orientations toward ability. The “entity orientation” that says “You are smart or not, end of story,” leads to bad outcomes—a result that has been confirmed by many other studies. You have a certain amount of intelligence, and you really can’t do much to change it. The results? So why do we focus on math? 1.
Classe capovolta: ecco quali sono i pilastri - Tuttoscuola di Maurizio Maglioni* In questo quarto anno di vita del movimento della Classe Capovolta, vogliamo assumerci la responsabilità di lanciare una nostra proposta educativa alternativa al tradizionale modello di scuola del secolo scorso. Questo modello trasmissivo – ripetitivo si dimostra ogni giorno sempre più inadeguato alla formazione umana delle giovani generazioni del XXI secolo. La scuola italiana, in particolare è fanalino di coda in Europa per abbandoni scolastici, resta impassibile in testa alla classifica dei paesi con la più alta percentuale di NEET e con la più bassa percentuale di laureati d’Europa.(1) In questi primi anni di esperienza della nostra associazione di insegnanti capovolti, ci siamo accorti che la soluzione al problema esiste ed è facilmente praticabile: basta abbandonare gli stereotipi educativi coercitivi con i quali siamo stati formati noi adulti ed applicare semplicemente quello che le scienze pedagogiche ripetono da decenni, completamente inascoltate.
Performance-Based Assessment: Making Math Relevant Joan: The students have ownerships of the material, and it clearly demonstrates their knowledge. Jeff: We ask our teachers is the performance that we want from kids short-term memory? Or do we want comprehensive understanding of big ideas? We use the term Performance-Based Assessment to challenge our teachers to put the measuring stick against the student demonstration of application. The performance of analysis. Student: Did you remember to go from North first? Student: Fifty-nine degrees and then eleven... Jeff: Is the performance that I can solve an algorithm that was handed to me on a piece of paper? Joan: We wanted to come up with a Performance-Based Assessment, so we sat down at a table and just started saying these are the things that we wanted to assess. Andrew: We had a discussion about, "Where can I integrate something relevant in this unit I'm doing on polar coordinates." Mary: Like the kind you would see on radar blips, you know, directing a plane or a ship. Mary: Okay.
Teacher: A student told me I ‘couldn’t understand because I was a white lady.’ Here’s what I did then. Emily E. Smith is a fifth-grade social justice and English language arts teacher at Cunningham Elementary School in Austin, Tex. She was just awarded the 2015 Donald H. Graves Excellence in the Teaching of Writing award given at the National Teachers of English Language Arts Convention in Minneapolis. Smith created and founded The Hive Society, a classroom that inspires children to creatively explore literature through critical thinking and socially relevant texts. In her speech accepting the award, Smith talked about a seminal moment in her career when she realized she needed to change her approach to teaching students of color, one of whom told her that she couldn’t understand his problems because she is white. Texas fifth-grade teacher Emily E. I’m white.
Capovolgere la classe multiculturale 6 Febbraio 2017 Argomento: Dalle scuole, autore: Sergio Vastarella, Sergio Vastarella (1977) è insegnante di scuola primaria e ricercatore nel campo della didattica. Ha dedicato il proprio interesse all’uso delle nuove tecnologie nei processi d’insegnamento/apprendimento e all’insegnamento attraverso modelli didattici innovativi. Dopo avere lavorato come insegnante in tre diverse scuole dell’infanzia della provincia di Trento, ha vinto il concorso ordinario per insegnante di scuola primaria ed è stato assunto come docente di ruolo. Da settembre del 2001 è stato assegnato in maniera definitiva all’Istituto Comprensivo di Cembra, in cui lavora e ha ricoperto molti ruoli (coordinatore di plesso della scuola primaria a Vicario del Dirigente d’Istituto, responsabile per l’autovalutazione d’Istituto e l’educazione ambientale). Durante il servizio a scuola Vastarella ha studiato in maniera sempre più approfondita l’uso degli strumenti digitali nella didattica d’aula.
