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GREAT LINK!

https://www.edutopia.org/article/how-metacognition-boosts-learning

posted by lgilliam in "SOS" SAVE OUR STUDENTS!,Better Health for all,Brain Study in Girls and Boys,Concern for boys learning,Educational Frustrations,Heroes of schools,Parent,Uncategorized,UNDERSTANDING and have No Comments

Learning Opportunities!

The learning opportunities that rise toward the era in which memorizing, and testing won’t be needed

November 3, 2017

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Michelle and Anat Korenfeld

This weekend I’d like to share with you the essay my 13 years old daughter wrote for Tthe Future of Technology Summit competition (link below).

Students were invited to write about the future from their point of view as natives of the digital age. The refreshing inspiring result is here to follow:

“The future – so far yet so near. Every day we: the people, the students, the teachers, the scientists, the world, take a step forward towards reaching the future that we all dream about. If it’s flying cars or robots teaching at schools, it will all happen. But for that we need advanced technology, creativity and passion – so we have the tools to grow.

Today’s young generation hasn’t yet got the chance to show the world how their way of thinking can generate even more advancement than we have experienced up until now.

But in the future robot teachers will have access to learning materials on computers. Teaching will happen by exporting the specific material to the students’ brains. Not having to memorize, pupils will move straight to practicing creative thinking, drawing on their own ideas.

Students will be able to send messages to their class-mates’ brains, enabling group creative thinking. This could lead to high levels of creativity. I don’t think instructions will be needed anymore. Teachers will focus on facilitating the creative thinking happening in class.

Students will engage in individual processes, like developing their own ideas, whether technological, artistic and so on. It will be important to connect students with peers from around the world exploring similar ideation, or with companies out of school which specialize in the field. The teachers’ role will be to gather information about each student’s progress, directing, connecting and supporting.

Today grades are the most common feedback from teachers. In this kind of futuristic learning environment, students will receive feedback from all the people they are cooperating with. It will give the students more opportunities to develop their ideas and to develop as human beings.

The key is CREATIVITY. A word that we happily hear a lot of lately. A word that opens doors for thousands of special brains to thrive.

And the keyhole is TECHNOLOGY – what humans use to improve their lives. It started when the cavemen realized they can use a stone as protection and to get food; and goes on until this day with every house that has computers, iPads and smartphones, in a world that is virtually connected.

I think there will be no need for offices in the future. Work will take place in your own space. For example, YouTube: A group of people that take a camera, share their lives and get money for it. Already today, when YouTubers post a new video, people leave comments, share, ask questions and receive answers, keeping the conversation going. This leads to the next videos. But those videos are for entertainment. If students use this digital conversation to enhance their ideas, learning will be much more interesting.

Social media will serve people to think of new ideas, making them real, sharing, and getting feedback, thus creating creative communities. The understanding how to treat others open-mindedly will support this evolutionary process. The understanding of how ideas can turn into technological novelties improving lives will be the difference between dreams that come true and those that don’t.

Now I can see the future clearly. It will be a fantastic planet, where people can freely express ideas and be loved for them. It will be a special planet that changes, develops and takes five steps forward every day. We can just hope for a society that will stay positive and not be cruel to one another. If we want a creative society, we need the world to come together, sharing ideas and working together to make them real.”

If you’re interested in teaching resources for creative thinking kids, you’re most welcome to visit my blog.

Click here for The Future of Technology Summit and essay competition.

Best of luck with your creative education endeavors,

Michelle Korenfeld

Raising Creative Thinkers

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7 Common Health Activities =Surprising Benefits! :)

7 Common Activities With Surprising Health Benefits (You Won’t Believe #6!)

posted by lgilliam in Better Health for all,Parent and have No Comments

WHAT IS GRIT? PASSION AND PERSERVERANCE! BY ANGELA DUCKWORTH

  • What is grit?

    Grit is passion and perseverance for long-term goals.

    One way to think about grit is to consider what grit isn’t.

