albertogp123 via Compfight cc
"Does the rise in IQ scores over the past century mean people are getting smarter? Since the beginning of the twentieth century, IQ scores around the world have been increasing at a rate of around three points per decade, leaving intelligence researchers puzzling over whether historical gains in IQ—known as the “Flynn effect”—reflect an increase in general intelligence or something else, be it better education, better nutrition or even bigger brains. A new paper published in the journal Learning and Individual Differences (2014) may have the answer: We’re getting better at taking tests.
People today are not only staying in school longer, the authors point out, but are more than ever taught to the test: Students are trained in test-taking strategies and heuristics that, according to the paper, can be applied to IQ-type problems. “People are exposed to the formats of tests all the time—they are able to detect certain regularities, and they are able to exploit those regularities,” said Michael Woodley, one of the paper’s co-authors, in an interview over Skype. “You were probably taught in school, for instance, to guess on multiple choice tests.” Even outside the classroom, increasing exposure—often online—to cognitive games like Sudoku, Bridge and Go mean that people are more familiar with IQ-type problems when they sit down to an IQ test. “We live in a more cognitively intense environment than ever,” said Woodley."
http://www.newrepublic.com/article/115787/rising-iq-scores-dont-mean-greater-intelligence
Thursday, December 5, 2013
Friday, November 29, 2013
The Price of Privelege - a must read for all parents in international schools.
I have just spent a few days obsessed by reading a book that brings together so many of the issues that I have noticed developing in international students over the 30 years I have been abroad. This book is a MUST read for all parents attending international schools, as its contents apply as much if not more to them than to the target audience in the USA. To do the book justice I would suggest that families buy two copies, one for mum and one for dad, read a chapter, reflect and discuss its contents. I think it is that important.
Without wishing to spoil its content here is an extract from a blog post that highlighted some of its findings.
10 Strategies for Raising Healthy Kids that Most Parents Ignore
http://tonymorganlive.com/2013/07/08/the-price-of-privilege-10-strategies-for-raising-healthy-kids-that-most-parents-ignore/
- Prioritize family responsibilities over extracurricular activities. ”While demands for outstanding academic or extracurricular performance are very high, expectations about family responsibilities are amazingly low. This kind of imbalance in expectations results in kids who regularly expect others to ‘take up the slack,’ rather than learning themselves how to prioritize tasks or how to manage time.”
- Eat together as a family. “Families who eat together five or more times a week have kids who are significantly less likely to use tobacco, alcohol, or marijuana, have higher grade-point averages, less depressive symptoms, and fewer suicide attempts than families who eat together two or fewer times a week.”
- Let kids begin to solve their own problems. “Certainly there are times when children, particularly young children, need parental intervention. But these times are fewer than we think, and the goal should always be to help the child learn about how to act on his own behalf.”
- Let kids fail when the consequences are small. “By allowing them to get occasionally bruised in childhood we are helping to make certain that they don’t get broken in adolescence. And by allowing them their failures in adolescence, we are helping to lay the groundwork for success in adulthood.”
- Don’t reward kids for their performance. “Never bribe children to learn; it sets the stage for them to depend on rewards of one kind or another to learn. This sets them up to be good performers and poor learners.”
- Allow kids to experience consequences to their actions. “When we mitigate natural consequences for our kids we deprive them of one of life’s most important lessons: that we are held accountable for our actions.”
- Don’t become a kid-centric family. “Mothers and fathers spend whole weekends for months on end shuttling their children to athletic events, ignoring the fact that friendships and marriage suffer under the barrage of child-centered activities.”
- Set boundaries and use appropriate discipline. “Various studies have found that firm parental control is associated with children who can take care of themselves, who are academically successful, who are emotionally well developed, and who are happier.”
- Be real and be vulnerable. “One of the reasons that life in an affluent community can feel so lonely is because affluent people have the resources to buy their way out of many types of trouble and are reluctant to turn to neighbors for fear of being rejected or humiliated.”
- Make healthy marriage a priority. “The best gift you can give your children is a good marriage.”
Does Social Networking give us friends or increase our loneliness?
infocux Technologies via Compfight cc
"Social media can nurture cowardice. It fuels a sense of bravado and gives us false courage to say things online we would never have the guts to say in person. It also provides an all-too-convenient means of hiding behind playing "pretend" and avoiding harsh realities in our lives. During times we most need to be courageous, social media makes it so easy to be a coward. In fact, as you read this now, millions of people are "connecting" and socializing with people they may never meet in person, all while they fail to make eye contact, much less engage in conversation, with people only a few steps away, or sitting right beside them. The former are "safe" and enable us to show only as much as we want. On the other hand, those right around us make us feel vulnerable, leaving us nowhere to hide -- without any means to "auto-enhance" the image we want them to see.
As technology infiltrates our lives we must be more and more deliberate about not losing touch with the people right around us. We must be intentional about turning off our machines and making ourselves available for those people immediately around us -- bravely embracing the awkwardness and imperfection of genuine relationships with real people. Truly meaningful connection demands a degree of vulnerability -- laying down the digital designer masks we can too easily hide behind and revealing who we really are and what is really going on in our less-than-perfect, and sometimes outright messy, lives."
http://www.huffingtonpost.com/margiewarrell/social-media-lonely_b_4034744.html
Here is a short 4 minute video that is connected to the same theme as the article above and is certainly worth watching.
"Social media can nurture cowardice. It fuels a sense of bravado and gives us false courage to say things online we would never have the guts to say in person. It also provides an all-too-convenient means of hiding behind playing "pretend" and avoiding harsh realities in our lives. During times we most need to be courageous, social media makes it so easy to be a coward. In fact, as you read this now, millions of people are "connecting" and socializing with people they may never meet in person, all while they fail to make eye contact, much less engage in conversation, with people only a few steps away, or sitting right beside them. The former are "safe" and enable us to show only as much as we want. On the other hand, those right around us make us feel vulnerable, leaving us nowhere to hide -- without any means to "auto-enhance" the image we want them to see.
