tag:blogger.com,1999:blog-67673292505094284522024-03-14T20:40:10.883+07:00 ISHCMC Food for ThoughtHoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.comBlogger238125tag:blogger.com,1999:blog-6767329250509428452.post-51856802376518279522020-08-30T12:43:00.001+07:002020-08-30T12:43:44.068+07:00Parting Is Such Sweet Sorrow<p> <span style="font-family: arial;">Dear all,</span></p><p><span style="font-family: arial;">This will be my last Food for Thought post as part of ISHCMC, as I leave for Thailand this Sunday (30th), and a change in career and lifestyle. I promise to keep it brief. </span></p><p><span style="font-family: arial;">I want to start by sharing this humorous and yet thought-provoking video, by one of the people who first started me seriously questioning my educational beliefs, Sir Ken Robinson. Sadly, he passed this week and all we have now are the memories of his provoking TED talks, books, and interviews to encourage us to keep questioning our role as educators. I know you will have seen this video before but it is worth taking 20 minutes to re-watch an outstanding public speaker and activist for educational change in action.</span></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/iG9CE55wbtY" width="320" youtube-src-id="iG9CE55wbtY"></iframe></div><p><span style="font-family: arial;">Although I am leaving ISHCMC it will always have an important place in my heart, hence the quote from Romeo and Juliet. I will not forget all the years we have spent together building our learning community and I confidently look forward to hearing about its future growth as a progressive and challenging education for students in HCMC. </span></p><p><span style="font-family: arial;">However, this would not be a Food for Thought without a final provocation. I have spent 38 years in education. The world has changed enormously in that time and is in many ways quite unrecognizable from the early 1980s when I started teaching. One of the most serious changes has been the shift in wealth and income distribution in favor of a very small minority, 1%. How this small group of businessmen is wielding their power and influencing all our lives, through the pursuit of their priorities rather than those of the majority, impacts us all. Although I regret little about my time in education, I do wonder whether I could have done more to ensure that I was not contributing to the rhetoric and mantras that support the thinking of this group.</span></p><p><span style="font-family: arial;">Although you may not share my political beliefs I do feel you have a role to play in ensuring that ISHCMC students, who are very privileged, do not exploit their advantages, and do sincerely reach out and support others who are less fortunate, by taking action and thinking beyond themselves for the well being of all of society. Having lived and worked in developing countries for most of my career, Mexico, Kenya, Thailand, and Vietnam I do worry that I have been seeing a greater degree of entitlement and superiority amongst many international students and their parents.</span></p><p><span style="font-family: arial;">Here is a good TED to end my final provocation.</span></p><p style="line-height: 150%; margin-bottom: 11.25pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"><span style="color: #505050; font-size: 11.5pt; line-height: 150%;"><i><span style="font-family: arial;">"What accounts for our
polarized public life, and how can we begin to heal it? Political philosopher
Michael Sandel offers a surprising answer: those who have flourished need to
look in the mirror. He explores how "meritocratic hubris" leads many
to believe their success is their own doing and to look down on those who
haven't made it, provoking resentment and inflaming the divide between
"winners" and "losers" in the new economy. Hear why we need
to reconsider the meaning of success and recognize the role of luck in order to
create a less rancorous, more generous civic life."</span></i><span style="font-family: Helvetica, sans-serif;"><o:p></o:p></span></span></p><p style="line-height: 150%; margin-bottom: 11.25pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;"><br /></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/T7ez6O4CNmA" width="320" youtube-src-id="T7ez6O4CNmA"></iframe></div><br /><p><span style="font-family: arial;">To finish I would again like to thank you all for your support over the past seven years. For believing in our mission and working hard to make it come true. We have achieved so much in a relatively short time. I wish you all a wonderful future. </span></p><p><span style="font-family: arial;">To reassure you that I am leaving the country, and will not reappear on Monday, I have under the guardianship of Doug, Kate and Will, officially gonged out this morning. Here is the proof.</span></p><p><span style="font-family: arial;">Best wishes, stay safe, healthy and happy,</span></p><p><span style="font-family: arial;">Yours</span></p><p><span style="font-family: arial;">Adrian</span></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwW5-XKwOQ7P55rw9KoShLoXLeKWk6L8mn5HmBv6izJvX2ecLkWo6zWC7bjvg71aiCE-qbCiVe_VkuApdWHyQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /><p><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><br /></div><p><br /></p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><br /></div><p><br /></p><p><br /></p>HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-29333779155488365022020-05-31T10:15:00.002+07:002020-05-31T10:15:49.823+07:00Food for Thought: Is there a case for more pessimism?<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This Food for Thought is not meant to be negative or dark, it is as always to challenge some of our thinking and behaviors, as we prepare our students for the future. Yesterday at the Grade 12 Graduation I centered my closing remark around the opportunities that COVID 19 will present for the Class of 2020 and that they should be optimistic about the future and become involved in making a better world.</span></div>
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<span style="line-height: 107%;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>"The last
four months have changed our world and the pathway that you, the Class of 2020,
will walk. COVID 19 has raised many questions about our future as a species,
the way we live our lives, and the future we will face. No-one here knows how
it will end up. I believe it is important that when you, the Class of 2020,
reflect upon these days it is not only with sadness for the things that you have
missed; gratitude for the way you have been kept safe, happiness at not having
to take the IB Diploma examinations, but also optimism for the opportunities that
will now be presented to you to make this a better world."</i></span><span style="font-size: 16pt;"><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">But was I right? Should I have talked about a more cautious approach, balancing optimism with the need for pessimism? In these two videos, there is much Food for Thought as we prepare students of all ages for their future.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This first video explains, "Why Good Societies are Pessimistic." </span><span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;"><i><span style="font-family: "arial" , "helvetica" , sans-serif;">“It might be normal to imagine that a good society would be one in which a majority of people held optimistic views about themselves, their fellow citizens, and their prospects for their collective futures.</span></i></span></div>
<span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;"><i><span style="font-family: "arial" , "helvetica" , sans-serif;">But, in fact, quite the opposite appears to be true: deep pessimism seems a key ingredient for the maintenance of any good society…”</span></i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The second video is given by <span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;">"Y</span><i style="color: #030303; white-space: pre-wrap;">ale World Fellow Alexander Evans OBE is a British diplomat, academic and expert on Pakistan in 2011. He is a counselor in the British diplomatic service and a visiting senior research fellow at King's College London. He is currently working in Washington DC as a senior advisor to Ambassador Marc Grossman, the U.S. Special Representative for Afghanistan and Pakistan (and formerly to Ambassador Richard Holbrooke until his death in December 2010). He has previously served as a British diplomat in Pakistan and India and as a member of the U.K.'s policy planning staff. Before joining the Foreign Office Alexander was research director at Policy Exchange and director of studies at the Centre for the Study of Financial Innovation, both London think-tanks. He has contributed to books and periodicals including Foreign Affairs and from 2006-2010 held a fellowship at Nuffield College, Oxford. "</i></span><br />
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<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-64261723801205368012020-05-24T07:30:00.000+07:002020-05-24T07:30:09.902+07:00Food for Thought: After COVID 19<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">This week's Food for Thought is two videos that look at life after COVID. The first is two leading journalists from the Economist answering a few questions that I'm sure you have thought about. The second is a conversation between Yuval Harari and the TV programme Hardtalk that touches on even deeper questions about humanity in the future.</span></div>
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<span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">The coronavirus pandemic has presented humanity with an almighty shock. Our evermore interconnected and technologically advanced societies are now in lockdown and we are fearful of our health and economic futures thanks to an invisible virus. HARDtalk’s Stephen Sackur speaks to the Israeli historian and best-selling author Yuval Noah Harari. What 21st-century lesson can we draw from the spread of Covid-19?</span></span><br />
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<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-67607535953023058802020-05-16T07:16:00.002+07:002020-05-16T07:16:36.416+07:00Food for Thought: COVID 19, control or freedom?<div style="line-height: 150%; margin-bottom: 11.25pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">
<span style="color: #505050; font-family: "helvetica" , sans-serif; font-size: 11.5pt; line-height: 150%;">Although I don't particularly like the term 'new normal' it is very likely that as the world reopens after COVID19 there will be changes in the way we live our lives that even 6 months ago we may not have expected, or accepted. Many of my Food for Thoughts over the past few years have talked about AI its impact on us, and the next generation. I believe that the rate at which AI will enter our lives will have been accelerated by the COVID pandemic. </span><br />
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<span style="color: #505050; font-family: "helvetica" , sans-serif; font-size: 11.5pt; line-height: 150%;">The first video focuses on the different approaches to the pandemic situation taken by Chinese and US society and their acceptance of authority whilst the second discusses the dangers of the erosion of freedom that we are allowing to happen as systems like face recognition become more and more every day in our societies. Hopefully, you are thinking about this and where you will draw the line about allowing AI into your life or perhaps even into your body in the future, as pressure will mount to track us and our health for the 'greater good of society.'</span><br />
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<span style="color: #505050; font-family: Arial, Helvetica, sans-serif; line-height: 150%;"><i>"To combat COVID-19, countries
have enforced city-wide shutdowns, stay-at-home orders, and mask mandates -- but
the reaction (and adherence) to these rules have differed markedly in the East
and West. In conversation with TED's head of curation Helen Walters, writer, and
publisher Huang Hung sheds light on how Chinese and American cultural values
shaped their responses to the outbreak -- and provides perspective on why
everyone needs to come together to end the pandemic. (Recorded April 16, 2020)"<o:p></o:p></i></span></div>
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<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 16px; letter-spacing: -0.4px;"><i>"Privacy isn't dead, but face surveillance technology might kill it, says civil rights advocate Kade Crockford. In an eye-opening talk, Kade outlines the startling reasons why this invasive technology -- powered by often-flawed facial recognition databases that track people without their knowledge -- poses unprecedented threats to your fundamental rights. Learn what can be done to ban government use before it's too late."</i></span><br />
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<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-74916287957936451482020-05-10T07:41:00.000+07:002020-05-10T07:41:00.930+07:00Food for Thought: Albert Camus<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Last week's food for Thought was deliberately provocative and I hope that those who read it and watched Michael Moore's new documentary film were left with questions that need answering. This week's Food for Thought will I hope, make you think and ask questions but if a different way.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Unfortunately, I have never been a reader of literary classics. I was put off reading early on in my secondary school education by an arrogant English teacher who was sarcastic and very egotistical. He took great pleasure in sarcasm and cynicism when embarrassing students for their mistakes. Hence, following an incident in class when I was picked on by this teacher, in the English equivalent to Grade 6, I stopped reading for almost 30 years. In the last 20 years, I regained an interest in reading about education, school, and today about what great minds think about the future. My interest in understanding through reading has returned. </span><div>
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<span style="font-family: Arial, Helvetica, sans-serif;">During this period of lockdown, I had time, as I will have when I retire this summer, and I was introduced to the thinking and work of Albert Camus through a Youtube video and this <a href="https://www.nytimes.com/2020/03/19/opinion/sunday/coronavirus-camus-plague.html">NY Times articl</a>e that I was sent. I managed to find a copy of The Plague, and read it. I was amazed at how so many of the events and feelings in this book matched the way we have reacted to COVID 19. Here is the video that made me want to read Camus's book.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Having enjoyed his writing and it's scarily predictive nature, and in many ways accurate insight into human behaviour, I looked for more Camus to read and discovered this work that formed the substance for his lecture tour of the United States, The Human Crisis. Written following the 2ndWW it too contains thoughts that we would be wise to consider as we reshape our present world. Here is this Viggo Mortensen, of Lord of The Rings fame reading Camus's lecture as part of the 70 years celebration of that lecture tour.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">As a school, we have focused on positive emotions. Following the crisis of COVID 19, there are many people both here in Vietnam and at home that we need to be grateful for their actions and work. Albert Camus was awarded the Nobel Prize for Literature in 1957 and his response was to write this to one of his elementary school teachers:</span></div>
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<span style="background-color: white; color: rgba(0, 0, 0, 0.84); letter-spacing: -0.063px;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>"I don't make too much of this sort of honour” but “at least it gives me the opportunity to tell you what you have been and still are for me, and to assure you that your efforts, your work, and the generous heart you put into it still live in one of your little schoolboys who, despite the years, has never stopped being your grateful pupil.”</i></span></span></div>
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HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com1tag:blogger.com,1999:blog-6767329250509428452.post-37684746688750916242020-04-30T09:29:00.001+07:002020-04-30T09:29:56.350+07:00Food For Thought: Earth Day ProvocationRecently my posts have been quite tame so I thought that this one would be a bit more provocative. I didn't have time to post about Earth Day, other than the video that I shared with students. So this first video is a lovely ode to the Earth that expresses our gratitude for what we have and should be protecting.<br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Then I read this <a href="https://www.forbes.com/sites/jackkelly/2020/04/27/billionaires-are-getting-richer-during-the-covid-19-pandemic-while-most-americans-suffer/#7151dce34804">article about how the billionaires</a> are getting richer and richer during COVID 19. You might say what has that got to do with Earth Day. Well, this is where it starts to become provocative. Is this the way of the world, the rich benefit from others' misfortunes whether it be health or environmental?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I have been a Michael Moore fan for years because he doesn't try to be politically correct. One could argue that political correctness is what has got us into such a mess politically around the world. Anyway, that is another story. On Earth Day Michael Moore released a documentary film, Planet Humans, and claimed that we should all watch it. So I did. This is the link to the rich getting richer. Guess what? The richest people in the world are now making money from the "green movement" and driving them in a direction that isn't particularly 'green' but makes money, eg biomass fuel. As always I leave it up to you to decide what you think.</span><br />
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<span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;"><i><span style="font-family: "arial" , "helvetica" , sans-serif;">"Michael Moore presents Planet of the Humans, a documentary that dares to say what no one else will this Earth Day — that we are losing the battle to stop climate change on planet earth because we are following leaders who have taken us down the wrong road — selling out the green movement to wealthy interests and corporate America. This film is the wake-up call to the reality we are afraid to face: that in the midst of a human-caused extinction event, the environmental movement’s answer is to push for techno-fixes and band-aids. It's too little, too late.
