Resilience I was extremely privileged to be asked to record a short video for #TMClevedon last week by the rather wonderful Mark Anderson @ICTEvangelist. I decided to talk about Resilience: Our journey to become Independent Learners – this is the story so far of how at Temple Moor High School we are trying to develop our students to become resilient and independent learners. The presentation was also recorded on the night In fact, all the presentations delivered on the night can be found here Make sure you take a look at David Didau’s (@LearningSpy) presentation on SOLO Taxonomy – it is excellent. Although I wasn’t there on the night, it has become clearly apparent that the night was a huge success and a fantastic event all-round - well done Mark and his team!! Some of the resources in the video can be found here; New 5R profile - this is something we are just starting to use at Temple Moor. Presentation used to launch the 5Rs
The Battle for Your Mind: Brainwashing Techniques Being Used On The Public By Dick Sutphen Authoritarian followers Mind Control Subliminals By Dick Sutphen Summary of Contents The Birth of Conversion The Three Brain Phases How Revivalist Preachers Work Voice Roll Technique Six Conversion Techniques 1. keeping agreements 2.physical and mental fatigue 3. increase the tension 4. Uncertainty. 5. Jargon 6. Summary of Contents The Birth of Conversion/Brainwashing in Christian Revivalism in 1735. I'm Dick Sutphen and this tape is a studio-recorded, expanded version of a talk I delivered at the World Congress of Professional Hypnotists Convention in Las Vegas, Nevada. Although I've been interviewed about the subject on many local and regional radio and TV talk shows, large-scale mass communication appears to be blocked, since it could result in suspicion or investigation of the very media presenting it or the sponsors that support the media. Everything I will relate only exposes the surface of the problem. In talking about this subject, I am talking about my own business. Alright.
Convergent thinking Convergent thinking is a term coined by Joy Paul Guilford as the opposite of divergent thinking. It generally means the ability to give the "correct" answer to standard questions that do not require significant creativity, for instance in most tasks in school and on standardized multiple-choice tests for intelligence. Relevance[edit] A Map of how Convergent Thinking Works Convergent thinking is the type of thinking that focuses on coming up with the single, well-established answer to a problem.[1] It is oriented toward deriving the single best, or most often correct answer to a question. Convergent thinking is also linked to knowledge as it involves manipulating existing knowledge by means of standard procedures.[1] Knowledge is another important aspect of creativity. Convergent thinking is often used in conjunction with divergent thinking. Convergent vs. divergent thinking[edit] Personality[edit] The personality correlates of divergent and convergent thinking have been studied. Mood[edit]
"As a Man Is, So He Sees" | Mind Matters "I see Every thing I paint In This World, but Every body does not see alike," wrote William Blake. "The tree which moves some to tears of joy is in the Eyes of others only a Green thing that stands in the way." That's a fact of life, Blake believed. He was right, and news last week on both the race and gender fronts brought reminders of why, and why it's important. First up, the study by Eugene Caruso and colleagues at the University of Chicago, in which 221 students looked at different photos of President Obama, and proved divided about which ones were the most true to life. I think that's exactly backwards. Which brings me to news item number 2: the question of whether the South African running champion Caster Semenya should be allowed to continue competing as a woman, given that her anatomy includes organs of both genders. As Levy notes, the resolution will have to be decided by committees. Human behavior needs a "no blank slates" approach.
The RRRRRvengers! As I talked about in an earlier blog post, next year our school will be taking the next step up on our L2L journey. It’s been one that has been going for around 5 years now and has been an exciting learning journey as it has progressed. One of the mistakes we have learnt from during its infancy came from not having a framework which we were driving L2L towards. As a novice to L2L when I took it on, it was understandably a bit of a whirlwind trying to see how the many different L2L champions were doing things. We looked at many ideas ranging from Guy Claxtons ‘Learning Powers’ to the Habits of Mind programme. Although I implemented and ran with a few ideas which probably didn’t work very well, it has allowed me to be incredibly reflective in my approach. I am happy to say that the Eureka moment for my own take on L2L came after having a personalised visit to Cramlington Learning Village arranged by Ken Brechin and Mark Lovatt in 2009. Responsibility Resourcefulness Resilience Reflectiveness
Understanding Human Behavior (English) -- ThinkQuest team #26618 As of July 1, 2013 ThinkQuest has been discontinued. We would like to thank everyone for being a part of the ThinkQuest global community: Students - For your limitless creativity and innovation, which inspires us all. Teachers - For your passion in guiding students on their quest. Partners - For your unwavering support and evangelism. Parents - For supporting the use of technology not only as an instrument of learning, but as a means of creating knowledge. We encourage everyone to continue to “Think, Create and Collaborate,” unleashing the power of technology to teach, share, and inspire. Best wishes, The Oracle Education Foundation
Divergent thinking Divergent thinking is a thought process or method used to generate creative ideas by exploring many possible solutions. It is often used in conjunction with its cognitive opposite, convergent thinking, which follows a particular set of logical steps to arrive at one solution, which in some cases is a ‘correct’ solution. By contrast, divergent thinking typically occurs in a spontaneous, free-flowing manner, such that many ideas are generated in an emergent cognitive fashion. Many possible solutions are explored in a short amount of time, and unexpected connections are drawn. After the process of divergent thinking has been completed, ideas and information are organized and structured using convergent thinking. Traits associated with divergent thinking[edit] Psychologists have found that a high IQ (like Albert Einstein) alone does not guarantee creativity. Promoting divergent thinking[edit] Playfulness and divergent thinking[edit] Effects of sleep deprivation on divergent thinking[edit] 1.