As technology infiltrates our lives we must be more and more deliberate about not losing touch with the people right around us. We must be intentional about turning off our machines and making ourselves available for those people immediately around us -- bravely embracing the awkwardness and imperfection of genuine relationships with real people. Truly meaningful connection demands a degree of vulnerability -- laying down the digital designer masks we can too easily hide behind and revealing who we really are and what is really going on in our less-than-perfect, and sometimes outright messy, lives."
http://www.huffingtonpost.com/margiewarrell/social-media-lonely_b_4034744.html
Here is a short 4 minute video that is connected to the same theme as the article above and is certainly worth watching.
Tuesday, November 26, 2013
How Do We Prepare Our Children for What’s Next?
Ainorwei Lin via Compfight cc
"When most of us were deciding what to major in at college, the word Google was not a verb. It wasn’t anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.
Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?
Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It’s hard to say, but when it comes to preparing our kids for what’s ahead, Cathy Davidson has a few ideas. The author of Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn (Viking), who’s also a professor at Duke University, believes that, in light of the fact that “65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet,” we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways."
http://blogs.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/
"When most of us were deciding what to major in at college, the word Google was not a verb. It wasn’t anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.
Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?
Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It’s hard to say, but when it comes to preparing our kids for what’s ahead, Cathy Davidson has a few ideas. The author of Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn (Viking), who’s also a professor at Duke University, believes that, in light of the fact that “65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet,” we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways."
http://blogs.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/
Why kids today need the experience of open-ended exploration and experimentation—otherwise known as tinkering.
Pink Sherbet Photography via Compfight cc
"The people who run Eli Whitney call these hands-on projects "experiments." As they put it: "Experiments are a way of learning things. They require self-guided trial and error, active exploration, and testing by all the senses. Experiments begin with important questions, questions that make you think or that inspire you to create." This process of exploring, testing and finding out is vital to children's intellectual and psychological development—but opportunities to engage in it are fewer than they once were. “My friends and I grew up playing around in the garage, fixing our cars,” says Frank Keil, a Yale University psychologist who is in his early 60's. “Today kids are sealed in a silicon bubble. They don’t know how anything works.”
Many others have noticed this phenomenon. Engineering professors report that students now enter college without the kind of hands-on expertise they once unfailingly possessed. At the Massachusetts Institute of Technology, “we scour the country looking for young builders and inventors,” says Kim Vandiver, dean for undergraduate research. “They’re getting harder and harder to find.” MIT now offers classes and extracurricular activities devoted to taking things apart and putting them together, an effort to teach students the skills their fathers and grandfathers learned curbside on weekend afternoons."
http://us2.campaign-archive2.com/?u=bc04df008d4705e4e77c2eb35&id=699a3c3062&e=5dca57fcc1
"The people who run Eli Whitney call these hands-on projects "experiments." As they put it: "Experiments are a way of learning things. They require self-guided trial and error, active exploration, and testing by all the senses. Experiments begin with important questions, questions that make you think or that inspire you to create." This process of exploring, testing and finding out is vital to children's intellectual and psychological development—but opportunities to engage in it are fewer than they once were. “My friends and I grew up playing around in the garage, fixing our cars,” says Frank Keil, a Yale University psychologist who is in his early 60's. “Today kids are sealed in a silicon bubble. They don’t know how anything works.”
Many others have noticed this phenomenon. Engineering professors report that students now enter college without the kind of hands-on expertise they once unfailingly possessed. At the Massachusetts Institute of Technology, “we scour the country looking for young builders and inventors,” says Kim Vandiver, dean for undergraduate research. “They’re getting harder and harder to find.” MIT now offers classes and extracurricular activities devoted to taking things apart and putting them together, an effort to teach students the skills their fathers and grandfathers learned curbside on weekend afternoons."
http://us2.campaign-archive2.com/?u=bc04df008d4705e4e77c2eb35&id=699a3c3062&e=5dca57fcc1
Friday, November 15, 2013
Will the New SAT Be a Better Barometer for College Readiness?
-Marlith- via Compfight cc
"For the fifth year in a row, less than 50 percent of high schoolers reached the “college and career ready” SAT Benchmark score of 1550, according to the 2013 SAT Report on College and Career Readiness provided by the College Board. While underrepresented minorities’ scores made small gains, and minority test-takers were at an all-time high, the Board agreed that an overall cause for concern was warranted. “This number has remained virtually unchanged for the past five years,” the report stated, “underscoring a need to dramatically increase the number of K-12 students who acquire the skills and knowledge that research demonstrates are critical to college readiness.”
The report shows a direct link between meeting the Benchmark of 1550 and college completion, showing that 54 percent of students scoring 1550 or above completed college in four years, and 77 percent within six. Conversely, only 24 percent of those scoring below 1550 completed college in four years.
At the same time, newly appointed College Board President (and Common Core designer) David Coleman has promised to re-make the SAT. A recent New York Times article reported him saying that the test should focus on “things that matter more so that the endless hours students put into practicing for the SAT will be work that’s worth doing,” and says “the heart” of the new SAT will be analyzing evidence in a range of subjects, from math to literacy to history."
Academic Teaching Doesn’t Prepare Students for Life
"Three questions to guide student-driven learning
As I’ve worked with my students, we’ve come to realize they need to be able to answer three questions, regardless of what we’re researching:
• What are you going to learn?
• How are you going to learn it?
