Thursday, August 25, 2011
Wednesday, August 24, 2011
Tuesday, August 23, 2011
I've had this book on my to-read list for a while and when Barnes and Noble offered it on the Nook for $2.99, I purchased it. Medina is a developmental molecular biologist and explains in plain English how our brain works. I've summarized each rule here and included a little about impact for teachers/schools. The post was too long, so I divvied it up into three posts.
Monday, August 22, 2011
Tuesday, August 16, 2011
- Work these days is heuristic and not algorithmic; meaning it’s less routine and more creative.
- People want to direct their own work and be more self-direct rather than rely on a management hierarchy.
- Rewarding work (the carrot and the stick)
- Contingent rewards (if-then), yield poor results
- For the short term, you might see a boost, but for the long term it worsens
- Contingent rewards are not for creative work; it actually stifles creativity by narrowing the focus
- Giving a reward may signal the task is undesirable
- If you reward a task once, you have to reward always and may even have to increase reward
- Now-that rewards keep creativity because you aren’t telling people up front that there’s a reward
- Non-tangible rewards are best in a now-that scenario.
- Consider praise and/or specific feedback as a reward.
- Employees (and students?) want autonomy over the Four Ts (Chapter 4)
- Task – What to do
- Time – How/when to spend time
- Technique – How to complete task
- Team – With whom to work
- This would be pretty easy to do in a classroom – Can we say Readers’-Writers’ Workshop?!
- Consider a Results Only Work Environment (R.O.W.E.) a la` Best Buy. Doesn’t matter how/when you do it, as long as it gets done well.
- 20% time a la` Google – Employees choose how to spend 20% of their work time. They choose which work-related projects to pursue. This 20% time at Google led to Gmail, Google Talk and Google News, among others. If 20% is too big a place to start, think about 10% or one afternoon per month. I can definitely see classroom implications for this!
- Mastery is a mindset (Carol Dweck) (Chapter 5)
- When setting goals, set learning goals instead of achievement goals. Achievement goals tend to be too narrow and folks could do more.
- Mastery is hard and takes grit/determination/perseverance.
- Mastery takes deliberate practice, but most people want to get better.
- Purpose versus profit. (Chapter 6)
- People are more motivated by having a purpose.
- People want to be a part of something bigger than themselves.
- Am I better today than I was yesterday?
Isee some educational implications of this book, like allowing students choice of assignments, choice of groups/team, etc. I was also glad to see Dweck’s growth mindset cited. Intelligence isn’t fixed and with hard work and dedication, one can grow. We can hold ALL students to high standards. While I don’t think this book is the end-all, be-all, he does make some good points to consider.
Friday, August 12, 2011
Tuesday, August 9, 2011
- What are we preparing our students for?
- Strategic replacements/upgrades of outdated curriculum
- Updates are replacements of outdated content, skills and assessments
- Media, global and digital literacy – what is it and what does it look like?
- Students are processing information differently.
- Most learning isn’t linear.
- Every school should have at least 3 benchmark assessments where students get to “be” a futurist and/or practice new genre(s).
- Have student develop the rubrics – What does a quality __________ (blog, podcast, wiki, etc.) look like?
- New School Versions
- Schedule – What types of schedules would best help kids?
- Student grouping – Why do we always need 3rd graders together?
- Personnel grouping – Why are we only meeting with our content area/department?
- Space (virtual and physical) – Virtual Learning Magnets (Tom Welsh)