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</span></i></span><span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;"><i><span style="font-family: "arial" , "helvetica" , sans-serif;">Removed from the debate is the only thing that MIGHT save us: getting a grip on our out-of-control human presence and consumption. Why is this not THE issue? Because that would be bad for profits, bad for business. Have we environmentalists fallen for illusions, “green” illusions, that are anything but green, because we’re scared that this is the end—and we’ve pinned all our hopes on biomass, wind turbines, and electric cars? </span></i></span><span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;"><i><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></i></span><span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;"><i><span style="font-family: "arial" , "helvetica" , sans-serif;">No amount of batteries are going to save us, warns director Jeff Gibbs (lifelong environmentalist and co-producer of “Fahrenheit 9/11” and “Bowling for Columbine"). This urgent, must-see movie, a full-frontal assault on our sacred cows, is guaranteed to generate anger, debate, and, hopefully, a willingness to see our survival in a new way—before it’s too late."</span></i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Finally, as I would have predicted because you can't criticize the rich, that's fake news, or politically incorrect, the "green movement" wants Michael Moores film banned and taken down as this <a href="https://www.theguardian.com/environment/2020/apr/28/climate-dangerous-documentary-planet-of-the-humans-michael-moore-taken-down">Guardian article</a> points out.</span><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">"Planet of the Humans has provoked a furious reaction from scientists and campaigners, however, who have called for it be taken down. Films for Action, an online library of videos, temporarily took down the film after <a class="u-underline" data-link-name="in body link" href="https://www.filmsforaction.org/watch/michael-moore-presents-planet-of-the-humans/" style="background: transparent; border-bottom: 0.0625rem solid rgb(220, 220, 220); color: #ab0613; cursor: pointer; text-decoration-line: none !important; touch-action: manipulation; transition: border-color 0.15s ease-out 0s;">describing it as “full o</a><a class="u-underline" data-link-name="in body link" href="https://www.filmsforaction.org/watch/michael-moore-presents-planet-of-the-humans/" style="background: transparent; border-bottom: 0.0625rem solid rgb(220, 220, 220); color: #ab0613; cursor: pointer; text-decoration-line: none !important; touch-action: manipulation; transition: border-color 0.15s ease-out 0s;">f misinformation”</a>, though they later reinstated it, saying they did not want accusations of censorship to give the film “more power and mystique than it deserves”. <a class="u-underline" data-link-name="in body link" href="https://www.youtube.com/watch?v=Zk11vI-7czE" style="background: transparent; border-bottom: 0.0625rem solid rgb(220, 220, 220); color: #ab0613; cursor: pointer; text-decoration-line: none !important; touch-action: manipulation; transition: border-color 0.15s ease-out 0s;">A free version on YouTube </a>has been viewed more than 3m times.</span></i></div>
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<i><span style="font-family: Arial, Helvetica, sans-serif;">A <a class="u-underline" data-link-name="in body link" href="https://twitter.com/joshfoxfilm/status/1253572812591247360/photo/2" style="background: transparent; border-bottom: 0.0625rem solid rgb(220, 220, 220); color: #ab0613; cursor: pointer; text-decoration-line: none !important; touch-action: manipulation; transition: border-color 0.15s ease-out 0s;">letter</a> written by Josh Fox, who made the documentary <a class="u-underline" data-link-name="in body link" href="https://www.theguardian.com/film/2011/jan/13/gasland-review" style="background: transparent; border-bottom: 0.0625rem solid rgb(220, 220, 220); color: #ab0613; cursor: pointer; text-decoration-line: none !important; touch-action: manipulation; transition: border-color 0.15s ease-out 0s;">Gasland</a>, and signed by various scientists and activists, has urged the removal of “shockingly misleading and absurd” film for making false claims about renewable energy. Planet of the Humans “trades in debunked fossil fuel industry talking points” that question the affordability and reliability of solar and wind energy, the letter states, pointing out that these alternatives are now cheaper to run than fossil fuels such as coal."</span></i></div>
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<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-37440744090105057622020-04-19T07:18:00.000+07:002020-04-19T07:18:01.112+07:00This is the moment. Gary S Stager<div class="n p" style="background-color: white; box-sizing: inherit; color: rgba(0, 0, 0, 0.8); display: flex; font-family: medium-content-sans-serif-font, -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, Oxygen, Ubuntu, Cantarell, "Open Sans", "Helvetica Neue", sans-serif; justify-content: center;">
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<span style="font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em;">I hope that anyone reading this is healthy and sane during this period of uncertainty. Teachers and kids alike are grieving over the loss of freedom, social interactions, and normalcy. Many families, even those never before considered at-risk, are terrified of the potential for financial ruin or catastrophic health risks. Since I’m all about the love and spreading optimism, I humbly share a silver-lining for teachers and the kids that they serve.</span></h1>
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The fact that you are being told to “teach online” in some vague version of “look busy” may mean that teachers are finally being trusted. Districts large and small are abandoning grading as they recognize that education (at home) is inequitable. I guess it’s better late than never to discover the obvious.</div>
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Parents and superintendents are vanquishing the needless infliction of nonsense known as homework. Standardized testing is being canceled, an actual miracle. Colleges have recognized that enrolling students next Fall is more important than SAT or ACT scores. Each of these emergency measures has been advocated by sentient educators forever.</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">So, there is reason to celebrate (briefly), but then you must <em class="ic" style="box-sizing: inherit;">act! </em>Use this time to remake schooling in a way that’s more humane, creative, meaningful, and learner-centered. This is your moment!</span></div>
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In the absence of compelling models of what’s possible, the forces of darkness will fill the void. Each of us needs to create models of possibility.</div>
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The fact that kids’ days are now unencumbered by school could mean that they finally have adequate time to work on projects that matter rather than being interrupted every 23 minutes. I recently wrote, <a class="bx fw id ie if ig" href="http://constructingmodernknowledge.com/?p=4190" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">What’s Your Hurry?,</a> about teaching computer programming, but it’s applicable to other disciplines.</div>
<div class="hn ho ap ce hp b hq hr hs ht hu hv hw hx hy hz ia dq" data-selectable-paragraph="" id="5d28" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; margin-bottom: -0.46em; margin-top: 2em; word-break: break-word;">
<a class="bx fw id ie if ig" href="http://stager.org/articles/goodpbl.pdf" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Project-based learning</a> offers a context for learner-centered pedagogy. I was reminded that the new edition of our book, “<a class="bx fw id ie if ig" href="http://inventtolearn.com/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Invent To Learn — Making, Tinkering, and Engineering in the Classroom</a>,” includes several chapters on effective prompt setting that may be useful in designing projects for kids at home. <a class="bx fw id ie if ig" href="https://amzn.to/2CRw4AY" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Invent To Learn</a> also lays out the case for learning-by-doing. Use that information to guide your communication with administrators, parents, and the community.</div>
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The following are but a few suggestions for seizing the moment and reinventing education after this crisis is resolved so we may all return to a new, better, normal.</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Practice “Less us, more them”</span></div>
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Anytime a teacher feels the impulse to intervene in an educational transaction, it is worth pausing, taking a breath, and asking, “Is there less that I can do and more that the student(s) can do?” The more agency shifted to the student, the more they will learn.</div>
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One exercise you can practice teaching online, as well as face-to-face, is talk less. If you typically lecture for 40 minutes, try 20. If you talk for 20 minutes, try 10. If you talk for 10, try 5. In my experience, there is rarely an instance in which a minute or two of instruction is insufficient before asking students to <em class="ic" style="box-sizing: inherit;">do</em>something. While teaching online, try not to present content, but rather stimulate discussion or organize activities to maximize student participation. Piaget reminds us that “knowledge is a consequence of experience.”</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Remember, less is more</span></div>
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My colleague Brian Harvey once said, “The key to school reform is throw out half the curriculum — any half.” This is wise advice during sudden shift to online teaching and the chaos caused by the interruption of the school year.</div>
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Focus on the big ideas. Make connections between topics and employ multiple skills simultaneously. Abandon the compulsion to “deliver” a morbidly obese curriculum. Simplify. Edit. Curate.</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Launch students into open-ended learning adventures</span></div>
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Learning adventures are a technique I became known for when I began teaching online in the 1990s. This process is described in the 2008 paper, <a class="bx fw id ie if ig" href="http://stager.org/articles/72_Stager.pdf" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Learning Adventures: A new approach for transforming real and virtual classroom environments</a>.</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Inspire kids to read entire books</span></div>
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Since the bowdlerized and abridged basals are locked in school, encourage kids to luxuriate with real books! Imagine if kids had the freedom to select texts that interest them and to read them from cover-to-cover without a comprehension quiz or vocabulary lesson interrupting every paragraph! Suggest that kids post reviews on <a class="bx fw id ie if ig" href="https://amzn.to/3alN8gx" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Amazon.com</a> for an authentic audience rather than making a mobile or writing a five-paragraph essay. Use <a class="bx fw id ie if ig" href="https://amzn.to/3alN8gx" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Amazon.com</a> or <a class="bx fw id ie if ig" href="https://www.goodreads.com/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Goodreads</a> to find other books you might enjoy.</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Tackle a new piece of software</span></div>
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Been meaning to learn <em class="ic" style="box-sizing: inherit;">Final Cut X</em>, <em class="ic" style="box-sizing: inherit;">Lightroom</em>, a new programming language, or any other piece of sophisticated software? Employ groups of kids to tackle the software alone or together and employ their knowledge once school returns. Let them share what they know and lead.</div>
<div class="hn ho ap ce hp b hq hr hs ht hu hv hw hx hy hz ia dq" data-selectable-paragraph="" id="eff3" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; margin-bottom: -0.46em; margin-top: 2em; word-break: break-word;">
<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Contribute to something larger than yourself</span></div>
<div class="hn ho ap ce hp b hq hr hs ht hu hv hw hx hy hz ia dq" data-selectable-paragraph="" id="74b9" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; margin-bottom: -0.46em; margin-top: 2em; word-break: break-word;">
This is the time for teachers to support kids in creating big creative projects. Write a newspaper, novel, poetry anthology, play, cookbook, or joke book. Make a movie and then make it better. Create a virtual museum. Share your work, engage in peer editing, and share to a potentially infinite audience.</div>
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<a class="bx fw id ie if ig" href="https://youtu.be/QagzdvzzHBQ" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">https://youtu.be/QagzdvzzHBQ</a></div>
<div class="hn ho ap ce hp b hq hr hs ht hu hv hw hx hy hz ia dq" data-selectable-paragraph="" id="65f5" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; margin-bottom: -0.46em; margin-top: 2em; word-break: break-word;">
Check out what <a class="bx fw id ie if ig" href="https://www.npr.org/sections/coronavirus-live-updates/2020/03/24/821041006/virtual-love-sweet-love-from-quarantined-berklee-college-of-music-students" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Berklee College of Music students</a> have already done!</div>
<div class="hn ho ap ce hp b hq hr hs ht hu hv hw hx hy hz ia dq" data-selectable-paragraph="" id="211b" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; margin-bottom: -0.46em; margin-top: 2em; word-break: break-word;">
<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Teach Well</span></div>
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Use this time to rev-up or revive sound pedagogical practices like genre study, author study, process writing, interdisciplinary projects and the other educative good stuff too often sacrificed due to a lack of sufficient time. You now have the time to teach well.</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Take note of current events</span></div>
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Daily life offers a world of inspiration and learning invitations. Why not engage kids in developmentally appropriate current events or take advantage of opportunities like <a class="bx fw id ie if ig" href="https://about.jstor.org/oa-and-free/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">JSTOR being open to the public</a> during the COVID-19 crisis? Here’s a possible student prompt.</div>
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<div class="hn ho ap ic hp b hq hr hs ht hu hv hw hx hy hz ia dq" data-selectable-paragraph="" id="a577" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; font-style: italic; letter-spacing: -0.004em; line-height: 1.58; margin-bottom: -0.46em; margin-top: 2em; word-break: break-word;">
“Go to <a class="bx fw id ie if ig" href="https://about.jstor.org/oa-and-free/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">JSTOR</a>, figure out how it works, find an interesting article, and share what you learned with the class.”</div>
</blockquote>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Let Grow</span></div>
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Change the world by challenging students to learn something on their own by embracing the simple, yet profound, <a class="bx fw id ie if ig" href="https://letgrow.org/schools" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Let Grow school project</a>. A simple assignment asks kids to do something on their own with their parent’s permission and share their experiences with their peers.</div>
<div class="hn ho ap ce hp b hq hr hs ht hu hv hw hx hy hz ia dq" data-selectable-paragraph="" id="b3a3" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; margin-bottom: -0.46em; margin-top: 2em; word-break: break-word;">
<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Stand on the shoulders of giants</span></div>
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Every problem in education has been solved and every imaginable idea has been implemented somewhere. Teachers should use this time to read books about education written by experts and learn the lessons of the masters.</div>
<ul class="" style="box-sizing: inherit; list-style: none none; margin: 0px; padding: 0px;">
<li class="hn ho ap ce hp b hq hr hs ht hu hv hw hx hy hz ia ij ik il" data-selectable-paragraph="" id="f9d1" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 2em; padding-left: 0px;">Here are a <a class="bx fw id ie if ig" href="http://stager.tv/blog/?p=4254" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">few of my favorite books</a> all teachers and administrators should read.</li>
<li class="hn ho ap ce hp b hq ip hs iq hu ir hw is hy it ia ij ik il" data-selectable-paragraph="" id="9ef9" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;">Here is a free e-book anthology I assembled featuring classic texts related to progressive education. Download <a class="bx fw id ie if ig" href="http://cmkfutures.com/dreams/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Dreams of Democratic Education</a>.</li>
</ul>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Take time for some culture</span></div>
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There is no excuse to miss out on all of the cultural activities being shared online from free <a class="bx fw id ie if ig" href="https://www.insider.com/stream-shakespeare-plays-online-globe-theatre-london-2020-3" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Shakespeare from the Globe Theatre</a>, <a class="bx fw id ie if ig" href="https://www.insider.com/best-broadway-shows-you-can-stream-for-free-online-coronavirus-2020-3#romeo-and-juliet-1" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Broadway shows</a>, <a class="bx fw id ie if ig" href="https://www.metopera.org/about/press-releases/met-launches-nightly-met-opera-streams-a-free-series-of-encore-live-in-hd-presentations-streamed-on-the-company-website-during-the-coronavirus-closure/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">operas</a>, <a class="bx fw id ie if ig" href="https://www.youtube.com/watch?v=OGkB32Wa1JY" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">living room concerts</a>, <a class="bx fw id ie if ig" href="https://www.facebook.com/chickcorea/videos/352065152377970/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">piano practice with Chick Corea</a>, and exciting <a class="bx fw id ie if ig" href="https://t.co/BvSDJUTJ36?amp=1" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">multimedia collaborations</a>. Many of these streams are archived on social media, YouTube, or the Web. Bring some peace, beauty, and serenity into your home.</div>