• How are you going to show me you’re learning?
How they get to this last question is often their decision. And what they come up with never fails to surprise me.
My classroom hasn’t always looked like this. But over the past three years we’ve shifted to a constructivist pedagogy that has transformed not only my thinking, but my students as well. Now we learn in an inquiry, PBL, tech-embedded classroom.
The journey at times has been painful and messy, but well worth the work. The biggest lesson I’ve learned is that my students will often exceed my expectations, if only they’re given the chance."
http://plpnetwork.com/2013/11/07/obsession-academic-teaching-preparing-kids-life/
As I’ve worked with my students, we’ve come to realize they need to be able to answer three questions, regardless of what we’re researching:
• What are you going to learn?
• How are you going to learn it?
• How are you going to show me you’re learning?
How they get to this last question is often their decision. And what they come up with never fails to surprise me.
My classroom hasn’t always looked like this. But over the past three years we’ve shifted to a constructivist pedagogy that has transformed not only my thinking, but my students as well. Now we learn in an inquiry, PBL, tech-embedded classroom.
The journey at times has been painful and messy, but well worth the work. The biggest lesson I’ve learned is that my students will often exceed my expectations, if only they’re given the chance."
http://plpnetwork.com/2013/11/07/obsession-academic-teaching-preparing-kids-life/
Sunday, November 10, 2013
Raising Kids In a Digital Age
Penny and Simon via Compfight cc
If you follow the link at the foot of this post you will be taken to a very interesting 23 minute radio chat about issues related to raising children today.
"Last week, the NPR tech team reported a series on kids and digital media, including school-issued iPads, stories about babies and screen time, teens and social media, the science behind video games and more. Bay Area correspondents Steve Henn, Laura Sydell and Eric Westervelt will take you through the week of stories in this 23-minute recording."
http://blogs.kqed.org/mindshift/2013/11/raising-kids-in-a-digital-age/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
If you follow the link at the foot of this post you will be taken to a very interesting 23 minute radio chat about issues related to raising children today.
"Last week, the NPR tech team reported a series on kids and digital media, including school-issued iPads, stories about babies and screen time, teens and social media, the science behind video games and more. Bay Area correspondents Steve Henn, Laura Sydell and Eric Westervelt will take you through the week of stories in this 23-minute recording."
http://blogs.kqed.org/mindshift/2013/11/raising-kids-in-a-digital-age/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Saturday, November 2, 2013
A Key to Understanding Mathematics
ciokkolata_is_ashamed_of_silvio_burlesquoni via Compfight cc
“Mathematics is a way to read the world of nature and technology around us. If a teacher can convey this, the entire world becomes an exciting textbook.”
Lesson for Life
"When you grow up you, tend to get
told that the world is the way it is and your life is just to live your life
inside the world, try not to bash into the walls too much, try to have a nice family,
have fun, save a little money. That’s a very limited life. Life can be much
broader, once you discover one simple fact, and that is that everything around
you that you call life was made up by people that were no smarter than you. And
you can change it, you can influence it, you can build your own things that
other people can use. Once you learn that, you’ll never be the same again.
The minute that you
understand that you can poke life and actually something will, you know if you
push in, something will pop out the other side, that you can change it, you can
mold it. That’s maybe the most important thing. It’s to shake off this
erroneous notion that life is there and you’re just gonna live in it, versus
embrace it, change it, improve it, make your mark upon it.
I think that’s very important and
however you learn that, once you learn it, you’ll want to change life and make
it better, cause it’s kind of messed up, in a lot of ways. Once you learn that,
you’ll never be the same again.”
Most people never pick up the
phone, most people never ask. And that’s what separates, sometimes, the people
that do things from the people that just dream about them. You gotta act. And
you gotta be willing to fail… if you’re afraid of failing, you won’t get very
far.”
Steve Jobs.
Saturday, October 26, 2013
Presence, Not Praise: How To Cultivate a Healthy Relationship with Achievement
loop_oh via Compfight cc
"He goes on to cite psychologists Carol Dweck and Claudia Mueller’s famous 1998 study, which divided 128 children ages 10 and 11 into two groups. All were asked to solve mathematical problems, but one group were praised for their intellect (“You did really well, you’re so clever.”) while the other for their effort (“You did really well, you must have tried really hard.”) The kids were then given more complex problems, which those previously praised for their hard work approached with dramatically greater resilience and willingness to try different approaches whenever they reached a dead end. By contrast, those who had been praised for their cleverness were much more anxious about failure, stuck with tasks they had already mastered, and dwindled in tenacity in the face of new problems. Grosz summarizes the now-legendary findings:
"He goes on to cite psychologists Carol Dweck and Claudia Mueller’s famous 1998 study, which divided 128 children ages 10 and 11 into two groups. All were asked to solve mathematical problems, but one group were praised for their intellect (“You did really well, you’re so clever.”) while the other for their effort (“You did really well, you must have tried really hard.”) The kids were then given more complex problems, which those previously praised for their hard work approached with dramatically greater resilience and willingness to try different approaches whenever they reached a dead end. By contrast, those who had been praised for their cleverness were much more anxious about failure, stuck with tasks they had already mastered, and dwindled in tenacity in the face of new problems. Grosz summarizes the now-legendary findings:
"Ultimately, the thrill created by being told ‘You’re so clever’ gave way to an increase in anxiety and a drop in self-esteem, motivation and performance. When asked by the researchers to write to children in another school, recounting their experience, some of the ‘clever’ children lied, inflating their scores. In short, all it took to knock these youngsters’ confidence, to make them so unhappy that they lied, was one sentence of praise." "http://www.brainpickings.org/index.php/2013/05/23/stephen-grosz-examined-life/
Monday, October 21, 2013
How a Radical New Teaching Method Could Unleash a Generation of Geniuses
Photograph by Peter Yang
"That’s why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion—and uncovering a generation of geniuses in the process."
http://www.wired.com/business/2013/10/free-thinkers/
Friday, October 18, 2013
Is music the key to success?