    Grit isn’t talent. Grit isn’t luck. Grit isn’t how intensely, for the moment, you want something.

    Instead, grit is about having what some researchers call an”ultimate concern”–a goal you care about so much that it organizes and gives meaning to almost everything you do. And grit is holding steadfast to that goal. Even when you fall down. Even when you screw up. Even when progress toward that goal is halting or slow.

    Talent and luck matter to success. But talent and luck are no guarantee of grit. And in the very long run, I think grit may matter as least as much, if not more.

  • What can I use the Grit Scale for?

    I created the Grit Scale so that I could to study grit as a scientist.  Why? Because you cannot study what you cannot measure.

    I also think this questionnaire is useful as a prompt for self-reflection. For example, some of the most effective coaches and teachers I know give this questionnaire to their players and students in order to prompt a conversation about their evolving passion and perseverance.

    However, I hasten to point out that all psychological measures, including the Grit Scale, have limitations. You can fake a higher grit score without much effort, for example. Another very serious but not-so-obvious limitation of questionnaires is called “reference bias.” This distortion of scores comes from people holding difference standards by which they judge behavior. So, your score not only reflects how gritty you are but also the standards to which you hold yourself. I talk about this limitation, among others, in this article on measurement which I co-authored with my friend and colleague David Yeager.

    In sum, I think the Grit Scale can be used for research and for self-reflection, but its limitations make it inappropriate for many other uses, including selecting employees, admitting students to college, gauging the performance of teachers, or comparing schools or countries to each other.

  • When does grit matter most?

    I study grit because it predicts achieving goals, but I want to point out that grit is more relevant to some goals than others. In particular, grit predicts achievement in really challenging and personally meaningful contexts. Graduating from high school or college rather than dropping out is one example. Returning to the National Spelling Bee with hopes of doing better than you did last year is another.  But there are other goals for which enduring passion and perseverance are less relevant. Getting started on your taxes before April 15 takes self-control more than grit, for instance. Ditto for studying for a history test on Friday when you’d rather be on Instagram.

    Here is an article that describes in more detail how grit and self-control differ, and here is another explaining how grit is really about sticking with what are called “superordinate goals.”

    Finally, here is an article about how standardized test scores are not the only way to assess what a student knows and can do. For the record, I believe grit will for many adolescents be more evident in activities pursued outside of the classroom–in the school play, on the football field, in the school orchestra, in community service, and so on. This is what educational psychologist Warren Willingham found in 1985, and it is also what I find in my more recentresearch.

  • Can you be too gritty?

    I don’t have any data that suggests there are drawbacks to being extremely gritty. Indeed, at the very top of the Grit Scale, I typically find individuals who are tremendously successful and also satisfied with their lives.  However, as I mention in the concluding chapter of the book, this doesn’t mean we should entirely dismiss the possibility of “too much grit.” In particular, I think you can be too stubborn about mid-level and low-level goals. You can throw good money after bad on particular projects that will never make sense. You can be blind to possibilities that you hadn’t originally anticipated. Still, I think these problems are mostly about lower-level goals that are in service of your high-level goals—those abstract and enduring concerns that I discuss in Chapter Four. For me, my very highest-level goal is to use psychological science to help kids thrive. That’s my mission statement, and I can’t think of anything that would make me give up on it.

  • Are women grittier than men? Or are men grittier than women?

    In some samples, I’ve found that women score slightly higher on the Grit Scale than men. However, it’s not always the case. In sum, the data aren’t solid enough to claim that there is a reliable difference in grit between men and women.

  • Does the message of grit imply that poverty and inequality don’t matter?

    At a recent conference, I sat down next to a sociologist. She knew my work, and it didn’t take long for her to express extreme disdain—even anger—for what she called the grit message. “What’s that,” I asked? “Well, put it this way,” she said. “I happen to think that poverty and inequality matter a heck of a lot more than grit.” I thought for a moment. Then I said, “I see your point.”

    If you pit grit against structural barriers to achievement, you may well decide that grit is less worthy of our attention. But I think that’s the right answer to the wrong question.