<div class="hn ho ap ce hp b hq hr hs ht hu hv hw hx hy hz ia dq" data-selectable-paragraph="" id="60b1" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; margin-bottom: -0.46em; margin-top: 2em; word-break: break-word;">
The following are some links, albeit incomplete and subjective, to free streaming cultural events.</div>
<ul class="" style="box-sizing: inherit; list-style: none none; margin: 0px; padding: 0px;">
<li class="hn ho ap ce hp b hq hr hs ht hu hv hw hx hy hz ia ij ik il" data-selectable-paragraph="" id="baa6" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 2em; padding-left: 0px;"><a class="bx fw id ie if ig" href="https://www.livefromourlivingrooms.com/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">April 1–7 Live from Our Living Rooms Concert series</a> to benefit out-of-work musicians.</li>
<li class="hn ho ap ce hp b hq ip hs iq hu ir hw is hy it ia ij ik il" data-selectable-paragraph="" id="6a85" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;"><a class="bx fw id ie if ig" href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=2ahUKEwjR4KzbibjoAhVLmXIEHetHC28QFjABegQIBhAB&url=https%3A%2F%2Fwww.npr.org%2F2020%2F03%2F17%2F816504058%2Fa-list-of-live-virtual-concerts-to-watch-during-the-coronavirus-shutdown&usg=AOvVaw3L0VLfnB8s4FbycUJv8Odn" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">NPR’s calendar of online concerts</a></li>
<li class="hn ho ap ce hp b hq ip hs iq hu ir hw is hy it ia ij ik il" data-selectable-paragraph="" id="e7a0" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;"><a class="bx fw id ie if ig" href="https://www.billboard.com/articles/columns/pop/9335531/coronavirus-quarantine-music-events-online-streams" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Billboard Magazine’s calendar of streaming concerts</a></li>
<li class="hn ho ap ce hp b hq ip hs iq hu ir hw is hy it ia ij ik il" data-selectable-paragraph="" id="2767" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;"><a class="bx fw id ie if ig" href="https://www.youtube.com/playlist?list=PLqhIRO8y9HlDkZ6K1bskm1wexxDfX_75S" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Jazz at Lincoln Center full concerts</a></li>
<li class="hn ho ap ce hp b hq ip hs iq hu ir hw is hy it ia ij ik il" data-selectable-paragraph="" id="adfb" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;"><a class="bx fw id ie if ig" href="https://www.jazz.org/blog/coronavirus-jazz-livestreams/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">List of streaming jazz concerts</a></li>
<li class="hn ho ap ce hp b hq ip hs iq hu ir hw is hy it ia ij ik il" data-selectable-paragraph="" id="abdf" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;"><a class="bx fw id ie if ig" href="https://www.forbes.com/sites/sarahturner/2020/03/22/the-london-west-end-shows-you-can-now-see-online/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">The London West End Shows You Can Now See Online</a></li>
<li class="hn ho ap ce hp b hq ip hs iq hu ir hw is hy it ia ij ik il" data-selectable-paragraph="" id="2d47" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;"><a class="bx fw id ie if ig" href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=2ahUKEwjR4KzbibjoAhVLmXIEHetHC28QFjAFegQIARAB&url=https%3A%2F%2Ftechcrunch.com%2F2020%2F03%2F23%2Famazon-prime-video-is-streaming-kids-movies-and-tv-for-free-no-prime-membership-required%2F&usg=AOvVaw1fx8-nx7AIQ82kCIuGTTom" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Amazon Prime Video is streaming kids’ movies and TV for free</a></li>
<li class="hn ho ap ce hp b hq ip hs iq hu ir hw is hy it ia ij ik il" data-selectable-paragraph="" id="c3b7" style="box-sizing: inherit; color: rgba(0, 0, 0, 0.84); font-family: medium-content-serif-font, Georgia, Cambria, "Times New Roman", Times, serif; font-size: 21px; letter-spacing: -0.004em; line-height: 1.58; list-style-type: disc; margin-bottom: -0.46em; margin-left: 30px; margin-top: 1.05em; padding-left: 0px;"><a class="bx fw id ie if ig" href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=2ahUKEwjR4KzbibjoAhVLmXIEHetHC28QFjAHegQICBAB&url=https%3A%2F%2Fwww.fastcompany.com%2F90477701%2Fheres-how-to-try-every-major-streaming-service-for-free-during-coronavirus-quarantine&usg=AOvVaw2ajHY5fHFLRbbETLzA3meG" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">How to try streaming services for free during coronavirus</a></li>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Apprentice with the world’s greatest living mathematician</span></div>
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In <a class="bx fw id ie if ig" href="http://reinventingmath.com/?p=87" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">A Personal Road to Reinventing Mathematics Education</a>, I wrote about how I have been fortunate enough to know and spend time with some of the world’s most prominent mathematicians and that while not a single one of them ever made me feel stupid, plenty of math teachers did. <a class="bx fw id ie if ig" href="https://www.stephenwolfram.com/about/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Stephen Wolfram</a> is arguably the world’s leading mathematician/scientist/computer scientist. Over the past few years, he has become interested in teachers, kids, and math education. Dr. Wolfram spoke at <a class="bx fw id ie if ig" href="http://constructingmodernknowledge.com/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Constructing Modern Knowledge,</a> runs an annual <a class="bx fw id ie if ig" href="https://education.wolfram.com/summer/camp/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">summer camp</a> for high school mathematicians, and has made many of his company’s remarkable computational tools available for learners.</div>
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Acknowledging that many students are home do to the pandemic this week, Wolfram led a free online <a class="bx fw id ie if ig" href="https://www.twitch.tv/videos/575205523" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Ask Me Anything session</a> about an array of math and science topics, ostensibly for kids, as well as a “follow-along” <a class="bx fw id ie if ig" href="https://www.twitch.tv/videos/576087521" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">computation workshop</a>. You, your children, or your students have unprecedented access to all sorts of expertise, just a click away! This is like Albert Einstein making house calls!</div>
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A bit of exploration will undoubtedly uncover experts in other disciplines sharing their knowledge and talents online as well.</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Abandon hysterical internet policies</span></div>
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The immediate need for laptops, Internet access, student email, plus the expedient use of available technologies like YouTube, FaceTime, Skype, Twitter, Instagram, and Zoom has instantly dispelled the hysterical and paranoid centralized approach to the Internet schools have labored under for the past twenty-five years. The Internet has never been dependent on the policies of your school or your paraprofessional IT staff to succeed. Perhaps we will learn what digital citizenship actually looks like after teachers and children are treated like modern citizens.</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Heed Seymour Papert’s advice</span></div>
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When I worked with Seymour Papert, he created a document titled, “<a class="bx fw id ie if ig" href="https://inventtolearn.com/around-the-world-with-the-8-big-ideas-of-the-constructionist-learning-lab/#bigideasenglish" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Eight Big Ideas Behind the Constructionist Learning Lab.</a>” This one sheet of paper challenges educators to create productive contexts for learning in the 21st Century. Can you aspire to make <a class="bx fw id ie if ig" href="https://inventtolearn.com/around-the-world-with-the-8-big-ideas-of-the-constructionist-learning-lab/#bigideasenglish" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">these recommendations</a> a reality in your classroom(s)?</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Do twenty things to do with a computer</span></div>
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In 1971, Seymour Papert and Cynthia Solomon published, <a class="bx fw id ie if ig" href="http://stager.tv/blog/?p=1616" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Twenty Things to Do with a Computer</a>. How does your school measure up a half-century later?</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Program your own Gameboy</span></div>
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Yes, you read that correctly. <a class="bx fw id ie if ig" href="https://inventtolearn.com/program-your-own-gameboy/" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Here is everything you need</a> to know to write your own computer games, build an arcade, or program a handheld gaming device!</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Teach reading and programming simultaneously</span></div>
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Upper elementary and middle school students could learn to program in Scratch and develop their reading fluency at the same time. Learn how in <a class="bx fw id ie if ig" href="http://stager.tv/blog/?p=4153" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">A Modest Proposal</a>.</div>
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<span class="hp ib" style="box-sizing: inherit; font-weight: 700;">Share my sense of optimism</span></div>
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Shortly before the COVID-19 crisis, I published, <a class="bx fw id ie if ig" href="http://stager.tv/blog/?p=4547" rel="noopener nofollow" style="-webkit-tap-highlight-color: transparent; background-image: url("data:image/svg+xml; background-position: 0px calc(1em + 1px); background-repeat: repeat-x; background-size: 1px 1px; box-sizing: inherit; http: //www.w3.org/2000/svg\"><line x1=\"0\" y1=\"0\" x2=\"1\" y2=\"1\" stroke=\"rgba(0, 0, 0, 0.84)\" /></svg>"); text-decoration-line: none;" target="_blank">Time for Optimism</a>, in which I shared reasons why progressive education is on the march and how we might teach accordingly. We can do this!</div>
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HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-81295157223369058482020-04-12T07:53:00.000+07:002020-04-12T07:53:09.082+07:00Food for Thought: Emotions can impact our physical well being more than we imagine<span style="background-color: white; color: #333333; font-family: Arial, Helvetica, sans-serif; letter-spacing: -0.4px;">Happy Easter. Rabbits do get a mention in this video that I want to share with you. It is about our hearts and our emotions. I have been very impressed by the way our professional community has come together and supported each other through these days of social distancing and quarantining. I believe this is all part of the interwoven tapestry of our culture of care. We have through mindfulness, positive education, focusing on positive emotions created a culture that connects, cares and is resilient. These days have shown that we care for each other and for each of our students. It is why our approach to educating students, and this emergency situation, is and will be even more the right way of educating children in the 2020s. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; letter-spacing: -0.4px;">Why I am sharing this talk is because I have always believed that if we are going to be successful and believe in something it has to come from the heart. However, I used the word 'heart' figuratively as I only saw it as an organ that kept us alive. This talk goes much deeper and gives us greater insight into the connection between our emotions, our hearts, and our health. </span>Reflecting on this talk made me realize how important our mission of empowering students with skills like mindfulness and positive emotions is for them to take control of their lives.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; letter-spacing: -0.4px;">"A record of our emotional life is written on our hearts," says cardiologist and author Sandeep Jauhar. In a stunning talk, he explores the mysterious ways our emotions impact the health of our hearts -- causing them to change shape in response to grief or fear, to literally break in response to emotional heartbreak -- and calls for a shift in how we care for our most vital organ.</span></span><br />
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HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-48014438213815052122020-04-05T09:08:00.000+07:002020-04-05T09:08:40.934+07:00Food for Thought: Questioning popular thinking<span style="font-family: arial, helvetica, sans-serif; text-align: justify;">For this week's Food for Thought, I thought a bit of provocation and alternative thinking maybe a good way of occupying ourselves whilst in our world of 'stay at home' social distancing. I am sharing two alternative ways of looking at two very different topics, School, and Covid19. Both of which start by questioning popular thought about school and COVID 19.</span><br />
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<b>Starting with, School.</b> "<span style="background-color: white; color: #1a1a1a;">Frustrated with the traditional school system, a family in Los Angeles pulls their two children out of one of the highest-rated schools in the area and takes their education into their own hands. In the quest to better their children’s lives, they must overcome long-standing assumptions about education and face the social ramifications of their bold decision. " </span>Many of the issues talked about in this film are ones that we are trying to address within the parameters of traditional school. I think you will find it interesting as it raises many questions that were highlighted in the 1960s and '70s by authors like <a href="https://en.wikipedia.org/wiki/John_Holt_(educator)">John Holt </a>and yet are still with us today. </div>
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<em style="box-sizing: border-box;"><span style="font-family: "arial" , "helvetica" , sans-serif;">"<b>Class Dismissed</b> shows parents a glimpse into the future of education. Everyone concerned with education would benefit from watching this film." - John Taylor Gatto, Former New York State Teacher of the Year and author</span></em></div>
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<a href="https://www.filmsforaction.org/watch/class-dismissed-learning-outside-the-classroom/">https://www.filmsforaction.org/watch/class-dismissed-learning-outside-the-classroom/</a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Linked very nicely to the questions the family raise at the core of the film, is an article by Hannah S. Sheehy, an IB Diploma student from Sevenoaks School in Kent, UK, who was about to take her IB Diploma examinations, which as we know have been canceled. She returned to Singapore, completed 14 days quarantine and thought about her education. In an article published in The Straits Times, she reflects upon what she would have done differently if she had known that there would be no examinations. Very interestingly this is how she concludes her article. I say interestingly because Sevenoaks is regarded as one of the top IB Diploma schools worldwide with an average diploma score of over 40 points. So it is most likely she would have been defined by her results as highly intelligent and a successful student:</span></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">"But I digress, I still seem to be asking myself if my education was wasted? But I do not think so as, in my opinion, doing well in examinations does not equate to education. </span></i></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">Exams are a measure not of a student's intelligence or even dedication, but of a student's performance on one day.</span></i></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">If there were no exams, besides everything aforementioned, I would have focused on learning not for a slip of paper with a number on it. I would have learned about the love of learning and spent more time with my friends. I would have fallen in love with subjects and topics, and most of all I hope I would have learned from people and not from textbooks."</span></i></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Secondly, COVID 19:</b> A leading Stanford professor raising questions about the interpretation of the impact of COVID 19 globally. <span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;">Dr. Jay Bhattacharya is a professor of medicine at Stanford University. He is a research associate at the National Bureau of Economic Research and a senior fellow at both the Stanford Institute for Economic Policy Research and the Stanford Freeman Spogli Institute. His March 24, 2020, article in the Wall Street Journal questioned the premise that “coronavirus would kill millions without shelter-in-place orders and quarantines.” In the<a href="https://www.wsj.com/articles/is-the-coronavirus-as-deadly-as-they-say-11585088464"> article,</a> </span><span style="background-color: transparent; color: #333333; font-style: italic;"><b>Is the Coronavirus as Deadly as They Say?</b> </span><span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;">he suggests that “there’s little evidence to confirm that premise—and projections of the death toll could plausibly be orders of magnitude too high.” In the video interview with Peter Robinson, Dr. </span><span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;"> Bhattacharya explains his questioning of the logic and data that has informed government strategies around the world. I believe that many of us have raised the same questions in our heads as Dr. </span><span style="background-color: #f9f9f9; color: #030303; white-space: pre-wrap;">Bhattacharya talks about in this interview.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There is no doubt that the world is and will be different as a consequence of COVID 19. We might see the further diminishing of the influence of neoliberalism and in its place a return to strong central government, supported by increased acceptance of AI as our protector against such events as pandemics. Or perhaps not. We will see. However, one thing that will remain important is the need to question conventional wisdom and develop alternate and original thinking and problem-solving if we are to find solutions to the challenges that lie ahead in the 2020s. </span></div>
HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-28003748970511568062020-03-28T11:14:00.001+07:002020-03-28T11:14:35.101+07:0012 things to do immediately issued by HCMC People's Committee<div class="" style="background-color: rgba(255, 255, 255, 0.95); border: 0px; color: #222222; font-family: NotoSans-Regular; font-size: 16px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; letter-spacing: -0.2px; line-height: 1.44; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">