Thomas Hawk via Compfight cc
"CONDOLEEZZA RICE trained to be a concert pianist. Alan Greenspan, former chairman of the Federal Reserve, was a professional clarinet and saxophone player. The hedge fund billionaire Bruce Kovner is a pianist who took classes at Juilliard.
Multiple studies link music study to academic achievement. But what is it about serious music training that seems to correlate with outsize success in other fields?
"CONDOLEEZZA RICE trained to be a concert pianist. Alan Greenspan, former chairman of the Federal Reserve, was a professional clarinet and saxophone player. The hedge fund billionaire Bruce Kovner is a pianist who took classes at Juilliard.
Multiple studies link music study to academic achievement. But what is it about serious music training that seems to correlate with outsize success in other fields?
The connection isn’t a coincidence. I know because I asked. I put the question to top-flight professionals in industries from tech to finance to media, all of whom had serious (if often little-known) past lives as musicians. Almost all made a connection between their music training and their professional achievements."
Wednesday, October 16, 2013
Ethical Parenting
jef safi \ 'Parker Mojo Flying via Compfight cc
"In this thought-provoking feature in New York Magazine this week, a parent grapples with the ethics of intervening to give kids a “leg up.”
“The kids who learn the lesson of cynicism may in fact suffer less than those who don’t. What parents are really telling children with their constant intervening is that there’s no way for them to succeed on their own, says Harold Koplewicz, a founder of the Child Mind Institute. “The message to the kid is, You aren’t good enough.” He compares these parents to “fixers,” who illicitly manipulate outcomes for their clients. In their effort to build their children’s success, parents may actually be short-circuiting their self-esteem, and stunting their self-efficacy, making them unable to tell the difference between the things they can accomplish in the world, with the application of hard work and native ability, and the things they cannot. Jason Stevens is somewhat blunter. A fixing parent can make a child, he says, ‘crippled. Or entitled. Or both.’”
"In this thought-provoking feature in New York Magazine this week, a parent grapples with the ethics of intervening to give kids a “leg up.”
“The kids who learn the lesson of cynicism may in fact suffer less than those who don’t. What parents are really telling children with their constant intervening is that there’s no way for them to succeed on their own, says Harold Koplewicz, a founder of the Child Mind Institute. “The message to the kid is, You aren’t good enough.” He compares these parents to “fixers,” who illicitly manipulate outcomes for their clients. In their effort to build their children’s success, parents may actually be short-circuiting their self-esteem, and stunting their self-efficacy, making them unable to tell the difference between the things they can accomplish in the world, with the application of hard work and native ability, and the things they cannot. Jason Stevens is somewhat blunter. A fixing parent can make a child, he says, ‘crippled. Or entitled. Or both.’”
Ethical Parenting In the interest of giving kids “a leg up,” parents will do almost anything: They’ll call friends on the board; they’ll pull strings to procure internships; they’ll invite the coach over for dinner; they’ll claim strong adherence to a religion or an ethnic identity that is, in fact, weak; they’ll fake recommendation letters; they’ll neutralize their child’s competition for a spot on the hockey team by whispering something about someone’s alcohol use."
http://nymag.com/news/features/ethical-parenting-2013-10/
http://nymag.com/news/features/ethical-parenting-2013-10/
How To Reap the Most Out of College (Or Any) Education
j.o.h.n. walker via Compfight cc
"A growing body of evidence suggests that the most significant thing about college is not where you go, but what you do once you get there. Historian and educator Ken Bain has written a book on this subject, What The Best College Students Do, that draws a roadmap for how students can get the most out of college, no matter where they go.
As Bain details, there are three types of learners — surface, who do as little as possible to get by; strategic, who aim for top grades rather than true understanding, and finally, deep learners, who leave college with a real, rich education.
Bain then introduces us to a host of real-life deep learners: young and old, scientific and artistic, famous or still getting there. Although they each have their own insights, Bain identifies common patterns in their stories:"
http://blogs.kqed.org/mindshift/2013/10/how-to-reap-the-most-out-of-college-or-any-education/
"A growing body of evidence suggests that the most significant thing about college is not where you go, but what you do once you get there. Historian and educator Ken Bain has written a book on this subject, What The Best College Students Do, that draws a roadmap for how students can get the most out of college, no matter where they go.
As Bain details, there are three types of learners — surface, who do as little as possible to get by; strategic, who aim for top grades rather than true understanding, and finally, deep learners, who leave college with a real, rich education.
Bain then introduces us to a host of real-life deep learners: young and old, scientific and artistic, famous or still getting there. Although they each have their own insights, Bain identifies common patterns in their stories:"
http://blogs.kqed.org/mindshift/2013/10/how-to-reap-the-most-out-of-college-or-any-education/
Saturday, October 12, 2013
Does the PISA test tell us anything about education in China?
cuellar via Compfight cc
"This December, the latest scores will be released from the Programme for International Student Achievement (PISA), a widely followed international assessment. American press coverage—whether web-based, on television, or in old-fashioned print—will decry the mediocre showing of the U.S. and express astonishment at the performance of China. One problem. China does not take the PISA test. A dozen or so provinces in China take the PISA, along with two special administrative regions (Hong Kong and Macao). But journalists and pundits will focus on the results from one province, Shanghai, and those test scores will be depicted, in much of the public discussion that follows, as the results for China. That is wrong.