    Caring about how to grow grit in our young people—no matter their socioeconomic background—doesn’t preclude concern for things other than grit. For example, I’ve spent a lot of my life in urban classrooms, both as a teacher and as a researcher. I know how much the expertise and care of the adult at the front of the room matter. And I know that a child who comes to school hungry, or scared, or without glasses to see the chalkboard, is not ready to learn. Grit alone is not going to save anyone.

    But the importance of the environment is two-fold. It’s not just that you need opportunity in order to benefit from grit. It’s also that the environments our children grow up in profoundly influence their grit and every other aspect of their character.

    This is the grit message in my words: Grit may not be sufficient for success, but it sure is necessary. If we want our children to have a shot at a productive and satisfying life, we adults should make it our concern to provide them with the two things all children deserve: challenges to exceed what they were able to do yesterday and the support that makes that growth possible.

    So, the question is not whether we should concern ourselves with grit or structural barriers to achievement. In the most profound sense, both are important, and more than that, they are intertwined.

  • I don’t understand what you mean by “talent”?

    I was reading Warren Buffett’s annual shareholder letter the other day. He uses the word “talent” differently than I do, and indeed, I think he uses it in a way that a lot of people do: to mean the sum of a person’s capabilities, including their current skills. When I say “talent,” I mean specifically the rate at which a person improves in skill. So, if you’re a really talented basketball player, you improve very quickly when compared to less talented players with equivalent practice and opportunity. Like the award-winning actor and musician Will Smith, I think it’s useful to distinguish between skill and talent. See Chapter Two and Three in the book for a longer discussion.

  • Is grit more important than honesty and kindness?

    If I had to choose between my daughters growing up honest or gritty, I’d choose honest. If I had to choose between kindness and grit, I’d choose kindness. Grit is only one aspect of character, and for me, personally, it’s not the most important aspect. Fortunately, I don’t see any necessary trade-off between goodness and greatness. I am encouraging my girls to cultivate their interests and a sense of purpose, because I want them to have a passion that guides them for their entire lives. I am also helping them learn perseverance. With guidance, they are learning to practice hard things every day, and to interpret failure and adversity as necessities of learning. My ultimate hope is that they lead honest, kind—and yes, gritty—lives.

  • Isn’t grit, like everything else, in your genes? So why write a book about how to grow grit?

    The nature versus nurture question is as old as time. Here’s the answer from contemporary science: Yes, grit and everything else is influenced by genes. But grit and everything else is also influenced by experience. In Chapter 5, I lay out a simple argument for believing that grit can grow.

  • Isn’t it more important to be happy than successful?

    I can’t tell you whether happiness or achievement is more important. That’s a question of values, not science. I cansay that when you measure both, you find they tend to go together more than they split apart. In other words, while we can all think of someone we know who is happy but not successful, or successful but unhappy, these are exceptions. The grit paragons I’ve interviewed over the years are on the whole quite happy and successful. While I would not call them “carefree” or “laid back,” I would say that they are tremendously satisfied with their lives—even if that includes never being satisfied with their level of skill or achievement. I myself think, daily, about what I could do better. And yet I’m happy.

  • There is a chapter in Grit on parenting. Where is the chapter on teaching grit?

    The entire book is about teaching grit. Before I became a psychologist, I was a classroom teacher. It was as a teacher that I discovered how important psychology was to a child’s achievement. It’s not an exaggeration to say that every chapter in this book has special relevance to teachers. Chapters Two and Three might be especially useful when explaining the importance of effort (versus talent) to students. Chapters Six, Seven, Eight, and Nine on interest, practice, purpose, and hope are where I define the four psychological assets that lead to grit. In Chapter Nine, I talk about parenting for grit—but the same dynamics play out in the classroom. In Chapter Ten, I explain why Harvard and other colleges are eager to see students cultivate their grit in extracurricular activities. Finally, a teacher who wants the classroom culture to support grit will find Chapter Twelve full of examples of how to do that.

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