<span style="vertical-align: inherit;">Specifically, Ho Chi Minh City People's Committee - City Steering Committee on prevention and </span><a href="https://tuoitre.vn/chong-dich.html" style="border: 0px; color: #ed1b2f; display: initial; font: inherit; letter-spacing: -0.2px; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="anti-epidemic">control</a><span style="vertical-align: inherit;"> recommended </span><a href="https://tuoitre.vn/-viec-can-lam-ngay.html" style="border: 0px; color: #ed1b2f; display: initial; font: inherit; letter-spacing: -0.2px; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="12 things to do right away">12 things to do immediately</a><span style="vertical-align: inherit;"> as follows:</span></div>
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<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">1. Stopping meeting activities, events gathering over 20 people in 1 room; </span><span style="vertical-align: inherit;">Do not gather from 10 people or more outside the workplace, school, hospital.</span></span></div>
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<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">2. Completely stopping religious rituals and activities of 20 or more people at religious, belief or worship establishments; </span><span style="vertical-align: inherit;">stop all cultural, sports and recreational activities in public places.</span></span></div>
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<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">3. People don't leave their home without a job that is absolutely necessary. </span><span style="vertical-align: inherit;">People over 60 need to stay home all the time.</span></span></div>
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<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">4. Must wear a mask in public places and work. </span><span style="vertical-align: inherit;">People do not contact, deal with and work with people who do not wear masks.</span></span></div>
<div class="" style="background-color: rgba(255, 255, 255, 0.95); border: 0px; color: #222222; font-family: NotoSans-Regular; font-size: 16px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; letter-spacing: -0.2px; line-height: 1.44; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">
<span style="vertical-align: inherit;">5. Always raising awareness of </span><a href="https://tuoitre.vn/covid-19.html" style="border: 0px; color: #ed1b2f; display: initial; font: inherit; letter-spacing: -0.2px; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="COVID-19">COVID-19</a><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> epidemic </span><a href="https://tuoitre.vn/covid-19.html" style="border: 0px; color: #ed1b2f; display: initial; font: inherit; letter-spacing: -0.2px; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="COVID-19"><span style="vertical-align: inherit;">prevention</span></a><span style="vertical-align: inherit;"> , should ensure a safe distance of at least 2m to avoid the risk of virus spread. </span><span style="vertical-align: inherit;">Regularly wash hands with soap, antiseptic solution, increase nutritional supplements, exercise, improve health.</span></span></div>
<div class="" style="background-color: rgba(255, 255, 255, 0.95); border: 0px; color: #222222; font-family: NotoSans-Regular; font-size: 16px; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; letter-spacing: -0.2px; line-height: 1.44; margin-bottom: 24px; padding: 0px; vertical-align: baseline;">
<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">6. Houses, condominiums, buildings, offices that are using air-conditioning systems should switch to using the fan system, opening all windows to use natural gas. </span><span style="vertical-align: inherit;">If you must use the air-conditioner, the minimum temperature is 27 degrees C. Regularly clean the place, workplace, furniture and personal items with soap or disinfectant solution.</span></span></div>
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<span style="vertical-align: inherit;">7. All service establishments must be closed, except for shops: petrol, western medicine, supermarkets, food and foodstuff stores, necessities and medical examination and treatment establishments.</span></div>
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<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">8. Business organizations and organizations with offices in buildings and condominiums should preferably choose online and home-based jobs. </span><span style="vertical-align: inherit;">In a working room of no more than 10 people / room, ensure a minimum distance of 2 meters and use personal protective measures when working.</span></span></div>
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<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">9. Not sharing, spreading unproven or untruthful information. </span><span style="vertical-align: inherit;">People find out and update information at the electronic portals of state agencies and news agencies and radio stations of Ho Chi Minh City. </span><span style="vertical-align: inherit;">All acts of sharing and spreading false information will be strictly handled according to law provisions.</span></span></div>
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<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">10. Continuing production and business activities which are not banned by the Government. </span><span style="vertical-align: inherit;">People prioritize online shopping.</span></span></div>
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<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">11. Strictly abide by the regulations on medical isolation for 14 days. </span><span style="vertical-align: inherit;">Facilitate and do not discriminate against y isolated people.</span></span></div>
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<span style="vertical-align: inherit;">12. From March 28, 2020, the city will sanction administrative violations for the following acts:</span></div>
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<span style="vertical-align: inherit;">- Do not wear a mask in public places under Decree No. 176/2013 / ND-CP dated November 14, 2013 of the Government.</span></div>
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<span style="vertical-align: inherit;">- Failure to quarantine at the request of competent authorities under Decree No. 101/2010 / ND-CP dated September 30, 2010 and Decree No. 176/2013 / ND-CP dated November 14, 2013 of the Government. covered.</span></div>
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<span style="vertical-align: inherit;">- Trading in medical masks without permission from competent agencies under the provisions of Decree No. 185/2013 / ND-CP of November 15, 2013, Decree No. 109/2013 / ND-CP of November 24 -9-2013, Decree No. 124/2015 / ND-CP dated November 19, 2015, Decree No. 49/2016 / ND-CP dated May 27, 2016 of the Government.</span></div>
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<span style="vertical-align: inherit;"><span style="vertical-align: inherit;">In addition, the leaflet also conveyed the message of City Party Secretary Nguyen Thien Nhan: “In the next 2 weeks, the people of Ho Chi Minh City must live differently: simpler, more economical. </span><span style="vertical-align: inherit;">Limit the streets when not needed and share the city to overcome this challenge.</span></span></div>
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<span style="vertical-align: inherit;">If we miss the upcoming "14 golden days" we are at fault with the country and cannot do it again. "</span></div>
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<span style="vertical-align: inherit;"><a href="https://tuoitre.vn/tp-hcm-ban-bo-12-viec-can-lam-ngay-trong-14-ngay-vang-chong-dich-covid-19-20200327144538516.htm">https://tuoitre.vn/tp-hcm-ban-bo-12-viec-can-lam-ngay-trong-14-ngay-vang-chong-dich-covid-19-20200327144538516.htm</a></span></div>
HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-73755986984873837602020-03-28T09:31:00.000+07:002020-03-28T11:15:50.571+07:00Food for Thought: Our Fears.<span style="font-family: "arial" , "helvetica" , sans-serif;">As we know, and keep getting reinforced, these are unprecedented times that we are going through at present. I have to admit that I am incredibly impressed by the way you have all been dealing with our changed situation and life under these new conditions. You have kept going amazingly and yet I know if my own feelings are anything to go by that there are times of doubt when fear and anxiety creep into our minds. Hence, I thought I would share with you this Food for Thought that is focused on how we deal with that fear and minimize its impact upon us and our wellbeing. You will notice how similar the suggests are, and how easily they can be employed in those moments when you feel some anxiety/ fear growing inside you. Remember you are not alone, it is happening to us all.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>The three resources that I am sharing are:</b></span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">A combination of two posts from Awakened Leadership about Fear and tips for how to reduce it at these times</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Eckhart Tolle, the person who transformed my understanding of mindfulness when I read his book, <a href="https://www.goodreads.com/book/show/76334.A_New_Earth">A New Earth</a>. In this video teaching, he talks about the mind and fear and how to control that train of thought.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Finally, a blog post from the UK that again provides very practical ideas that you can implement and share to control our emotions and fears at this time.</span></li>
</ol>
<br />
<br />
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Awakened Leadership, Dawa Tarchin Phillips:</span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
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<tbody>
<tr>
<td align="left" style="padding-bottom: 0in; padding-left: 9.0pt; padding-right: 9.0pt; padding-top: 0in;" valign="top"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>"For many people.
COVID-19 has given rise to unprecedented levels of uncertainty and change,
and with that can come new levels of anxiety, fear, and worry. <o:p></o:p></i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><br /></i></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Here are some
useful tips and tools to effectively work with anxiety and worry. By better
understanding how the human fear response works, it is easier to see how
anxiety can be positively influenced and regulated. <o:p></o:p></i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><br /></i></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>It is normal
to respond to great levels of uncertainty and change with some degree of fear, anxiety, and worry. And as you likely have experienced in your life firsthand, it is not as easy to talk yourself out of anxiety, as it is to talk yourself into it. <o:p></o:p></i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>From a
scientific perspective, we distinguish four (4) different kinds of fear
responses in people:<o:p></o:p></i></span><br />
<ol start="1" type="1">
<li class="MsoNormal"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><strong>Fight:</strong><strong> </strong>This
fear response is a rise in tension and aggravation directed outwardly.
We want to attack and be proactive about overcoming and eliminating our threat.
With COVID-19, which is an invisible threat to most people, this type of fear response manifests mostly in antagonizing others by blaming them for not doing the right thing or wanting them to “fix” the problems and issues faster than anyone is currently capable of. When we are in fight mode, we are ready to get things over and done with immediately and quickly. We don’t mind if we break things or if things get messy, our focus is narrow and tense as we seek to destroy the threat and take no prisoners in the process. <o:p></o:p></i></span></li>
</ol>
<br />
<ol start="2" style="margin-top: 0in;" type="1">
<li class="MsoListParagraph" style="margin-left: 0in; mso-element-anchor-horizontal: column; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l0 level1 lfo2; tab-stops: list .5in;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><strong>Flight</strong><strong>:</strong> This
fear response is an effort to remove ourselves from the threatening situation as fast as possible by escaping it or checking out. This checking out can happen mentally, emotionally or physically. We simply respond to the perceived threat of the situation with instant withdrawal and escapism. It can take hours, days, even weeks or longer until we notice our escape, and that we have checked out under the challenging circumstances. And it can take some time to make our way back to the situation in order to actually address and resolve it responsibly in a
timely, meaningful and helpful way. <o:p></o:p></i></span></li>
</ol>
<br />
<ol start="3" style="margin-top: 0in;" type="1">
<li class="MsoListParagraph" style="margin-left: 0in; mso-element-anchor-horizontal: column; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l3 level1 lfo3; tab-stops: list .5in;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><strong>Freeze</strong><strong>:</strong> This
fear response represents a partial shutdown in the face of the threat.
Our system is so overwhelmed under perceived attack that the only thing that seems doable is to stay still, stick our head in the sand, hold our breath and do nothing. We don’t move, don’t think, don’t breathe if we can. Triggered into a sense of paralysis, we just hope that the situation passes us unharmed. By freezing in place, we hope to not become a target (like others), we assume that if we just hold still and don’t move at all, we somehow can’t be negatively affected; that somehow freezing still will make us invisible. <o:p></o:p></i></span></li>
</ol>
<br />
<ol start="4" type="1">
<li class="MsoNormal"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><strong>Faint</strong><strong>:</strong> This
fear response is the total loss of conscious awareness due to the perceived threat. Paralyzed by fear, anxiety, and worry, our mind simply blacks out completely and we lose our ability to respond. As our system is not prepared or feels incapable of dealing with the perceived threat in a conscious way, the only option that remains is to pass out and/or go to sleep. Often, we hope that when we wake up – and we usually do -
it will all be over, and we look back at the situation as one of those nightmares we managed to avoid by simply sleeping through it. “Wake me up when it is all over!” is the unconscious survival strategy necessitated by our overloaded autonomic nervous system. <o:p></o:p></i></span></li>
</ol>
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Understanding
these four (4) fear responses will make you better able to identify what you
might be going through, and to develop effective strategies to reduce
anxiety, fear and worry in your system when you have been triggered into one
or several of these described responses. <o:p></o:p></i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><br /></i></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Here are tips for dealing with these fear responses:</i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><br /></i></span>
<i><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;"> <strong> </strong>1. Understand that
you need a <strong>kinesthetic or
somatic strategy,</strong> as some of your fear response is based in the
body. Stretching, yoga, working out, breathing exercises, and massages can all
be good kinesthetic or somatic exercises that can help you release worry and
anxiety from the body. For more on how to do simple work with the body to
release fear and anxiety, explore these <a href="https://empower.ontraport.com/c/s/ElH/nCBi/6/Gh/UJv/6iNITA/vdLId4Go5l/P/P/e4"><span style="color: #0563c1;">Fear Melter®</span><span style="color: #0563c1;"> </span></a> tools
developed by our friends at the Hendricks Institute. </span><o:p></o:p></i></td></tr>
</tbody></table>
<br />
<br />
<i><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;"> <strong> </strong>2. Since you may
have talked yourself into worry, you can also talk yourself out of it. The <strong>key here is to understand</strong>
the role of the two most powerful words in fear and anxiety management: “What
if…?” </span><o:p></o:p></i><br />
<i><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;">Most worries,
anxieties and fears start with “What if…?”. What if I catch the COVID-19 virus?
What if I fall very ill? What if I infect others? What if I lose my job? What
if I can’t pay my rent? What if the economy does not recover? What if this
lasts longer than anticipated? An on and on it goes. “What if…?” is like a wild
bull in a china shop, and if not properly harnessed it can destroy your
confidence and peace of mind in a single sitting. Here is a <a href="https://empower.ontraport.com/c/s/ElH/nCBi/s/GT/UJv/6iNITA/6UBBXt4bfp/P/P/e4"><span style="color: #0563c1;">helpful article</span></a> that shows you how you can
harness your “What if…?” to work for you rather than against you, and how you
can regain your clarity and composure to make intelligent and smart decisions. </span><o:p></o:p></i><br />
<br />
<br />
<i><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;"> <strong> </strong>3. Integrate
simple mindfulness practices into your life...daily. If you part of our
mailing list, you may have heard it before, few things have been as <strong>scientifically validated</strong>
to radically reduce stress and anxiety in your life than a few short minutes of
mindfulness practice every day. Whether you get your daily dose while walking
your dog or sitting still on your chair or sofa, observing your breath with a
five-minute timer, every small investment you make in your ability to be calm
and present while letting go of thoughts and emotions, as described <a href="https://empower.ontraport.com/c/s/ElH/nCBi/v/Gi/UJv/6iNITA/6LzSzGhk3Z/P/P/e4"><span style="color: #0563c1;">in this article here</span></a>, can help you gain an
edge over anxiety and worry. "</span><o:p></o:p></i><br />
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<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://eckharttolle.com/free-resources/?utm_campaign=Message%20to%20Community%203-27-2020%20%28Pctnhy%29&utm_medium=email&utm_source=CC%20on%20all%20emails&_ke=eyJrbF9lbWFpbCI6ICJhZHJpYW53YXR0c0Bpc2hjbWMuZWR1LnZuIiwgImtsX2NvbXBhbnlfaWQiOiAiTms3elpiIn0%3D"><br />Ekhart Tolle on Transcending Fear</a>: </span></h4>
<span style="color: #222222;"><span style="font-family: "arial" , "helvetica" , sans-serif;">In his slightly eccentric manner, Ekhart shows us how we can turn our attention
away from any fearful thinking and focus on the inner body and deepening into
the present moment. </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dy9GXcrzFwDpssx-UAXFXxK_90sOgxGZTBG28KJJdx9Xy6fSomIT82BlK0bI2poVl1iYNDQUE0zzQ2RKWy-wA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<h4>
<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span><span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;">Slightly UK centric post but an easy read that many of us can relate to: </span></span></h4>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>IN CRISES, WE START DOING WEIRD STUFF: Over the last week, I have
struggled to sleep, stayed up late into the night reading endless news
articles, bought pasta I don’t even like very much and got angry with my mum for
not staying home. My spelling is a disaster and I’m definitely drinking more.