Turn back the clock to when the last PISA scores (from the 2009 assessment) were released. About seventy nations participated. Shanghai scored number one in the world in all three subjects on which the PISA tests 15-year-olds – reading literacy, science literacy and math literacy – surpassing the previous top scoring nation, Finland. TIME’s headline declared “China Beats out Finland For Top Marks in Education.” The U.S. scored around the international average. Bloomberg’s headline was “U.S. Teens Lag as China Soars on International Test.” The New York Times almost got it right, warning readers in the second paragraph that Shanghai’s scores are “by no means representative of all of China.” But the remainder of the article treated Shanghai as if it were indeed representative of all of China. American journalists are not the only ones confused. In 2012, the BBC was still imputing China’s academic standing from Shanghai’s PISA scores, asking the provocative question, “China: The World’s Most Clever Country?”"
http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2013/10/09-pisa-china-problem-loveless?rssid=education&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+BrookingsRSS/topics/education+(Brookings+Topics+-+Education)
"This December, the latest scores will be released from the Programme for International Student Achievement (PISA), a widely followed international assessment. American press coverage—whether web-based, on television, or in old-fashioned print—will decry the mediocre showing of the U.S. and express astonishment at the performance of China. One problem. China does not take the PISA test. A dozen or so provinces in China take the PISA, along with two special administrative regions (Hong Kong and Macao). But journalists and pundits will focus on the results from one province, Shanghai, and those test scores will be depicted, in much of the public discussion that follows, as the results for China. That is wrong.
Turn back the clock to when the last PISA scores (from the 2009 assessment) were released. About seventy nations participated. Shanghai scored number one in the world in all three subjects on which the PISA tests 15-year-olds – reading literacy, science literacy and math literacy – surpassing the previous top scoring nation, Finland. TIME’s headline declared “China Beats out Finland For Top Marks in Education.” The U.S. scored around the international average. Bloomberg’s headline was “U.S. Teens Lag as China Soars on International Test.” The New York Times almost got it right, warning readers in the second paragraph that Shanghai’s scores are “by no means representative of all of China.” But the remainder of the article treated Shanghai as if it were indeed representative of all of China. American journalists are not the only ones confused. In 2012, the BBC was still imputing China’s academic standing from Shanghai’s PISA scores, asking the provocative question, “China: The World’s Most Clever Country?”"
http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2013/10/09-pisa-china-problem-loveless?rssid=education&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+BrookingsRSS/topics/education+(Brookings+Topics+-+Education)
Monday, October 7, 2013
Children and nature, so important for their education.
zbdh12 via Compfight cc
"Why shouldn't every child spend a week in the countryside every term? Why shouldn't everyone be allowed to develop the kind of skills the children I met were learning: rock climbing, gorge scrambling, caving, night walking, ropework and natural history? Getting wet and tired and filthy and cold, immersing yourself, metaphorically and literally, in the natural world: surely by these means you discover more about yourself and the world around you than you do during three months in a classroom. What kind of government would deprive children of this experience?"
If you are interested in this topic here is a site with a short video that is worth visiting. Richard Louv's book Last Child in the Woods puts forward an excellent case for children spending more time in nature.
http://richardlouv.com/books/last-child/videos/
Tuesday, October 1, 2013
Good Talk: Raising Smart Learners Through Rich Conversations
Lotus Carroll via Compfight cc
While the conversations parents have with their children change as kids grow older, the effect of these exchanges on academic achievement remains strong. And again, the way mothers and fathers talk to their middle-school students makes a difference. Research by Nancy Hill, a professor at Harvard University’s Graduate School of Education, finds that parents play an important role in what Hill calls “academic socialization”—setting expectations and making connections between current behavior and future goals (going to college, getting a good job).
Engaging in these sorts of conversations, Hill reports, has a greater impact on educational accomplishment than volunteering at a child’s school or going to PTA meetings, or even taking children to libraries and museums. When it comes to fostering students’ success, it seems, it’s not so much what parents do as what they say.
http://blogs.kqed.org/mindshift/2013/09/good-talk-raising-smart-learners-through-rich-conversations/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Friday, September 27, 2013
Which Job Skills Will Be Most Important In The Coming Years?
Listen To The Machines
Eric:
One of the most compelling concepts in Average Is Over is “listening to the machine.”
Tyler:
The smarter machines become the more it shapes how human beings have to change. We used to be rewarded for sheer brainpower — smarts — but now if the machine is smarter than you or sometimes smarter than you there’s a new scale, and that’s knowing when to defer. It’s about knowing when are you better and when is the machine better and, of course, increasingly, it’s often the machine. I think of humility as a virtue, a practical virtue that’s making a comeback.
Eric:
Who is poised to do well in the future and what can we do to better prepare for how you see things going?
Tyler:
The people who will do better are those who are very good at working with computers, programming and software. That’s a rather obvious point but I think as income inequality increases people who are very good at positioning themselves in service sectors with some kind of marketing plan or somebody that can grab the attention of wealthier people will do well. Basically, the scarce skills for the future are all about psychology because computers right now still don’t do that very well. The good jobs will be about branding. They’re all about figuring out how to get other people’s attention and I think that’s really the growth sector we’re looking at.
Read more: http://www.bakadesuyo.com/2013/09/average-is-over/#ixzz2g9cXppUx
Wednesday, September 25, 2013
Losing Is Good for You
trustypics via Compfight cc
"Today, participation trophies and prizes are almost a given, as children are constantly assured that they are winners. One Maryland summer program gives awards every day — and the “day” is one hour long. In Southern California, a regional branch of the American Youth Soccer Organization hands out roughly 3,500 awards each season — each player gets one, while around a third get two. Nationally, A.Y.S.O. local branches typically spend as much as 12 percent of their yearly budgets on trophies.