How to Learn Math: For Students How to Learn Math is a free self-paced class for learners of all levels of mathematics. It combines really important information on the brain and learning with new evidence on the best ways to approach and learn math effectively. Many people have had negative experiences with math, and end up disliking math or failing. This class will give learners of math the information they need to become powerful math learners, it will correct any misconceptions they have about what math is, and it will teach them about their own potential to succeed and the strategies needed to approach math effectively. The course will feature Jo and a team of undergraduates, as well as videos of math in action - in dance, juggling, snowflakes, soccer and many other applications.
Theo Jansen visits the University of Iowa | Research and Economic Development | The University of Iowa “I like to balance between reality and imagination,” Theo Jansen said Tuesday morning during the breakfast reception of his visit to the University of Iowa. “We have to dream our lives and not just exist.” Jansen came as part of the Creative Matters lecture series sponsored by the Office of Research and Economic Development, seeking to demonstrate that creativity is not only at the core of research and discovery, but is also central to our human experience. His own life’s work is a pinnacle of this philosophy. Called a kinetic sculptor, an engineer, a landscape artist, Jansen has spent 25 years creating his Strandbeest—animals made of plastic tubes and sails, which walk on their own across the beaches of his home in the Netherlands. The Strandbeest came into conception in 1990 when Jansen wrote a newspaper column about skeletons that could build dunes on the beaches to protect the Netherlands from predicted rising sea levels. Jansen talks about the evolution of the Strandbeest.
Summer School 2017 12 luglio Arrivo e sistemazione in Hotel dal primo pomeriggio Cena ore 20.00 Dopo cena in SALA BLU benvenuto e iscrizione ai laboratori per tutti i partecipanti 13 luglio Mattina Appuntamento ore 9,30 davanti alla reception dell'hotel Passeggiata (facoltativa): La vie du vio Facile percorso ombreggiato adatto a tranquille passeggiate, che collega Les Arnauds con la località Campo Smith o, con un itinerario leggermente più in quota, al forte del Bramafam Pomeriggio Laboratori 15:00 - 18:00 SALA BLU: Coding e pensiero computazionale a scuola, senza se e senza ma Laboratorio rivolto prevalentemente ai docenti di scuola primaria e secondaria I grado A cura di Angelo Sala SALA LOUNGE BAR: Raccontami una storia - l’efficacia della narrazione nella didattica Laboratorio rivolto a docenti di tutti gli ordini e gradi di scuola A cura di Anna Ferrigno e Maria Rosaria Grasso 14 luglio Passeggiata (facoltativa): Rifugio dei Re Magi pomeriggio Laboratori15:00 - 18:00
Twelve Math Myths | College of Rural & Community Development 1. MEN ARE BETTER IN MATH THAN WOMEN. Research has failed to show any difference between men and women in mathematical ability. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Schools Need Introverted Teachers, But Avoiding Burnout a Challenge It’s generally believed that the teaching profession is better suited to extroverts. While hugely rewarding, it is exceptionally demanding, noisy, chaotic and educators are always under the microscope. But there are many introverted teachers across the country, who, as a recent article in The Atlantic concluded, are more vulnerable to burnout than their extroverted colleagues. Jessica Honard agrees. In your first year in the classroom, were you prepared for the pressures of teaching? Jessica Honard: No. What were the conditions at your school that made it particularly hard for you? JH: I loved teaching. Jessica Honard What kind of support system was in place at your school or were you more or less on your own? JH: The administration did what they could to support the teachers. You just mentioned the constant meetings and demands on your time outside of the actual classroom, which is a challenge you address in the book. As an introvert, however, I was taught to teach as an extrovert.
8 Teaching Habits that Block Productive Struggle in Math Students Productive struggle is the kind of effortful learning that develops grit and creative problem solving. It results in students understanding content at a deeper level and applying that learning to more difficult and complex problems. It's what we want for all students. But did you know that some teaching methods could block students' potential for developing productive struggle in math? Here’s a roundup of information on some common teaching habits and their unintended consequences: 1. It may be tempting to call on the Hermione Grangers in class, but by doing so we miss an opportunity to show students how to respond when they get stuck. Helpful resources: 2. Researcher Carol Dweck shares that praising students for their intelligence can have negative consequences on their motivation to achieve. Try praising for creativity in figuring out a problem, playing with ideas, thinking out of the box or persevering in the face of challenge. 3. 4. Explore examples of visual math activities: 5. 6. 7.