I’ve been a bit teary, and all I really want to eat is cake, cake, and more
cake. From what I got back from my post yesterday, I’m not alone. <o:p></o:p></i></span></span></div>
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<br /></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>If you’re having a wobble, you may also have noticed all sorts of weird
stuff going on. Are you arguing more, talking faster, struggling to sleep,
restless, desperate for information? Or are you teary and overwhelmed, perhaps
feeling a bit sick? Struggling to make decisions? Just want to stay in bed?
Tummy upsets? Having palpitations, butterflies, headaches? Ranting, picking
fights or getting into arguments? Laughing unexpectedly or saying random,
inappropriate things? Developing Very Strong Opinions on epidemiology
overnight? Or have you just completely gone to ground?<o:p></o:p></i></span></span></div>
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<br /></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>If you are feeling any of these things: good news! You are not going
mad. And you are 100% not alone. You are, in fact completely normal: a fully
emotionally functional human being. Congratulations! Why? I’ll explain: take a
seat and put the kettle on. <o:p></o:p></i></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>WE ARE LIVING IN TURBO-ANXIOUS TIMES. Well, no kidding. We’re in the
middle of an unprecedented crisis that has shown up unexpectedly (they do
that) and which presents a mortal threat to ourselves, our loved ones and our
way of life. It’s terrifying and it's getting worse and it makes us feel
totally out of control. And this is on top of anything else we have going on.<o:p></o:p></i></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><span lang="EN-GB">HERE’S THE SCIENCE BIT. When we are exposed to threats and need to deal
with them, our brain springs into action. Specifically a tiny, innocent-looking
thing buried behind your ear called the amygdala (fun fact: it's the size and
shape of an almond). It’s the bit in charge when we are frightened and right
now, it’s in full tin-hat klaxon mode. Unfortunately, it’s also very ancient
bit of kit. It came into being when threats basically consisted of being eaten
by large scary animals like bears. You know that thing about when you have a
hammer, everything looks like a nail? Well, to the amygdala, everything looks
like a bear. It’s also pretty basic, so it really only has two settings. They
are no bear </span><span lang="EN-GB">🙂</span><span lang="EN-GB"> and BEAR!!!. <o:p></o:p></span></i></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>SETTING: BEAR!!!. Because all threats look like a bear to the amygdala,
it preps you accordingly. There are really only two reactions to a bear about
to eat you: fight it or run away really fast. So this is what the body gets
you ready to do. It’s called the Fight or Flight response (there’s also freeze,
meaning you just get paralyzed). It does this by flooding your body with
chemicals like cortisol, and adrenaline. Your heart rate goes up, you feel
super alert, your breathing goes shallow, your muscles are ready for action.
These chemicals are also largely responsible for the huge range of other
cognitive/physical/emotional reactions in my intro. In group fear situation
like a pandemic, this tends to happen whether you think you're scared or not -
anxiety is even more infectious than COVID. Your body reacts even if your
conscious mind doesn't.<o:p></o:p></i></span></span></div>
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<br /></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>BEAR V VIRUS: Obviously this is all great if you really are running away
from a bear. But we’re now in a situation where we’re being asked to do the
EXACT OPPOSITE of running away. We are being told to sit tight. Literally, stay
still. Process large amounts of information, make complicated and life-changing
decisions and stay calm. All while a bit of your brain is running around
yelling BEAR!!! BEAR!!! BEAR!!! This isn’t easy. The result is an awful lot of
stress and anxiety. And if you’re anything like me, you end up feeling really
overwhelmed and having all sorts of reactions.<o:p></o:p></i></span></span></div>
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<br /></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>SIGNS AND SYMPTOMS: Anxiety isn’t just mental – it’s also physical,
cognitive and behavioral. You will notice all kinds of things: stomach upsets,
headaches, insomnia, changes to eating, changes to the way you talk. It’s also
cognitive: it’s very difficult to think straight when you’ve got the BEAR!!!
BEAR!!! BEAR!!! thing going on – so we also become very bad at making
decisions, absorbing information and generally thinking rationally. Which is
EXACTLY what we need to do. <o:p></o:p></i></span></span></div>
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<br /></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><span lang="EN-GB">SO WHAT TO DO: well, the good news is it is possible to calm down. We
can turn the amygdala from BEAR!!! to NO BEAR </span><span lang="EN-GB">😊</span><span lang="EN-GB">, and not just by distracting it
with cake and tea. Here are some solid, scientifically proven things you can
do.<o:p></o:p></span></i></span></div>
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<br /></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>BREATHE. It’s so basic, but breathing exercises are basically magic.
They work in minutes and you can do them anywhere. They work because of all the
physical reactions the amygdala triggers, rapid breathing is the only one over
which we have conscious control. Control your breathing and you are basically
telling your body: it’s OK. There is no bear. Your body will then start to dial
down the adrenaline and cortisol and all the other reactions will slow to a
halt. How to control your breathing? It’s easy – and if you want help just put a "two
minutes breathe bubble" into YouTube. The golden rules are these:<o:p></o:p></i></span></span></div>
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<br /></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>• In through the nose, out through the mouth. SLOWLY<o:p></o:p></i></span></span></div>
<div class="MsoNormal">
<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>• Make the out-breath longer than the in-breath – imagine there’s a candle
in front of you and it mustn’t go out<o:p></o:p></i></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>• Breathe from the tummy, not chest – really make your tummy go out when
breathing in. <o:p></o:p></i></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>• Do it for two minutes - time yourself - and see how you feel<o:p></o:p></i></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Seriously, try it – this technique is used by everyone from top athletes
to the US military to help stay in control while under stress. There are all
sorts of versions – from yogic breathing to box breathing to 4-7-8. Google
them, mess around, figure out what works for you.<o:p></o:p></i></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>CALL A FRIEND: Don’t suffer alone. Call a mate - someone who’ll listen
while you have a bit of a rant, or a cry, or a general wobble. Someone you can
trust not to judge you and who’ll just sympathize. And if you get one of those
calls, just be nice to them. You only need to be kind. You can’t fix what’s
going on so just give them a bit of space to rant and tell them they're normal
and doing great. And if you’re OK, call your friends and check in on them.
Especially if they’ve gone silent. <o:p></o:p></i></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>LAUGH: it doesn’t matter what is funny – laughter is a huge releaser of
endorphins. Silly memes, silly jokes, stand-up, rolling around with your kids –
videos on YouTube. The sillier the better. Also v good for bonding with
friends, which will also help you feel less alone. <o:p></o:p></i></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>DO SOMETHING WITH YOUR HANDS. Yes, you can meditate if this is your bag,
it’s amazing. But if it’s not, and personally I’m rubbish, then trying to start
when you’re already anxious is really hard. So do something instead with your hands,
that you have to focus on to get right. Cook. Tidy. Knit. Draw. Bake. Garden.
Mend things. This is what nice middle-class therapists like me call
Mindfulness.<o:p></o:p></i></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>TREAT YOUR BODY: We hold stress in our bodies at least as much as our
minds. Take a bath or a shower. Put on things that feel good on your skin. Use
nice smelling body creams. Stretch. Skip. Do yoga. Dance. Eat healthy but
delicious things - fresh if you can get it. All of these will help calm you
down. <o:p></o:p></i></span></span></div>
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<br /></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>SUNSHINE. It’s SPRINGTIME amid this horror – enjoy it. If you can’t go
outside, open the windows and feel it on your face and breathe it in. If it’s
safe for you to go outside (maybe you live in the country) do it, while of
course observing social distance. Go for a walk. Being outdoors, connecting to
nature, is hugely calming. <o:p></o:p></i></span></span></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>STEP AWAY FROM SOCIAL MEDIA/THE NEWS: All it will do will scare you more
and make things worse. Turn off the telly and for god’s sake avoid the
psychopathic digital wild west that is Twitter. Stick to sensible sources like
the BBC and the NHS, and limit yourself to short need-to-know bits a day.
You’ll feel better immediately. Talk to friends instead - this is physical, not
social distancing<o:p></o:p></i></span></span></div>
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<br /></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>STEP AWAY FROM TERRIBLE COPING MECHANISMS: They will all translate as
BEAR!! to your poor brain. Especially don’t get drunk, especially if you’re
alone (BEAR!!!), take drugs (BEAR!!!), stay up all night reading (BEAR!!!), get
sucked into conspiracy theories (BEAR!!!), pay attention to ANYTHING Donald
Trump says (BEAR!!!). See? Stress levels going up already. Breathe. <o:p></o:p></i></span></span></div>
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<br /></div>
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<span lang="EN-GB"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>BE KIND: to yourself and others. Now is not the time to go on a diet.
Nor is this the time to start on Proust or makeover your life. You'll probably
struggle to concentrate, fail and make yourself feel worse. Don’t make this
more stressful than it already is. Think comfort books, comfort telly, comfort
everything. Personally, I re-read children's books. Everyone is wobbly, everyone
is going to have a meltdown at some point. Understand that if someone is angry
or aggressive, then they are also just scared. And eat more cake. Cake makes
everything better.<o:p></o:p></i></span></span></div>
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</div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><span lang="EN-GB">So, there we go. Hopefully a bit less BEAR!!. Now, that kettle should
have boiled by now. Go make a nice cup of tea, sit by a window and drink it in
this lovely morning sunshine. We are British after all. And save me some cake </span><span lang="EN-GB">❤</span><span lang="EN-GB">.<o:p></o:p></span></i></span></div>
<br />
Update from HCMC People's Committee:<br />
<a href="https://ishcmchungry2learn.blogspot.com/2020/03/12-things-to-do-immediately-issued-by.html">https://ishcmchungry2learn.blogspot.com/2020/03/12-things-to-do-immediately-issued-by.html</a>HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-71598762710162388582020-03-22T09:09:00.000+07:002020-03-22T09:09:17.592+07:00Food For Thought: Humans need not Apply<span style="font-family: Arial, Helvetica, sans-serif;">Thought that it was time to take our minds off Coronavirus, Covid 19 or SARS-2 CoV or whatever else it is eventually called.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Here are two good provocations that link together in my mind. Firstly is this YouTube video, 15 mins, explaining the likely future of the workplace and that it won't be long before humans need not apply for the advertised position because they will be going to AI. It's not an extreme point of view but rather examines the why's and the what's happening in the labour market.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The key question that arose from this video in my mind was how can we avoid this situation? What can we do as educators to prepare our students to be able to compete for those jobs? I believe now, as I have always believed, and that is that if we make students think, and give them the freedom to have opinions, then they can create original ideas, solutions, and conclusions that will go beyond those offered by AI. This beautifully argued 3,000-word essay from AEON, byJohn Taylor, <a href="https://aeon.co/essays/can-school-today-teach-anything-more-than-how-to-pass-exams">The Examined Life,</a> encourages us to re-examine the purpose of school and return to a more Socratic methodology. Having read it twice this morning, I believe that a Socratic methodology is equally applicable to teaching in our present situation of learning at home. Without moving to live content streaming we could </span><span style="font-family: Arial, Helvetica, sans-serif;">encouraging face to face and group discussion through some of the tools that we are already using. </span><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">"D<span style="background-color: white;">aydream with me for a moment while I imagine my ideal classroom. The first thing that strikes you when you walk in is the arrangement of the room. Not serried ranks of desks lined up before a blackboard but comfortable seats placed in a large circle. This arrangement sends a message: here is a space for open discussion and the free exchange of ideas. On the wall is a poster of Bertrand Russell with the quotation: ‘Most people would sooner die than think, and most of them do.’ There is a display cabinet with row upon row of student dissertations, covering topics as diverse as business ethics, engineering, architecture, political history, linguistics and the philosophy of science.</span></span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">The students enter, taking their places in the circle, ready for the seminar to begin. The teacher sits with them in the circle and gets straight down to business. ‘Am I the same person today as I was yesterday?’ she asks. Debate breaks out immediately. The teacher says little, interjecting occasionally to ask for clarification of a point, or to suggest that the class gives further consideration to an argument that one of the students has made.</span></i></div>
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<i><span style="font-family: Arial, Helvetica, sans-serif;">After a lively initial exchange of ideas, things calm down a little and the teacher makes some remarks about the distinction between essential and non-essential properties. She then suggests the students read an extract from the writings of the philosopher John Locke. This stimulates further discussion and debate.</span></i></div>
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<i><span style="font-family: Arial, Helvetica, sans-serif;">In their contributions, students draw on ideas they have encountered in different subjects. One says she is the person she is because of her DNA. The teacher asks for an explanation of the biology behind this idea. Someone questions how the theory applies to identical twins. Another student suggests that we all play roles in life and it is these roles that define our identity.</span></i></div>
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<i><span style="font-family: Arial, Helvetica, sans-serif;">The atmosphere in the class is relaxed, collaborative, enquiring; learning is driven by curiosity and personal interest. The teacher offers no answers but instead records comments on a flip-chart as the class discusses. Nor does the lesson end with an answer. In fact, it doesn’t end when the bell goes: the students are still arguing on the way out.</span></i></div>
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<i><span style="font-family: Arial, Helvetica, sans-serif;">This is my ideal classroom. In point of fact, it is more than just a dream. My real classroom sometimes looks like this, at least occasionally. I learned when I began teaching that lessons in which students are actively involved in discussion, debate and enquiry tend to be more enjoyable and memorable both for the student and the teacher, therefore I try wherever possible to run things this way.</span></i></div>
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<i><span style="font-family: Arial, Helvetica, sans-serif;">But the sad fact is that the vast majority of lessons are determined by a different goal. For most teachers and students, the classroom experience is shaped, down to the last detail, by the requirement to prepare for examinations. When students enter such classrooms, the focus is not on open-ended discussion or enquiry, but on learning ‘what we need to know’ to succeed in whichever examination is next on the horizon. Most likely, there will be a ‘learning outcome’ for the lesson, drawn straight from the exam syllabus. There will be textbooks with comments from the examiners, banks of possible exam questions and bullet-pointed notes with ‘model answers’. Far from being open spaces for free enquiry, the classroom of today resembles a military training ground, where students are drilled to produce perfect answers to potential examination questions."</span></i></div>
HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-2797156671999543972020-02-07T18:30:00.003+07:002020-02-07T18:30:41.028+07:00Food For Thought: Viruses<span style="font-family: Arial, Helvetica, sans-serif;">A great week of online learning. Our students are lucky to have you as their teachers. so much innovative learning being enjoyed by our students. Very pleased to see so many of you trying new media techniques and learning from each other.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Food for Thought is three simple videos, a trailer from Netflix and an article that will help us understand viruses better and be able to discuss with our students why the school is closed.</span><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Where did viruses originate?</span></b></h3>
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How do Viruses jump from animals to Humans?</h3>
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<br />How do pandemics spread?</h3>
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Netflix trailer: The next pandemic explained</h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">It wouldn't be a Food for Thought if there wasn't something to think about, so here is a view from the Katherine A Mason in the <a href="https://www.latimes.com/opinion/story/2020-01-31/coronavirus-china-quarantine-world-health-organization?fbclid=IwAR30GV8io7GAn1sWKNdgmwIcWZfDtuTxXjzelk_uJSf6wOI1CSC1C7OazoE">LA Times</a> about the overreaction to the outbreak and the damage that might be doing.</span><br />