It adds up: trophy and award sales are now an estimated $3 billion-a-year industry in the United States and Canada.
Po Bronson and I have spent years reporting on the effects of praise and rewards on kids. The science is clear. Awards can be powerful motivators, but nonstop recognition does not inspire children to succeed. Instead, it can cause them to underachieve."
http://www.nytimes.com/2013/09/25/opinion/losing-is-good-for-you.html?nl=opinion&emc=edit_ty_20130925&_r=1&
Monday, September 23, 2013
Homework discussion
This post is slightly different from my others because it incorporates two articles and looks at the topic of homework, asking some serious questions about it from different points of view.
Cayusa via Compfight cc
"Esmee is in the eighth grade at the NYC Lab Middle School for Collaborative Studies, a selective public school in the Chelsea neighborhood of Manhattan. My wife and I have noticed since she started there in February of last year that she has a lot of homework. We moved from Pacific Palisades, California, where Esmee also had a great deal of homework at Paul Revere Charter Middle School in Brentwood. I have found, at both schools, that whenever I bring up the homework issue with teachers or administrators, their response is that they are required by the state to cover a certain amount of material. There are standardized tests, and everyone—students, teachers, schools—is being evaluated on those tests. I’m not interested in the debates over teaching to the test or No Child Left Behind. What I am interested in is what my daughter is doing during those nightly hours between 8 o’clock and midnight, when she finally gets to bed. During the school week, she averages three to four hours of homework a night and six and a half hours of sleep.
Some evenings, when we force her to go to bed, she will pretend to go to sleep and then get back up and continue to do homework for another hour. The following mornings are awful, my daughter teary-eyed and exhausted but still trudging to school."
http://www.theatlantic.com/magazine/archive/2013/10/my-daughters-homework-is-killing-me/309514/
4-6 via Compfight cc
"Do American students have too much homework, or too little? We often hear passionate arguments for either side, but I believe that we ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?
The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although surveys show that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to the most recent results from the Program for International Student Assessment (PISA).
In a 2008 survey, one-third of parents polled rated the quality of their children’s homework assignments as fair or poor, and 4 in 10 said they believed that some or a great deal of homework was busywork. A recent study, published in the Economics of Education Review, reports that homework in science, English and history has “little to no impact” on student test scores. (The authors did note a positive effect for math homework.) Enriching children’s classroom learning requires making homework not shorter or longer, but smarter."
http://blogs.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/
Wednesday, September 18, 2013
Reading this will help you understand your Generation Y child better.
Say hi to Lucy.
Lucy is part of Generation Y, the generation born between the late 1970s and the mid 1990s. She's also part of a yuppie culture that makes up a large portion of Gen Y.
It's pretty straightforward—when the reality of someone's life is better than they had expected, they're happy. When reality turns out to be worse than the expectations, they're unhappy.
Lucy is part of Generation Y, the generation born between the late 1970s and the mid 1990s. She's also part of a yuppie culture that makes up a large portion of Gen Y.
I have a term for yuppies in the Gen Y age group—I call them Gen Y Protagonists & Special Yuppies, or GYPSYs. A GYPSY is a unique brand of yuppie, one who thinks they are the main character of a very special story.
So Lucy's enjoying her GYPSY life, and she's very pleased to be Lucy. Only issue is this one thing:
Lucy's kind of unhappy.
To get to the bottom of why, we need to define what makes someone happy or unhappy in the first place. It comes down to a simple formula:
It's pretty straightforward—when the reality of someone's life is better than they had expected, they're happy. When reality turns out to be worse than the expectations, they're unhappy.
To provide some context, let's start by bringing Lucy's parents into the discussion:
http://www.waitbutwhy.com/2013/09/why-generation-y-yuppies-are-unhappy.html
Sunday, September 15, 2013
How to make school better for boys.
deflam via Compfight cc
"Similarly, in Maine, the Portland Press Herald ran an alarming story about the educational deficits of boys—reporting that high school girls outnumber boys by almost a 2-1 ratio in top-10 senior rankings, that men earn about 38 percent of the bachelor's degrees awarded by Maine's public universities, and that boys both rich and poor had fallen seriously behind their sisters. But the director of Women’s Studies at the University of Southern Maine, Susan Feiner, expressed frustration over the sudden concern for boys. “It is kind of ironic that a couple of years into a disparity between male and female attendance in college it becomes ‘Oh my God, we really need to look at this. The world is going to end.’”
Feiner’s complaint is understandable but seriously misguided. It was wrong to ignore women’s educational needs for so long, and cause for celebration when we turned our attention to meeting those needs. But turning the tables and neglecting boys is not the answer. Why not be fair to both? Great Britain, Australia, and Canada are Western democracies just as committed to gender equality as we are. Yet they are seriously addressing their boy gap. If they can do it, so can we."
http://www.theatlantic.com/education/archive/2013/09/how-to-make-school-better-for-boys/279635/
Saturday, September 14, 2013
Parenting in the Age of Digital Technology
(This is a longer read but at least worth scanning through the report)
Wondermonkey2k via Compfight cc
• How widely have mobile media technologies been adopted? Are they making parents’ lives easier?
• How does the role of newer technologies compare to that of “traditional” platforms like television, or to other
technologies such as computers and video games?
• How do parents use media and technology as a parenting tool, to help them get things done, or to educate their
children?
• What role do media and technology play in families’ “together” time?
