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 ... And if you care about promoting opportunity and reducing inequality, the classroom is the place to start.”
~ Secretary Arne Duncan, October 9, 2009. 

... or maybe the Internet? Our schools are failing our students... personalized learning coupled with Open and Social can turn this around!

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Posted by Rosevita Warda in education, literacy, self-development. | Leave a comment |

Check out this little report, in which a neuro-scientist explains that the characteristic of an expert is less mental activity, not more.

You become an expert once you gain automaticity around the elements required for expertise.

This used to be called memory, but since ideology has piled a lot of polemic smear on this term in the educational domain, we now call it automaticity.

For the last few decades, teachers were taught that memorizing was "stupid" and that students only needed the ability to think critically and creatively.

I'm all for critical and creative thinking, obviously (who in their right mind wouldn't?). The real issue is, though, that you need a large foundation of underlying knowledge to produce good results. This foundation is largely built through review and repetitive processes. This foundation is automaticity, and it's one of education's primary responsibilities to equip every student with this toolbox.

Automaticity is a term used in neuroscience to describe the moment when you no longer have to think to retrieve knowledge, it's hardwired into your mind, so you can use it effortlessly and easily, without hesitating.

A huge selection of building blocks--in storage and readily available--is needed if you want to build a castle. All the materials have to be within easy reach if you want the architecture and design to convince. If you're busy finding or making up the building blocks "as you go" and "in context" your castle will start to look more like a shack.

Unfortunately, this is what a large groups of ideologues have been preaching in education, and I'm happy that bit by bit we get scientific data from neuroscience that proves that the brain actually works quite differently. Not logically, not rationally, and creatively in a different way than is commonly projected:

It becomes more and more evident that humans most effectively create skill through automaticity, by forming subconscious patterns.

 

Vocabulary more than anything else requires automaticity to be of value. 

Our goal at LearnThat Foundation is to help learners build automaticity quickly and effectively.

Choose from different quiz modules to meet your needs.
Easily interact with usage examples and typical context of words while you get customized and deliberate practice.
Our integrated Open Dictionary of English provides lots of colorful, fun ways to interact with words, while our quiz engine custom designs every session to practice those words that are important to you right now.

Before you know it, you'll be using these words confidently, without any effort.

Posted by Rosevita Warda in how to learn, self-development, vocabulary, your brain and tagged , , . | 2 Comments |

He who would learn to fly one day must first learn to stand and walk and run and climb and dance.
Friedrich Nietzsche 
Posted by Rosevita Warda in how to learn, self-development and tagged , . | Leave a comment |

Spelling mistakes at work

It's not new or surprising: Employing people with weak spelling skills is expensive.

Now, web technology actually let's us measure the damage: A gaziantep bayan escort web entrepreneur reports in this BBC article that fixing a spelling mistake doubled his sales from that page.

William Dutton, Oxford Internet Institute, agrees: "A misspelt word could be a killer issue.”

Spellcheckers can help you fix errors, but they can't replace knowledge.

James Fothergill, the Confederation of British Industry's head of education and skills, said: "Our recent research shows that 42% of employers are not satisfied with the basic reading and writing skills of school and college leavers and almost half have had to invest in remedial training to get their staff's skills up to scratch.

http://www.bbc.co.uk/news/education-14130854

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Posted by Rosevita Warda in literacy, spelling, web development and tagged . | 8 Comments |

Interesting thoughts on IQ and genius by Delanceyplace.com. It talks about how IQ is not static, but develops based on everyday common needs. I bought the book. Looking forward to a more quiet time to read it!