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<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>"What is needed now is calm — both in China and throughout the global community. Citizens of all countries should stay home if they are ill and should wash their hands often in any case. Scientists should do their jobs in tracking and studying this new disease, without inciting public panic. In the meantime, broad quarantines of the general population (beyond those who are sick) should be lifted. This is not the end of the world. Treating the coronavirus outbreak as if it were will do a lot more harm than good."</i></span></span><br />
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<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-35787839190281145232020-01-18T08:41:00.001+07:002020-01-18T08:41:14.161+07:00Food for Thought: Five Steps to Reverse a Sense of Entitlement<br />
<span style="font-family: Arial, Helvetica, sans-serif;">There are two sections to this week's Food for Thought that I feel link together very nicely. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The first is an extract from a recent <a href="https://growingleaders.com/blog/five-steps-to-reverse-a-sense-of-entitlement/?utm_source=Master+List+%28Monthly%2C+Weekly%2C+Daily%2C+Events+%26+Offers%29&utm_campaign=1d1e4bc4be-January_Leadership_Link_2018_COPY_01&utm_medium=email&utm_term=0_b8af65516c-1d1e4bc4be-304531541&mc_cid=1d1e4bc4be&mc_eid=c551f8052f">Tim Elmore post on Growing Leaders</a>. I have been part of the international teaching circuit for over 30 years and have noticed many changes. In the late 1980's I noticed that the word 'stress' became common vocab in the 2000's it was 'time' and most recently it is entitlement. Simon Leslie and I used to discuss this at great length when we were reminiscing about changes in international schools. On my recent recruitment trip, it was a word that emerged in several conversations with leading heads and administrators. So when I read this post I realized it is not something peculiar to international schools, however, it may be linked with privilege. I hope that you can read the post with an open mind, be provoked into a few minutes of self-reflection every day and try to introduce the five suggestions at the end of the post into yours and your student's routines.</span><br />
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<i>"I had the most intriguing experience on the road this year while speaking at a private, elite high school.</i></div>
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<i>The school was located in a wealthy suburb. I was astonished by the beautiful, expensive cars the students drove to school. Some who didn’t drive themselves took an Uber. Every student and teacher had the latest iPhone; technology seemed to be the centerpiece of their daily experience. Kids wore brand-name clothes and either complained or bragged about where they’d gone on fall break.</i></div>
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<i>It was no surprise to me, then, that during and after my faculty in-service, they grumbled about the sense of entitlement the teens exhibited on campus.</i></div>
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<i>What made this experience intriguing, however, was my conversations with the faculty and staff afterward. These adults complained to me about how they didn’t have what they felt they deserved and how they resented the kids and their parents. In short, <span style="box-sizing: border-box;">it was not just the kids who demonstrated a sense of entitlement.</span></i></div>
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<i>In fact, I think I see where the kids got it from.</i></div>
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<img alt="" class="wp-image-114112 aligncenter" height="247" sizes="(max-width: 499px) 100vw, 499px" src="https://d2ibth8zzu9ztd.cloudfront.net/content/uploads/2019/04/29153029/young-male-adult-laying-comfy-on-couch-browsing-with-his-mobile-device-at-modern-home_t20_PQ1jlN.jpg" srcset="https://d2ibth8zzu9ztd.cloudfront.net/content/uploads/2019/04/29153029/young-male-adult-laying-comfy-on-couch-browsing-with-his-mobile-device-at-modern-home_t20_PQ1jlN.jpg 8634w, https://d2ibth8zzu9ztd.cloudfront.net/content/uploads/2019/04/29153029/young-male-adult-laying-comfy-on-couch-browsing-with-his-mobile-device-at-modern-home_t20_PQ1jlN-300x148.jpg 300w, https://d2ibth8zzu9ztd.cloudfront.net/content/uploads/2019/04/29153029/young-male-adult-laying-comfy-on-couch-browsing-with-his-mobile-device-at-modern-home_t20_PQ1jlN-768x380.jpg 768w, https://d2ibth8zzu9ztd.cloudfront.net/content/uploads/2019/04/29153029/young-male-adult-laying-comfy-on-couch-browsing-with-his-mobile-device-at-modern-home_t20_PQ1jlN-1024x507.jpg 1024w, https://d2ibth8zzu9ztd.cloudfront.net/content/uploads/2019/04/29153029/young-male-adult-laying-comfy-on-couch-browsing-with-his-mobile-device-at-modern-home_t20_PQ1jlN-600x297.jpg 600w" style="border: 0px; box-sizing: border-box; display: block; height: auto; margin: 5px auto; max-width: 100%; vertical-align: middle;" width="499" /></div>
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<span style="box-sizing: border-box; font-weight: 700;"><i>Understanding Entitlement</i></span></h3>
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<i>The fact is, a sense of entitlement is not only real, it is growing in our culture today. And while I don’t blame the “kids” for it, it is affecting them more than other demographics.</i></div>
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<i>According to a <a href="http://www.spring.org.uk/2016/09/personality-trait-leads-chronic-disappointment.php" style="background-color: transparent; box-sizing: border-box; color: #b95437; text-decoration-line: none;">study</a> from the University of Hampshire, young professionals born between 1988 and 1994 scored 25 percent higher on entitlement-related issues than their 40-60 year-old counterparts, and 50 percent higher than those over 60.</i></div>
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<i>“Another study <a href="http://time.com/247/millennials-the-me-me-me-generation/" style="background-color: transparent; box-sizing: border-box; color: #b95437; text-decoration-line: none;">found</a> that people in their 20s are more than three times as likely to have narcissistic personality disorder (which is commonly associated with entitlement) than people 65 or older,” according to a report from <span style="box-sizing: border-box;">Forbes.</span></i></div>
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<i>If someone has a sense of entitlement, it means the person believes he deserves certain privileges—and he’s arrogant about it. The term “culture of entitlement” suggests that many people now have highly unreasonable expectations about what they are entitled to. An Atlanta-based employer told me he chose to dismiss a young applicant, not because he felt this Millennial was unable to do the job, but because of his sense of entitlement:</i></div>
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<li style="box-sizing: border-box;"><i>He felt he deserved a job just because he graduated from college.</i></li>
<li style="box-sizing: border-box;"><i>He felt he deserved more pay than the position allowed.</i></li>
<li style="box-sizing: border-box;"><i>He felt he deserved more perks than the rest of the team.</i></li>
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<span style="box-sizing: border-box; font-weight: 700;"><i>The Psychology Behind Our Sense of Entitlement</i></span></h3>
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<i>If we break down what is happening psychologically, a sense of entitlement usually involves the elements below. I don’t believe we can overcome the problem until we understand it. Here is what I have discovered in my research:</i></div>
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<li style="box-sizing: border-box;"><span style="box-sizing: border-box; font-weight: 700;"><i>The source of entitlement is arrogance.</i></span></li>
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<em style="box-sizing: border-box;">I feel I’m important and superior; I deserve perks without working for them.</em></div>
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<li style="box-sizing: border-box;"><span style="box-sizing: border-box; font-weight: 700;"><i>The symptom of entitlement is resentment.</i></span></li>
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<em style="box-sizing: border-box;">When I don’t get all I deserve, I grow bitter and feel resentful toward others.</em></div>
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<li style="box-sizing: border-box;"><span style="box-sizing: border-box; font-weight: 700;"><i>The enemy of entitlement is humility.</i></span></li>
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<em style="box-sizing: border-box;">I overcome this as I humble myself, realizing I’m part of a much bigger picture.</em></div>
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<li style="box-sizing: border-box;"><span style="box-sizing: border-box; font-weight: 700;"><i>The antidote to entitlement is gratitude.</i></span></li>
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<em style="box-sizing: border-box;">I must recognize what others have done for me that I didn’t deserve and thank them.</em></div>
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<i>I actually believe the source of entitlement is arrogance. If we’re not aware of our arrogance, we’re blind to its influence. Both arrogance and its offspring, a sense of entitlement, have symptoms:</i></div>
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<ol>
<li><i style="background-color: white; color: #464646;"><span style="font-family: Arial, Helvetica, sans-serif;">Offenses come quickly. You become easily hurt and insulted.</span></i></li>
<li><i style="background-color: white; color: #464646;"><span style="font-family: Arial, Helvetica, sans-serif;">You don’t express gratitude as often as you should.</span></i></li>
<li><i style="background-color: white; color: #464646;"><span style="font-family: Arial, Helvetica, sans-serif;">Your compassion evolves into merely looking down on little people.</span></i></li>
<li><i style="background-color: white; color: #464646;"><span style="font-family: Arial, Helvetica, sans-serif;">Forgiveness becomes difficult. You begin holding grudges.</span></i></li>
<li><i style="background-color: white; color: #464646;"><span style="font-family: Arial, Helvetica, sans-serif;">Expectations of others is high, but you make exceptions for yourself.</span></i></li>
</ol>
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<span style="box-sizing: border-box; font-weight: 700;"><i>Steps to Take to Avoid a Sense of Entitlement</i></span></h3>
<ol style="background-color: white; box-sizing: border-box; color: #464646; font-family: helvetica, verdana, arial, sans-serif; margin-bottom: 10px; margin-top: 0px;">
<li style="box-sizing: border-box;"><i>Combat your awareness of what you don’t possess with what you do. Be mindful of your blessings. Write down what you’ve gained over the years.</i></li>
<li style="box-sizing: border-box;"><i>When you resent someone else having something you don’t, research to discover the hardships that person has endured. This will level the playing field.</i></li>
<li style="box-sizing: border-box;"><i>Begin benefit-seeking activities, where you reflect and record all the benefits you’ve received but didn’t necessarily earn.</i></li>
<li style="box-sizing: border-box;"><i>Be mindful of progress more than status. In other words, instead of focusing on what you haven’t gained, celebrate the fact you’ve made progress.</i></li>
<li style="box-sizing: border-box;"><i>Write a note of gratitude to someone new every day this week. This forces you to stay focused on what you have, not what you feel entitled to have."</i></li>
</ol>
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<i>Author Dan Rockwell <a href="https://leadershipfreak.blog/2019/11/22/how-to-overcome-entitlement/" style="background-color: transparent; box-sizing: border-box; color: #b95437; text-decoration-line: none;">says</a>, “Everything good in leadership begins with humility. Everything bad in leadership is rooted in arrogance.”</i></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The second part of this week's Food for Thought is a TED talk by Tom Nash. I hope you find it humorous and inspiring, and something we can all learn from. When you watch it you will feel many emotions but amongst them, building on the Tim Elmore advice, I hope you will feel gratitude for your health and wellbeing and secondly, the need to have and instill in our students the importance of determination and resilience in the face of adversity.</span><br />
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HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-84032700344491586602019-12-14T11:18:00.002+07:002019-12-14T11:18:32.423+07:00Food For Thought: Shaping our world<div>
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This is a two-section Food for Thought. The first is about forming habits that can drive self-regulated learning and relates to our first Principle of Learning. The second part is not educational but again focuses on social media, the press and the world our students will inherit. I found it very interesting because it linked with the pain I am suffering from the victory of Boris Johnson in the UK general election.</div>
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<b>Section A:</b></div>
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Let's start with teaching and learning. Our first Principle of Learning is: A<b>ll learners are capable of achieving their goals in a guided environment where there is an appropriate balance of standards, challenge, and support. </b>As so many of you have joined us in the past six years the history behind our Principles of Learning is that they were crafted by teachers in a series of meetings that defined what learning meant at ISHCMC and what were its key characteristics that they believed were non-negotiables. This provided a focus on learning that was to underpin the creation of the mission and vision. Of course, a lot of things have changed and I'm sure more will change in the next few years so it might be time to review what learning means, etc as ISHCMC moves into a new era. </div>
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We are not quite there, half a year to go, hence this section of Food for Thought as this principle has technically been at the center of our discussions over the concept of gradually releasing learning and developing self-regulated learners leading to the point at which these learners are equipped enough to be seen as self-directed. Some of the big questions emerging are when is this most appropriate, what systems and structures need to be in place to ensure it is robust, can it be achieved within and across the IB programs, are our community and owners ready for a major disruption of education, and of course what short term assessments can be used to prove the validity of this transformation from easily assessed knowledge and content to the development and application of learning skills? </div>
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So how do we create our self-regulated learners across the school? I believe the answer has to lie in the habits that we embed in our students through their learning toolkits. James Clear has popularized his thinking through his book Atom Habits. Here is a short 8-minute video that provides some good suggestions on how we can develop good habits in our students. Although talking about habit-forming in general I think that his ideas are useful in how we encourage our students to set learning goals. He starts by explaining it is the small steps towards your goal that matter. His advice for success in achieving goals is based around four strands that need to exist, noticing, wanting, doing and liking. He talks about strategies that will put in place these strands</div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I especially liked this slide from his talk because I think it is something that we often get wrong when we ask students to set goals.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaX4mRU-xMjNxCqUIjf75utCN5lg58EBL2TiLxIjD9qDr6ZENrGzM5Ewp5VbGpOkYVT2v1yWaEkjTJiGSIlaP1Lfrf2BFhP-lXVqufuktqnirv2JrHG83QMXCxZHeV37tQ-v907cVX0iY/s1600/x.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaX4mRU-xMjNxCqUIjf75utCN5lg58EBL2TiLxIjD9qDr6ZENrGzM5Ewp5VbGpOkYVT2v1yWaEkjTJiGSIlaP1Lfrf2BFhP-lXVqufuktqnirv2JrHG83QMXCxZHeV37tQ-v907cVX0iY/s640/x.png" width="640" /></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I found more about the thinking of James Clear on the <a href="http://ajjuliani.com/learning-happens-when-you-stretch-not-when-you-overextend/">A.J.Juliani site</a> where he talks about learning happening when you stretch but do not overextend the learner</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">AJJuliani illustrated this ide through his own classroom experience: </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>"When students came into the room, they were
quick to open up their device, check the do now activity, and get started with
an entrance activity.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>Although the activities changed, it was almost
always in the <strong><span style="font-family: "calibri" , sans-serif; mso-bidi-font-family: Calibri;">Zone of Automation</span></strong> for my students.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>Then there were times when I would put together
a ridiculously hard/challenging test and almost every single one of my students
would be in the <strong><span style="font-family: "calibri" , sans-serif; mso-bidi-font-family: Calibri;">Zone of Aggravation. </span></strong>There wasn't
much learning happening here either, just a lot of cramming for something they
would often forget weeks and months later.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>The sweet spot happened during design sprints
and project-based learning experiences where students had a manageable level of
difficulty but also an end in sight. Whether they were creating a PSA for a UN
Global Goal or crafting a video with a student half-way around the world, these
activities were in the <strong><span style="font-family: "calibri" , sans-serif; mso-bidi-font-family: Calibri;">Zone of Adaptation</span></strong>. </i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>It also happened during the smaller moments of
teaching. A mini-lesson on the dangers of a single story, a class discussion
about the author's purpose, an appeal's day.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>The Zone of Adaptation is not about huge
exponential learning gains, it is about small <a href="https://el2.convertkit-mail.com/c/4zu0qr0wdhehmwm22cx/n4uohvhgdz3wmw/aHR0cDovL2FqanVsaWFuaS5jb20vbGVhcm5pbmctaGFwcGVucy13aGVuLXlvdS1zdHJldGNoLW5vdC13aGVuLXlvdS1vdmVyZXh0ZW5kLw==" target="_blank">1% experiences that over time add up to powerful learning and
growth.</a>"</i></span></div>
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<i><span style="font-family: Arial, Helvetica, sans-serif;">In his post, AJ Juliani points out that, "When we look at what research says about becoming better at something, two pieces of evidence stand out.</span></i></div>