• How do different parenting practices and parents’ own levels of media and technology use affect the use patterns of
The
study focuses on families with young children an explores what is actually
happening in the lives of real families, from all walks of life. It is based on
an extensive survey of a nationally representative sample of more than 2,300
parents of children from birth to eight years old. (The complete survey questionnaire
and results are provided in the appendix.) The survey was informed by a series
of four focus groups among parents of young children, conducted in California
and Illinois. While parents’ comments from the focus groups and from the survey
are included throughout the report, the key findings and all numeric data in
the report are based on the results of the quantitative national survey.
For children’s advocates, educators, public health groups, policymakers, and parents, it is important to have an accurate understanding of what families’ lives really look like. Thus the goal of the present report is to deepen and sharpen that understanding.
Wondermonkey2k via Compfight cc
"In
the popular press, much is made about how new digital technologies such as
iPads and smartphones are revolutionizing family life. Children and parents
alike now have a growing stream of new technological resources at their fingertips,
offering increased opportunities for engagement, entertainment, and education.
But while anecdotes about families and media abound, empirical evidence on
national trends is much harder to come by.
This study explores how parents are incorporating new digital technologies (iPads, smartphones) as well as older media platforms (TV, video games, and computers) into their family lives and parenting practices:
•
What does the family media and technology environment look like today?This study explores how parents are incorporating new digital technologies (iPads, smartphones) as well as older media platforms (TV, video games, and computers) into their family lives and parenting practices:
• How widely have mobile media technologies been adopted? Are they making parents’ lives easier?
• How does the role of newer technologies compare to that of “traditional” platforms like television, or to other
technologies such as computers and video games?
• How do parents use media and technology as a parenting tool, to help them get things done, or to educate their
children?
• What role do media and technology play in families’ “together” time?
• How do different parenting practices and parents’ own levels of media and technology use affect the use patterns of
children
in the home?
For children’s advocates, educators, public health groups, policymakers, and parents, it is important to have an accurate understanding of what families’ lives really look like. Thus the goal of the present report is to deepen and sharpen that understanding.
Tuesday, September 10, 2013
Struggle Means Learning: Difference in Eastern and Western Cultures
Renato Ganoza via Compfight cc
"I think that from very early ages we [in America] see struggle as an indicator that you're just not very smart," Stigler says. "It's a sign of low ability — people who are smart don't struggle, they just naturally get it, that's our folk theory. Whereas in Asian cultures they tend to see struggle more as an opportunity."
http://www.npr.org/blogs/health/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning
Saturday, September 7, 2013
The learning "sweet spot"
Sweet One via Compfight cc
"Cognitive scientist Daniel Willingham wrote a book called Why Don’t Students Like School?The book is complex and fascinating – and 228 pages – but you can basically boil the answer down to this: Students don’t like school because school isn’t set up to help them learn very well.
The first thing to know is that everyone likes to learn.
“There is a sense of satisfaction, of fulfillment, in successful thinking,” writes Willingham.
But it’s not fun to try to learn something that’s too hard.
“Working on a problem with no sense that you’re making progress is not pleasurable,” writes Willingham. “In fact, it’s frustrating.”
Working on a problem that’s too easy is no fun either. It’s boring.
What people enjoy is working on problems that are the right level of difficulty.
“The problem must be easy enough to be solved yet difficult enough to take some mental effort,” Willingham writes. He calls this the “sweet spot” of difficulty."
http://blogs.kqed.org/mindshift/2013/09/can-technology-help-students-find-the-sweet-spot-for-learning/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
http://blogs.kqed.org/mindshift/2013/09/can-technology-help-students-find-the-sweet-spot-for-learning/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Friday, September 6, 2013
Why Parents Need to Let Their Children Fail
Phub. via Compfight cc
"Thirteen years ago, when I was a relatively new teacher, stumbling around my classroom with wobbly legs, I had to call a student's mother to inform her that I would be initiating disciplinary proceedings against her daughter for plagiarism, and that furthermore, her daughter would receive a zero for the plagiarized paper.
"You can't do that. She didn't do anything wrong," the mother informed me, enraged.
"But she did. I was able to find entire paragraphs lifted off of web sites," I stammered.
"No, I mean she didn't do it. I did. I wrote her paper."
I don't remember what I said in response, but I'm fairly confident I had to take a moment to digest what I had just heard. And what would I do, anyway? Suspend the mother? Keep her in for lunch detention and make her write "I will not write my daughter's papers using articles plagiarized from the Internet" one hundred times on the board? In all fairness, the mother submitted a defense: her daughter had been stressed out, and she did not want her to get sick or overwhelmed.
In the end, my student received a zero and I made sure she re-wrote the paper. Herself. Sure, I didn't have the authority to discipline the student's mother, but I have done so many times in my dreams."
Online Grade books. How should they be used?
Old Shoe Woman via Compfight cc
"We’re not the only family that’s had to decide what to do with “student information systems.” According to Bryan Macdonald, senior vice president of PowerSchool, 70 to 80 percent of the schools that use PowerSchool choose to implement the parent portal, which represents about 9 to 10 million students. “Our best data suggests that over 80 percent of parents and students who have access – meaning their school has enabled remote access – use the system at least once a week…and many users check multiple times a day.”
When I posted a challenge on Facebook encouraging friends to join us in eschewing PowerSchool, I received many comments and emails, none of them neutral. Either PowerSchool and its ilk are best thing that’s ever happened to parenting or the worst invention for helicopter parents since the toddler leash.
Several parents reject the technology on the grounds that they want to talk to their kids face-to-face about school:"
http://www.theatlantic.com/national/archive/2013/09/i-will-not-check-my-sons-grades-online-five-times-a-day/279385/
Monday, September 2, 2013
Creating the 21st century brain
“Executive function means taking things from one file…and combining it with another mental file and putting them together for new applications, solve new problems, for innovation.
