Education – Communication – Transformation
Most teachers still teach based on what “feels” right to them, which is often really a replication of practices used during their own education. After all, if they are learned people and those methods were used for them, then most people reason that the methods employed were correct. Again, we see confirmation bias at work.
Our brains focus on negative experiences far more easily than positive ones. What should educators do with that knowledge?
From I want to learn, to I will learn. Conation may be the most worthwhile reading and research for all of education.
New instructors, grad assistants, and professors need help navigating teaching and learning frameworks. We’re here to help!
What can the NFL’s most boring Super Bowl show us about better teaching and learning?
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!
I will remain consistent, blogging every week. I will also remain true to the mission of teaching and learning, with the tangential, in-parallel issues always dancing around better learning too.
Educators are moving forward. No longer needing to be convinced of the problems, more leaders than ever are open to talking about (tough) solutions that will actually produce results. My team and I have been given the honor and privilege of executive coaching, institutional consulting, and team development, all of which have begun to transform at scale.
How far the reporting of education has come in only 4 years….
Even how grades are generated, typically at the complete discretion of the professor, is all over the map. Some weight, some curve, some give extra credit, some inflate, some put outcomes over numeric values, some base evaluation off of a single exam, others weigh participation as heavily as course outcomes, and on and on. In other words, grades are different to almost everyone. Yet we all seem to buy into the representative nature of grading, ignoring the elephant in the room.