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When applying for retail jobs, having a standout CV is crucial. Learn how to write your resume effectively on the page https://debut.careers/how-to-write-a-cv-resume-for-retail-jobs/ to attract potential employers.
Posted by Rosevita Warda in how to learn, self-development, your brain and tagged , . | Leave a comment |

This will make you cry:

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Posted by Rosevita Warda in autism. | Leave a comment |

Attended a very interesting and engaging event over the weekend: 
ETIS, the symposium of the educational technology industry, here in San Francisco. It is one of my favorite events, because it provides amble opportunity to mix and connect with the greatest minds in educational technology.
Carrying home a stack of cards from new won friends and enjoyed reconnect with old ones. Also carrying home: Two thought reverberating in my mind.
For one, it was exciting to see the call for personalization gain momentum. This is something that's at the very core of LearnThat.org, and it feels great to meet allies and people who share our passion for anytime/anywhere learning. 
The voices are getting louder, the crisis more dire. 
When will the avalanche take off?
Secondly, I engaged in many conversations around professional development and user adoption, partially triggered by being nominated as an innovator company for our Pay-Per-Result personalized payment concept we introduced on our site. We developed this concept in response to administrators asking for guarantees that our technology works, so we designed a concept that provides 100% guaranteed return on investment, supported by 24/7 customer service/chat. You literally only pay for gained, measured learning results, so in essence: We assume responsibility for it working. We don't tell people to trust us based on our marketing... we know that it works, so we give people the option to only pay for measured results.
Some impressions of the problem:
***Programs that were sold to millions of users, yet their analytics show less than 100,000 unique monthly visitors. This seems common in many products. Looks good---strong sales to administrators---low adoption by teachers---does not trickle down to the student.
***Many programs that are lauded as successes, gaining lots of investor support, but that don't have user traction. Are programs not evaluated with basic analytics, like the Alexa toolbar or Google analytics?
***Colleagues stating that 20% first year adoption of their amazing and userfriendly solutions is common in public schools (Quote: "It's different in private schools, because there is more control. In private settings, teachers have to implement what the administrators decide.")
***Our own experience with public school adoptions, taking unreasonable support effort and long start up cycles to implement -- and we tested our software with focus groups of elementary students, so it's not our user interface.
We have still thousands of licenses in our system, paid for years ago, and never claimed because the teachers never came on board.
Everyone is citing "professional development" as the problem (in any other industry, you would call this training, but it has been pointed out to me that teachers take affront with that term).
"We need professional development and more mentoring" is the common chorus.
Honestly, I don't think teachers need any more "professional development" or "training." 
How many hours/weeks/months of professional development should it take to teach the teachers?
The majority of teachers I met so far are capable, smart professionals, passionate about education. They could figure this out in 5 minutes and implement new technology like they do their online banking, facebook social lives and other areas of technology.
What teachers need is an open, honest discussion, respect, and participation in designing 21st century education. They don't need "training" and "mentoring". They need to take ownership of this movement, because they will benefit the most.
If chronic problems don't go away, it's nearly always because too much attention is given to the symptoms, not the underlying causes.
Teachers need assurance that the changes that happen so rapidly (and commonly top-down) are designed to improve their job, not eliminate it. 
Currently, public school teachers are disrespected and underpaid, left insecure and vulnerable, criticized by society for evils they did not create. Understandable that under these conditions their tolerance for change is low. They have no reason to hope that new technology will be anything but another painful yank on their chains. 
The school of the future has to ensure -- and teachers need to know and be able to trust -- that when all is said and done, they will still be the center piece of education, and society has to make a clear decision and commitment to our teachers.
Personalized education has the power to transform the teaching profession and teachers will be 1,000 times happier and more effective because of it.
Professional development should not focus on the use of products and procedures. 
There are many educational products on the market and in any area there are stunning examples of wonderful, user-friendly implementations. Every elementary student could explain these programs to the teacher, if training was really the problem. The problem is that teacher find the very essence of why they chose this career in the first place eroding and threatened. "Professional development" time and resources should be spent to envision the future of personalized learning and to involve teachers in the transition from the traditional classroom to being a mentor of a student on a personalized learning path. 
Personalized learning and the promises technology hold are a dream come true for the teaching profession. Once teachers understand how wonderful teaching in such an environment is, and that they're safe to venture into this new territory, we will have teachers spearheading the movement. 
Teachers who are just doing "a job" might find the transition too troublesome. jetx Resisting change is not tolerated in other areas of society; it should not be permitted in schools. If you're tired of it all (it's understandable) and can't find the energy to engage yourself, find another job or retire. Excuse me, but this is about our children and the future of our society.
Personalized education allows teachers to really spend time and get to know each student, accelerate their progress appropriately, nurture their talents, and provide learning platforms to bring students together in ways that are creative, relaxed, effective, and rewarding for both teachers and students. www.estsolar.lt Estsolar saulės elektrinės ir parkai 
My daughter was fortunate to enjoy such an environment: it's very powerful, and it works.
I hope that more and more teachers and students will start to invest their time, power, and voice to facilitate this change and claim and define their role in this process.
Posted by Rosevita Warda in education, teachers, technology and tagged , , . | Leave a comment |