Four Strategies to Spark Curiosity via Student Questioning British archaeologist Mary Leakey described her own learning as being "compelled by curiosity." Curiosity is the name we give to the state of having unanswered questions. And unanswered questions, by their nature, help us maintain a learning mindset. When we realize that we do not know all there is to know about something in which we are interested, we thirst. We pursue. Strategy One: Equip Students to Ask Questions At its essence, curiosity is asking questions and pursuing answers. We often ask students if they have any questions, but we rarely teach them how to ask advantageous questions. Strategy Two: Provide a Launch Pad Even if students have mastered the full range of question forming, it is difficult to inquire about topics with which they have no familiarity. Strategy Three: Cast a Wide Net During the information gathering phase of learning, the brain does its best work in an active and receptive state. Keep the search active by praising student efforts to discover novelty.
10 Ways Our Minds Warp Time How time perception is warped by life-threatening situations, eye movements, tiredness, hypnosis, age, the emotions and more… The mind does funny things to our experience of time. Just ask French cave expert Michel Siffre. In 1962 Siffre went to live in a cave that was completely isolated from mechanical clocks and natural light. He soon began to experience a huge change in his perception of time. When he tried to measure out two minutes by counting up to 120 at one-second intervals, it took him 5 minutes. But you don’t have to hide out in a cave for a couple of months to warp time, it happens to us all the time. 1. People often report that time seems to slow down in life-threatening situations, like skydiving. But are we really processing more information in these seconds when time seems to stretch? To test this, Stetson et al. (2007) had people staring at a special chronometer while free-falling 50 metres into a net. 2. 3. 4. 5. 6. 7. 8. 9. 10. Time is relative “Time is an illusion.
Frontend is a separate application Despite my experience with working on desktop applications, I've been avoiding any frontend (here meaning JavaScript/html) for years. It wasn't because I didn't know JavaScript, it's just that I am a developer who cares about code quality and JavaScript coding was far from any "quality" areas (in my mind). I felt safe with programming backends and I was more than happy with Rails. Rails is a framework that is really good at abstracting the frontend problems. It gives you a set of view helpers, so that you can do almost everything in Ruby. Whenever I had a project that involved more JavaScript (because the UX designer required it) it was a painful experience to me. Now I love working on frontends. Why the change? I realized that my mental model of a web applications, that I had in my mind, was wrong. The View part is another application, that Rails happens to generate quite nicely. A CoffeeScript (or JS) application can embrace the original vision of MVC. We live in exciting times.
Videos to help you rethink education, learning, & school Having children causes one to (re)think seriously about education and the role of school. Education obviously is the most powerful thing in the world. And yet the old Mark Twain chestnut — "I never let school get in the way of my education" — speaks to the core of my own thinking regarding education. Seth Godin on EducationIn this short interview, Seth Godin sums up the essence of the problem. Seth Godin on how schools teach kids to aim lowIn this short clip Seth Godin says something concerning the "lizard brain" and our fear of taking risks that reminded me of the world of live stand-up presentations in work or academia. This gets at part of the problem: a boss or a teacher or a conference organizer will ask you to make a presentation, and while doing something different and creative - and effective - should be welcomed by all, we retreat to doing only what is expected (less downside that way) rather than doing something creative, different, and engaging. Dr.
Artist Manipulates Water With The Power Of Her Mind "Man is something that shall be overcome. What have you done to overcome him?” asked existentialist philosopher Friedrich Nietzsche. NY-based artist Lisa Park took this prompt as an invitation to extend the potential of man beyond our bodily limitations in the performative art project Eunoia, which means “beautiful thought” in Greek. Exploring questions of vulnerability, self-control, and liberation, Park recreates a scene that looks as if it's been lifted from your favorite Kung-Fu movie or an outtake from Kill Bill. Park is working with the experimental brain-computer technologies of the NeuroSky EEG headset, which you might remember from the Necomimi cat ear headset we wrote about a while back. Though the data is robust, it's mostly inscrutable to the untrained eye. So, how does she actually make the water vibrate? Her apparatus functions similarly to the ones used in cymatics, the study of visible sound.
Call Yourself a Practitioner? Prove It. By Nathaniel Davis Published: January 9, 2012 “Of the many professionals who say they practice information architecture, most don’t practice effectively. In fact, one could say the same regarding other professionals who operate within the domain of UX design.” What I am about to tell you may come as a surprise. in the sense of the definition “repeated performance or systematic exercise for the purpose of acquiring skill or proficiency,” we don’t necessarily practice with the intent of creating a discipline —as in “a rule or system of rules.” I tend to think that most UX professionals fail to recognize the subtle nuances of the terms practice and discipline. In 2009, I became intrigued by the basic concept of practice and sought to understand how practitioners of information architecture might go beyond acquiring skill or proficiency to systematically discovering and sustaining discipline. Insight 1: Practice Targets Unique Competencies Of course, you need not be an information architect 1.