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<span style="border: 0px; box-sizing: border-box; font-weight: 900; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i><span style="font-family: Arial, Helvetica, sans-serif;">First, we must have clarity on what our goals are, and where we want to go or what we want to become.</span></i></span></div>
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<span style="border: 0px; box-sizing: border-box; font-weight: 900; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i><span style="font-family: Arial, Helvetica, sans-serif;">Second, it is deliberate practice (combined with feedback loops) that increase the myelin in our brain and in turn help improve performance and growth.</span></i></span></div>
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<i><span style="font-family: Arial, Helvetica, sans-serif;">Today I want to talk about a process that we often miss when we look at learner success. We tend to talk about growth, goals, and instructional practice…yet, we miss a key element of going from “defining a goal” to “achieving a goal” without students."</span></i></div>
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<strong>Part Two: War on Truth</strong><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The final section of my last post for 2019 comes on the Boris Johnson's victory in the UK election and my search for the answer to how could this have happened? I'm sure that US citizens will be asking the same question when Donald Trump is re-elected shortly. As I have shared before, there is definitely a sinister side to social media and the role it is playing in creating lies and misconceptions across societies. This is an interesting Al Jazeerah documentary about a journalist in the Philippines and her struggle to counter the lies.</span></div>
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<strong><br /></strong><span style="font-family: Arial, Helvetica, sans-serif;">What I found as interesting as the documentary were the comments on the Youtube site. Reading through them it made me wonder where they had come from, and what was their agenda, as it was clear they weren't related to what was being said in the documentary, and if read before watching might dissuade viewers, especially given the negative likes. If you'd like to read the comments and see what I mean here is the <a href="https://www.youtube.com/watch?v=WOkIFSdX7og&feature=youtu.be">Youtube link.</a></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">( you will need to be patient with the regular ads but you can skip in 4 seconds)</span></div>
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HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-22874718113284674912019-12-01T09:06:00.001+07:002019-12-01T09:06:16.838+07:00Food For Thought: 10 Biggest Breakthroughs in the Science of Learning<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">One of the great steps forward in education has been the increasing link between neuroscience and education. We are lucky to be working in this era as scientists are learning more and more about how our brain works and how we learn best. Of course, not all of education is listening to this research or changing as a result of it. I thought to share this older article as this week's Food for Thought because it is an easy yet useful read that provides arguments to explain why school should be changing and why how we teach today is different from how our student's parents were taught.</span></div>
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<img alt="The 10 Biggest Breakthroughs in the Science of Learning" class="alignnone size-full wp-image-12284" height="" src="https://www.brainscape.com/blog/wp-content/uploads/2012/10/987654.jpg" style="background: rgb(239, 239, 239); border: 1px solid rgb(204, 204, 204); box-sizing: border-box; color: #333333; font-family: "proxima nova", "helvetica neue", helvetica, arial, sans-serif; font-size: 14px; margin: 0px 30px 15px 0px; padding: 15px; vertical-align: middle;" width="398" /></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">A greater understanding of our brain’s functioning, abilities, and limitations allows us to constantly improve our teaching skills and the productivity of our <a href="http://brainscape.com/subjects">Brainscape </a>study sessions and working hours (and after-work hours, for that matter). We’ve already given you tips on <a href="https://www.brainscape.com/blog/2012/05/brain-in-shape/">how to keep your brain in shape</a> and how to <a href="http://brainscape.com/blog/2012/05/reasons-to-exercise/">boost your brain’s abilities through exercise</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">This article, originally published by <a href="http://www.onlinephdprograms.com/">OnlinePHDPrograms.com</a>, shares the 10 most significant breakthroughs that recent research has made on the science of learning, providing valuable insights on how to make the best use of your brain without wasting energy.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>10 Key Learning Sciences Discoveries</b></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">When it comes to human organs, none is quite so mysterious as the brain. For centuries, humans have had numerous misconceptions and misunderstandings about how the organ works, grows and shapes our ability to learn.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">While we still have a long way to go before we truly unravel all the mysteries the brain has to offer, scientists have been making some major breakthroughs that have gone a long way in explaining how the brain functions and how we use it to organize, recall and acquire new information. Here are a few of the biggest and most important of these breakthroughs in the science of learning.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">1. <a href="http://clive-shepherd.blogspot.com/2007/02/science-of-learning.html">More information doesn’t mean more learning</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">The brain is equipped to tackle a pretty hefty load of information and sensory input, but there is a point at which the brain becomes overwhelmed, an effect scientists call cognitive overload. While our brains do appreciate new and novel information (as we’ll discuss later), when there is too much of it we become overwhelmed. Our minds simply can’t divide our attention between all the different elements.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">This term has become a major talking point in criticisms of multi-tasking, especially given the modern information-saturated world we live in. But the discovery of this cognitive phenomenon also has major implications for education. In order to reduce mental noise, teachers have had to take new approaches to present material. These methods include chunking, focusing on past experiences, and eliminating non-essential elements to help students remember a large body of information.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">2. <a href="http://www.infoq.com/articles/science-of-learning">The brain is a highly dynamic organ</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Until the past few decades, people believed that the connections between the neurons in your brain were fixed by the time you were a teenager, and perhaps even earlier. One of the biggest breakthroughs in understanding the science of learning happened when scientists began to realize that this just wasn’t the case. In fact, the brain’s wiring can change at any age and it can grow new neurons and adapt to new situations — though the rate at which this happens does slow with age. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">This phenomenon is called neuroplasticity, and it has had major ramifications in our understanding of how the brain works and how we can use that understanding to improve learning outcomes.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">3. <a href="http://www.greatschools.org/parenting/teaching-values/751-the-role-of-emotions-in-learning.gs">Emotion influences the ability to learn</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">The ability to learn, retain, and use information isn’t just based on our raw IQ. Over the past few decades, it has become increasingly clear that how we feel — our overall emotional state — can have a major impact on how well we can learn new things. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Educational situations where students feel stressed, shamed, or just uncomfortable can actually make it more difficult for them to learn, increasing negative emotions and sparking a vicious cycle that may leave some children reluctant to attend class.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Research is revealing why, as the emotional part of the brain, the limbic system has the ability to open up or shut off access to learning and memory. When under stress or anxiety, the brain blocks access to higher processing and stops forming new connections, making it difficult or impossible to learn. It may seem like common sense that classrooms should be welcoming, non-stressful environments, but different students have different triggers for negative emotional states, making it key for educators to watch for signs that indicate this problem is afflicting their students.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">4. <a href="http://www.sciencedaily.com/releases/2012/03/120312101439.htm">Mistakes are an essential part of learning</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Failure is a dirty word in most aspects of modern American society, but when it comes to the science of learning, research shows that failure is essential. A recent study found that students performed better in school and felt more confident when they were told that failure was a normal part of learning, bolstering a growing body of research that suggests the same conclusion.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Much like it takes multiple tries to get the hang of riding a bike or to complete an acrobatic feat, it can also take multiple tries to master an academic task. Neuroscience research suggests that the best way to learn something new isn’t to focus on mistakes, but instead to concentrate on how to do a task correctly. Focusing on the error only reinforces the existing incorrect neural pathway, and will increase the chance that the mistake will be made again. A new pathway has to be built, which means abandoning the old one and letting go of that mistake.</span><span style="font-family: "arial" , "helvetica" , sans-serif;">This idea has formed the basis for a growing debate about education in American schools, which many believe doesn’t allow children to embrace creativity and problem solving as they are too focused on memorization and test scores.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">5. <a href="http://niemanreports.org/articles/novelty-and-testing-when-the-brain-learns-and-why-it-forgets/">The brain needs novelty</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Turns out <a href="http://www.edutopia.org/big-thinkers-judy-willis-neuroscience-learning-video">boredom</a> really can kill you, or at least your willpower to pay attention and learn. Repetition is critical in learning, but what the brain really craves is novelty.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Researchers have found that novelty causes the dopamine system in the brain to become activated, sending the chemical throughout the brain. While we often regard dopamine as the “feel good” chemical, scientists have shown that it actually plays a much bigger role, encouraging feelings of motivation and prompting the brain to learn about these new and novel stimuli. This breakthrough has led to some major changes in how we think about learning and has motivated many schools to embrace learning methods that cater to our brains’ need for new and different experiences.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">6. <a href="http://andrewsullivan.thedailybeast.com/2012/03/there-are-no-learning-styles.html">There are no learning styles</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">What kind of learner are you? Chances are good that at some point during your educational career someone labeled you like a particular type of learner, either visual, auditory, or kinesthetic. This idea that there are distinct types of learners who learn best with a certain assortment of stimuli has been showing up in education and brain science <a href="http://www.psychologicalscience.org/index.php/news/releases/learning-styles-debunked-there-is-no-evidence-supporting-auditory-and-visual-learning-psychologists-say.html">for decades</a>, but recent studies have shown that this idea really doesn’t hold much water.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Students may have preferences for how they learn, but when put to the test, students were found to have equivalent levels of learning regardless of how information is presented. Attention to the individual talents, preferences, and abilities of students, which helps to cater to the emotional and social needs of students and improves their ability to learn, is more important than styles (of which there have been 71 different models over the past few decades).</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">7. <a href="http://www.sciencedaily.com/releases/2008/02/080207091859.htm">Brains operate on the “use it or lose it” principle</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">There’s a reason that you forget how to speak a language or work out a trigonometry problem if you don’t use those skills on a regular basis. Information in the brain that isn’t used is often lost, as neural pathways weaken over time.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Research has found that the brain generates more cells than it needs, with those that receive chemical and electrical stimuli surviving and the rest dying off. The brain has to receive regular stimulation to a given pathway in the brain to sustain those cells, which is why lifelong learning is so important to brain health. These findings also have implications for vacations in K-12 education as well, as students who don’t get intellectual stimulation over the summer are much more likely to forget important skills in reading and math when they return to class.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">8. <a href="http://www.nwp.org/cs/public/print/resource/3555">Learning is social</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">While some select individuals may learn well cloistered in a library with a stack of books, the majority of people need a social environment to maximize their learning. Research has found that from infancy on, people learn better through social cues such as recalling and emulating the actions or words of another person.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Aside from social cues, socialization has been shown to have other learning benefits. Peer collaboration offers students access to a diverse array of experiences and requires the use of nearly all the body’s senses, which in turn creates greater activation throughout the brain and enhances long-term memory. Group work, especially when it capitalizes on the strengths of its members, may be more beneficial than many realize.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">9. <a href="http://www.learningrx.com/cognitive-stages-for-child-development.htm">Learning is best when innate abilities are capitalized on</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">All of us, from the time we are born, possess innate abilities to see and hear patterns, something that psychologists doubted was true for decades but that we now know to be the case. Research suggests that reinforcing those innate capabilities by teaching patterns early on may actually help kids learn more and sharpen their brains.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Aside from being able to see and hear patterns, the human mind has a number of innate abilities (the ability to learn a language, for instance) that when capitalized on in the right way, can help make learning any concept, even one that is abstract, much easier. Combining these innate abilities with structured practice, repetition, and training can help make new ideas and concepts “stick” and make more sense.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">10. <a href="http://www.sharpbrains.com/blog/2008/02/26/brain-plasticity-how-learning-changes-your-brain">Learning can change brain structure</a>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Brain structure and function are intertwined, and you can’t improve one without taking the other into consideration. Yet, in years past, most ideas about learning ignored ways that the brain’s structure itself could be modified, instead of focusing on brain function or the brain’s output.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">The reality is that brain function can only be changed through changing brain structure, which is actually less complicated than it sounds. For example, brain cells fired up during both perception and action overlap in people, and lessons that engage both allow students to more easily identify with their teachers and to learn concepts more quickly, as their brain cells are getting twice the attention and workout. In fact, any <a href="http://www.sciencedaily.com/releases/2011/12/111208125720.htm">new information</a>, if used enough, can modify the structure of the brain, something educators and neuroscientists are just starting to fully explore.</span><br />
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<a href="https://www.brainscape.com/blog/2012/10/breakthroughs-science-of-learning-2/">https://www.brainscape.com/blog/2012/10/breakthroughs-science-of-learning-2/</a>HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-79345447772097935932019-11-25T12:47:00.001+07:002019-11-25T12:48:06.771+07:00Food For Thought: Some obvious questions about some of our classroom behaviors as teachers.<br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I do like this image that appeared with the article/ keynote that I am sharing as this week's Food for Thought. The article, <a href="https://www.kqed.org/mindshift/54833/how-can-students-self-assess-when-teachers-do-all-the-grading-and-work?&utm_medium=Email&utm_source=ExactTarget&utm_campaign=20191122MindShiftNewsletterSubscribers&mc_key=00Qi000001WzNqREAV">How Can Students Self-Assess When Teachers Do All the Grading and Work?</a> touches on some of the challenges that we talk about at ISHCMC like student agency, self-assessment, metacognition, goal setting feedback, workflow, and teacher wellbeing. Although useful for all of us at ISHCMC, the video below can be seen as directed at raising questions about our secondary school pedagogy. We are looking at producing self-regulated learners that are prepared to become self-directed, which means developing learning skills tool kits as they grow as learners. But as the article points out if we do all the work regarding things like metacognition and self-assessment how do our students learn these skills? </span><br />
