Our brains focus on negative experiences far more easily than positive ones. What should educators do with that knowledge?
Getting Into College – A Helpful Tool
As close as Higher Ed has to True Car / Car Fax for students and parents.
The World’s Education Problems
The problems faced by educators are not unique to the USA.
Holiday Reading List
Here is a potential list of some great reads. Yes, you will find “learning” as a thread that binds them all, but most of these books were not authored with educators as the primary audience.
Friday Campus Connections
Join us every Friday to see how connectedness shows up in “real-world” stories and scenarios. Here are 5 articles, blogs, or other resources that illustrate the power of connectedness. Of course, we’ll keep blogging away too. We hope you’ll stop back by on Monday, to see our newest post. And don’t forget to follow us on twitter (@IICEorg). Happy Friday!
Can Curriculum Kill Curiosity?
Teaching today is far more about classroom management than it is about actually teaching leading to learning. But when you add in Common Core requirements, newly defined elements of “rigor”, high stakes testing, the political and process-based rules setup by people who have often never been in a classroom, as well as the operational issues needed to organize a grouping of people, teaching and learning is often quite strangled – becoming almost impossible.
Learning That Sucks…in the best way possible
If you allow a robotic vacuum to work, it will get your floors cleaner than you can yourself. Likewise, if you create a student-led model for learning, and you cultivate it, your students will learn better than through the traditional, teacher-centric model. And learning won’t “suck” either.
Which Are You? Professor, Lecturer, Instructor or Teacher?
I don’t want my students to say that I lecture, instruct, or profess. Those are all so unidirectional, it makes me lament. This is one of the major problems with education today – the person at the front of the classroom (and it’s almost always at the front), spewing information upon students with an expectation that they will simply soak it all up and then somehow learn. They often talk instead of listening. They seem to inform far more than creating shared meaning (leading to understanding).
What I Should Have Said…
I couldn’t do what my mind was screaming to do which was to yell through the rant explaining that of COURSE it hadn’t worked! The way he went about implementing it was ludicrous! He had coupled poor classroom management skills with a half-baked attempt at a learning model he didn’t even fully understand, so obviously it hadn’t worked!