Deliberate practice has to include 5 key elements. The blue text is quoted from the book referenced below.

Memory and practice create skill

The notion of deliberate practice, first introduced by K. Anders Ericsson in a 1993 Psychological Review article, went far beyond the simple idea of hard work. The key is continual improvement.

'Deliberate practice is a very special form of activity that differs from mere experience and mindless drill,' explains Ericsson. 'Unlike playful engagement with peers, deliberate practice is not inherently enjoyable. It [...] does not involve a mere execution or repetition of already attained skills, but repeated attempts to reach beyond one's current level which is associated with frequent failures.'

[...]  For those on their way to greatness, several themes regarding practice consistently come to light:

1. Practice changes your body. Researchers have recorded a constellation of physical changes (occurring in direct response to practice) in the muscles, nerves, hearts, lungs, and brains of those showing profound increases in skill level in any domain.

2. Skills are specific. Individuals becoming great at one particular skill do not serendipitously become great at other skills. Chess champions can remember hundreds of intricate chess positions in sequence but can have a perfectly ordinary memory for everything else. Physical and intellectual changes are ultraspecific responses to particular skill requirements.

3. The brain drives the brawn. Even among athletes, changes in the brain are arguably the most profound, with a vast increase in precise task knowledge, a shift from conscious analysis to intuitive thinking (saving time and energy), and elaborate self-monitoring mechanisms that allow for constant adjustments in real time.

4. Practice style is crucial. Ordinary practice, where your current skill level is simply being reinforced, is not enough to get better. It takes a special kind of practice to force your mind and body into the kind of change necessary to improve.

5. Short-term intensity cannot replace long-term commitment. Many crucial changes take place over long periods of time. Physiologically, it's impossible to become great overnight. If your iPhone is in need of repair, contact us for professional iPhone repair to get it working flawlessly again.

I love my daily delanceyplace.com newsletter, which guided me to this valuable book. Sign up today!

       The Genius in All of Us: New Insights into Genetics, Talent, and IQ

 

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Posted by Rosevita Warda in how to learn, memory, practice, your brain. | Leave a comment |

Interesting article - http://news.discovery.com/human/autism-puts-brain-growth-in-overdrive-110505.html#mkcpgn=rssnws1

Not really surprising from a parenting perspective. Two years of age is the time when the child discovers a sense of self, and starts to challenge and explore its options in the social network surrounding them ("the terrible two").
Autistic kids have a different sense of self, and low ability to interact socially, so while the "normal" kids get busy figuring out how the people around them respond to a "no" presented in varying levels of intensity, autistic brains just punch out of this social learning process.

Consequently, their brain is growing faster in the cognitive area during this time.

Wondering if MRI can also detect where non-autistic kids grow during this time... wolfbet where does social learning take place? Does that show up on these scans?

Posted by Rosevita Warda in autism, your brain. | Leave a comment |

... you might be dyslexic. 

[from a t-shirt I saw today]

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Posted by Rosevita Warda in dyslexia, Uncategorized and tagged . | Leave a comment |