With the 21st century coming on, the two biggest needs or issues will be the amount of data…and to analyze the validity and consider how to innovate with it, and how to apply what’s valuable. And so, the need to be able to use executive functions is critical…how do you know what’s valid, how do you judge whether it’s scientifically accurate, opinion versus fact, and those activities through middle school–through debates, through researching…building those skills while that part of the brain is developing is creating the brain for the 21st century.
The other part is innovation and creativity. We don’t know the problems we’ll have in the future. The jobs we have now, 30% of the jobs people are working in now didn’t exist five years ago….We can’t specifically prepare the students for the jobs or the problems they’ll have. We also can’t prepare them for the opportunities. As technology and globalization and communication increase, they’ll be incredible opportunity for creativity and innovation."
http://www.teachthought.com/learning/creating-the-21st-century-brain-for-21st-century-learning/
Saturday, August 31, 2013
Good news for most of the people reading these posts
_DJ_ via Compfight cc
"There are other ways that our mental powers grow as we get older. It’s true that as we age, the brain’s processing speed begins to slow, and memory may sometimes slip, says Margaret Gatz, PhD, professor of psychology, gerontology, and preventive medicine at the University of Southern California. But researchers have recently made some surprising discoveries about what’s really happening in our heads as we age: “We are identifying ways in which older minds hold their own against younger ones and even surpass them,” Gatz says. Here, ten such ways:"
http://anniemurphypaul.com/2013/08/intelligence-beyond-raw-brainpower/#
Nut allegies need to be taken seriously by everyone
"Natalie Giorgi's parents are speaking publicly in hopes of using their daughter's death as a push for change, and a vehicle for educating the public about the seriousness of food allergies.
"This can be a catalyst for a paradigm shift, much the way seat belt use has changed since when we were kids," Louis Giorgi said.
Natalie Giorgi died July 26 after eating a Rice Krispie treat that had been prepared with peanut products at Camp Sacramento on the final day of a multi-family camping trip, her parents said."
Read more: http://www.kcra.com/news/local-news/news-sacramento/parents-of-girl-who-died-of-peanut-allergy-reaction-speak-out/-/12969376/21686610/-/5dla0yz/-/index.html#ixzz2dWqNxUGq
Thursday, August 29, 2013
Video games are the perfect way to teach math
JoeInSouthernCA via Compfight cc
"A change in how we teach math will inevitably also change how we think about math, and therefore, what math is–big picture: how will incorporating games like Wuzzit Trouble into school curricula change math and provide new possibilities for mathematical applications?
Since video games (call them simulators if you prefer) can help people learn mathematics in practical settings, it would make sense to test performance for the majority of students within the games themselves.
Not everyone needs to master symbolic mathematics. And there is good reason to conclude, as I have done in my book that you mentioned above, that many people are unable to get past what I call there the Symbol Barrier. So a rational strategy would be to have everyone learn in videogames (simulators) and evaluate them by their in-game performance, thereby equipping them to use mathematical thinking in the everyday world.
We should reserve study of symbolic mathematics to those intending to be scientists, engineers, etc. When they can use their experience in good video games as a basis on which to ground the symbolic approach. It’s really just replacing one symbol system, the videogame, with another, 15th century symbolic algebra. The latter gained ascendancy when paper was the primary communication medium.
In the era of the digital tablet, that ancient representation system is no longer optimal, at least not uniquely so."
Welcome to my blog. These posts are for ISHCMC parents to learn more about education today. They consist of a short extract from an article with no comment from me. They are selected to make the reader think about their own children's education and their learning experience. It would be appreciated if you could leave a comment that might create a dialogue amongst parents.
Several years ago I did write longer posts that were more provocative and contained more reading but I decided that these were not as popular as shorter articles. If you would like to read some of my previous posts they can be found at http://time2question.wordpress.com/
I will attempt to make a couple of posts each week. Welcome to the exciting world of education of 2013.
Several years ago I did write longer posts that were more provocative and contained more reading but I decided that these were not as popular as shorter articles. If you would like to read some of my previous posts they can be found at http://time2question.wordpress.com/
I will attempt to make a couple of posts each week. Welcome to the exciting world of education of 2013.
In the digital age how to get students excited about going outdoors
"In the opening pages of his moving book Last Child in the Woods, journalist Richard Louv quotes a prescient fourth-grader who told him, “I like to play indoors better, ’cause that’s where all the electrical outlets are.”
http://blogs.kqed.org/mindshift/2013/08/in-the-digital-age-how-to-get-students-excited-about-going-outdoors/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
Since the book came out in 2005, describing the numbers of kids consistently choosing video games and television over building forts and riding bikes, recent research suggests kids are being exposed to less nature. A comprehensive report of outdoor activity released this year by the Outdoor Foundation says that only 38 percent of participants ages 6-12, and 26 percent of kids ages 13-17 reported doing things outside like running, hiking, and biking. “Although participation rates were stable for younger participants from 2011 to 2012,” the report states, “the rates are still significantly lower than they were in 2006.”
http://blogs.kqed.org/mindshift/2013/08/in-the-digital-age-how-to-get-students-excited-about-going-outdoors/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
School has become too hostile for boys
"As school
begins in the coming weeks, parents of boys should ask themselves a question:
Is my son really welcome? A flurry of incidents last spring suggests that the
answer is no. In May, Christopher Marshall, age 7,
was suspended from his Virginia school for picking up a pencil and using it to “shoot” a “bad
guy” — his friend, who was also suspended. A few months earlier, Josh Welch, also 7, was sent home from
his Maryland school for nibbling off the corners of a strawberry Pop-Tart to
shape it into a gun. At about the same time, Colorado’s Alex Evans, age 7,
was suspended for throwing an imaginary hand grenade at “bad guys” in
order to “save the world.”
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