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">"Among the many things students are expected to do, self-assessing their learning is part of the suite of metacognitive tools that are valued in today’s society. This skill enables the student to think about their thinking, identify what they're doing well and what needs improvement. Self-assessment takes practice, and when it comes to schoolwork, students are not given enough opportunities.<br /> </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">“I would argue in most classrooms, it’s the teacher doing the lion's share of the work,” said Catlin Tucker, a high school English teacher, and consultant at the Fall <a href="https://cue.org/conferences/">CUE conference</a> of educators. “And the person doing the work in the classroom is the person doing the learning. So why would we rob our students of the opportunity to learn?” "</span></i><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For many years at ISHCMC we have used the phrase <b>'gradual release of learning' </b>but how many of us have thought about this as a deliberate strategy?</span><br />
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">"“It wasn’t really moving the needle in terms of their skill set,” said Tucker. “And I recognized that instead of putting 90 percent of my energy into assessing and giving feedback on a finished product, I need to put that 90 percent of my energy into giving them feedback as they work.”<br /> </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">She found that when students get feedback as part of the process of completing an assignment, it gives kids the opportunity to revise their work. The feedback process means that students must be in constant communication with Tucker about their work. This is in addition to keeping track of what they think they’ve learned through <a href="https://catlintucker.com/2019/09/post-lesson-reflection/">post-lesson reflection tools</a> like learning logs and sketchnotes."</span></i><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Catlin Tucker's keynote is humorous whilst raising important questions about traditional classroom pedagogy, as related to teachers' ability to sustain their workload effectively and efficiently hence contributing to their overall well-being. She makes 4 suggestions and goes through each one whilst asking important why do we do these questions? :</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">teach students to monitor and track their own progress</span></li>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">make time to grade finished products with the student sat next to the teacher</span></li>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">teachers partnering with students to prioritize their agency.</span></li>
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<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-89462358758973180962019-11-08T13:27:00.000+07:002019-11-08T13:27:38.038+07:00Food for Thought: Beyond AlphaGo, The Age of AI<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">This week's Food for Thought is about AI. I have no idea what the truth is, or, what the future holds, but believe strongly that we all need to be aware of what people are saying and the questions they are asking about AI. The link that I am sharing is to a PBS Frontline news report called, In The <a href="https://www.pbs.org/wgbh/frontline/film/in-the-age-of-ai/">Age of AI. </a> The documentary is balanced and is certainly not anti-AI. It interviews and collects views from many reporters, researchers, academics as well as ordinary workers.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><span style="background-color: white; color: #4c4c4c;">"FRONTLINE investigates the promise and perils of artificial intelligence, from fears about work and privacy to the rivalry between the U.S. and China. The</span><span style="background-color: white; border: 0px; box-sizing: border-box; color: #4c4c4c; margin-left: 0px; margin-right: 0px; padding-left: 0px; padding-right: 0px; vertical-align: baseline;"> documentary traces a new industrial revolution that will reshape and disrupt our lives, our jobs, and our world, and allow the emergence of the surveillance society."</span></i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It is a long documentary, but please do not be put off, the information is what all citizens need to be aware of as we enter the future.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There are so many interesting pieces of information that will make you think about our lives in the future and suggestions about how society could respond.</span><br />
<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-81906226928211224092019-11-03T08:48:00.002+07:002019-11-03T08:48:40.679+07:00Food For Thought: (Part 2) Our way forward, Self Regulated learners<div style="color: #2b3a42;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We have been working on Studio 5 now for approximately 3 years and had many impressed guests and visitors. The origins of the concept for Studio 5 were presented by Kurtis and Sam at Learning 2.0 conference, as an innovation for future education. Much of the thinking was based around Daniel Pink's book Drive, its 3 keywords for motivation; Purpose, Autonomy, and Mastery and their link to ISHCMC's key mission words, Energize, Engage and Empower. And so the journey began, to explore the idea of releasing learning to our students. The aim was to increase student agency and efficacy inline with giving students time to follow their passions (Google hour) and the direction that the PYP was moving as the IB discussed its new guide. Other schools have also been investigating similar concepts to Studio but have found themselves bogged down in their discussions regarding exact modeling and predicted outcomes. We decided to move forward with a 60/40 model; 60% of the time led by teachers and 40% managed by students following individual goals and interests. With the careful guidance of the Studio 5 teachers, the model has over the past few years become more self-directed, focusing on personalized learning both academically, socially and emotionally.</span></div>
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<span style="font-family: arial, helvetica, sans-serif;">As two cohorts of Studio 5 students have now moved from the PYP to the Secondary school we have been observing and reflecting upon their progress and their transition. Although Grade 6 and 7 teachers have initiated both academic and pedagogical changes, it is clear that the transition is not a smooth one for our students. As with all the work that is being undertaken with curriculum and AtL's it has become obvious that there needs to be a clear definition of what students need to know, through concepts, knowledge, and skills as well as an understanding of the pedagogy that will achieve this objective and the assessment that will align it all. The recent visit by Simon Camby and Andy Hancock raised many questions about our model and how it fits with the PYP, student learning, our curriculum, and external academic standards. We asked them to think about what we are doing and whether our students as learners would best be served with a Self-Regulated or Self -Directed model of education. Although they were only present for a day, their conclusion was unanimously in favor of a structured self-regulated model based on the creation of student learning toolkits that can be used to acquire knowledge, apply concepts and develop critical problem-solving abilities. They saw the great benefits of having the gradual release of the learning model in action, student agency, and efficacy and this being scoped and sequenced throughout the skills. From all the recent readings that I have been doing on this topic, I would conclude that Self-Regulated learners are what we want to be producing through our PYP and having them develop further towards being Self Directed through more personalized pathways as they pass through the Secondary School.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Hence, this week's Food for Thought. Building on what I shared before the October break, the EEF document about Metacognition and Self Regulated learning, I want to further our thinking in this direction so that we maintain our vision of preparing students for the future. Recently, this excellent <a href="http://www.edtosavetheworld.com/">post by Julie Stern</a> was shared with me, <a href="https://corwin-connect.com/2019/09/imagine-what-school-could-be/?utm_campaign=shareaholic&utm_medium=email_this&utm_source=email">Imagine What School Could Be…</a> (You can read below) I believe this is an attainable future and one that would prepare our students for their future but to get there we need to have a well planned and articulated curriculum of learning skills, knowledge, concepts, and assessments.</span></div>
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<article class="post-12888 post type-post status-publish format-standard has-post-thumbnail hentry category-teaching tag-concept-based-curriculum-and-instruction tag-concept-based-teaching tag-innovation tag-learning-transfer tag-tools-for-teaching-conceptual-understanding" id="post-12888" style="color: black;"><div class="eltd-post-content">
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="auto">"We need a particular type of innovation, the kind that makes the world a better place. This generation of young people needs to solve problems with a level of complexity and magnitude rarely seen over the course of human history.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Pollution and contamination of the environ</span><span data-contrast="none">ment, lack of access to resources for a growing number of people, changing weather patterns and ecosystems, the rise and spread of inter</span><span data-contrast="none">national terrorism, a polarized populace, global poverty, rapid urbanization and large-scale migration—the question for our generation of teachers is, “How do we prepare young people to tackle problems we currently don’t know how to solve?”</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Consider these facts from </span>The Necessary Revolution <span data-contrast="none">(</span><span data-contrast="none">Senge</span><span data-contrast="none">, 2010):</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
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<li><i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">More than a third of the world’s forests have disappeared in the past 50 years.</span><span data-ccp-props="{"201341983":0,"335559739":37,"335559740":240}"> </span></span></i></li>
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<li><i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Many diseases are far more prevalent due to toxins in products like food and children’s toys.</span><span data-ccp-props="{"201341983":0,"335559739":37,"335559740":240}"> </span></span></i></li>
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<li><i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Five hundred million chronically underemployed people live in slums, a figure that is increasing by 50 million each year.</span><span data-ccp-props="{"201341983":0,"335559739":0,"335559740":240}"> </span></span></i></li>
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<li><i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Senior business executives say “the greatest innovations of the 21st century will be those that help to address human needs more than those that create the most profit” (p. 6).</span><span data-ccp-props="{"201341983":0,"335559739":37,"335559740":240}"> </span></span></i></li>
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<li><i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Young people are deeply worried about the future of the planet and want to make a difference more than they want to make money.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":240}"> </span></span></i></li>
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<li aria-setsize="-1" data-aria-level="1" data-aria-posinset="2" data-font="Symbol" data-leveltext="" data-listid="7"><i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Thirty percent of U.S. students drop out of high school.</span><span data-ccp-props="{"201341983":0,"335559739":37,"335559740":240}"> </span></span></i></li>
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<li aria-setsize="-1" data-aria-level="1" data-aria-posinset="3" data-font="Symbol" data-leveltext="" data-listid="7"><i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Fifty-four percent of students who start college do not complete it.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":240}"> </span></span></i></li>
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<li aria-setsize="-1" data-aria-level="1" data-aria-posinset="1" data-font="Symbol" data-leveltext="" data-listid="8"><i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">The most popular word students selected to describe how they usually feel in school was “bored” (Lyons, 2004).</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":240}"> </span></span></i></li>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><b>What would schools look like if we were developing students as collaborative innovators ready to tackle the world’s most complex challenges?</b><span data-contrast="none"> </span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">And these from </span>Creating Innovators <span data-contrast="none">(Wagner, 2012):</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Now, put those facts next to these (National Center for Education Statistics, 2016a, 2016b):</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Meanwhile,</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Businesses want creativity and ideas that address human needs. Today’s young people want to do something meaningful, now. Meanwhile, students are bored and opting out of school in droves.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":240}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">More than ever, students need to transfer their learning to real-world, highly dissimilar situations. What we know about dissimilar transfer is that it requires an abstraction to the conceptual level, deeply grounded in a knowledge base. We can and should start with low-road, academic transfer of learning but quickly move across the spectrum toward high-road, real-world transfer of learning.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":240}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Picture a school organized around real-world problems that require the flexible application of each subject’s concepts with an eye toward identifying and developing students’ passions. Students would engage in a variety of experiences that ask them to contribute to building a healthy, sustainable, and just world.</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">The students in this world-changing school are probably not sitting in desks in rows learning in 50-minute blocks of time, are they? Imagine students choosing an environmental or health situation to solve while they explore concepts of science and mathematics—for example, discovering renewable energy solutions for a major company or reducing infant mortality in a developing nation.</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">Picture a senior who has identified politics and conflict resolution as his passion. He has chosen to analyze a nation with civil strife, the Central African Republic, and make recommendations for improving the situation. Monday morning starts off with a Skype conference call with a nongovernmental organization from Mozam</span><span data-contrast="none">bique that will share lessons learned from the end of that country’s civil war in 1992.</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">After he finishes the call, the student and his team note down action steps and divide the tasks based on each member’s interests and expertise. They have two weeks until the next call and before then have two scheduled team meetings and a full-day lab session to work on this project with an expert and the teacher who is mentoring the group. This project is called the Grand Challenge.</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">At the end of year, the student’s team will present its work to a group of experts who will evaluate the students’ technical skills, application of conceptual understanding, ability to think critically, and collaboration skills. If the work measures up to the standards for a particular area, they’ll receive a badge denoting their skills.</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">This student has been deepening his understanding of concepts such as </span>authority<span data-contrast="none">, </span>rule of law<span data-contrast="none">, </span>justice<span data-contrast="none">, </span>conflict<span data-contrast="none">, and </span>freedom<span data-contrast="none"> since elementary school. He became a peer counselor in the second grade and has always had a passion for building empathy between disagreeing people or groups. He has read </span>The Future of Freedom <span data-contrast="none">by Fareed </span><span data-contrast="none">Zakaria</span><span data-contrast="none">, two books on America’s democracy by </span><span data-contrast="none">Akhil</span><span data-contrast="none"> Amar, and many books on Africa and developing nations. He spent last summer as a peer counselor with youth in a special juvenile detention center where he deepened his skills and understand</span><span data-contrast="none">ing of conflict resolution. He has already transferred his understanding of civil strife to several situations, as he analyzed Reconstruction after the U.S. Civil War in eighth grade and Europe after World War II in tenth grade. He feels prepared for the Grand Challenge, as all of his learning experiences have led him to this level of thinking and application.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":240}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">In addition to the Grand Challenge project and individualized course, he also par</span><span data-contrast="none">ticipates in five courses that all seniors take: </span>Thinking Like a Mathematician, Thinking Like a Historian, Thinking Like an Engineer, Thinking Like a Journalist, <span data-contrast="none">and </span>Collaboration & Problem Solving. <span data-contrast="none">For each of these courses, teachers design learning experiences that help him hone his disciplinary thinking, deepen his conceptual </span><span data-contrast="none">understanding of the discipline, and learn key factual information. Each week he applies what he is learning in one of these courses to real-world problems that his peers have chosen as their Grand Challenge. During these disciplinary thinking labs, a team presents a problem they are facing as part of their Grand Challenge to the students in the class. The students are charged with using the conceptual understanding and thinking of the discipline to help the team better understand the issues, test a possible idea, or develop a solution. Teachers act as coaches who help structure the learning and provide feedback during these labs.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":240}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">The last element of this student’s weekly schedule is coaching a disciplinary thinking lab for sixth graders. This helps him strengthen his thinking in an area of his choice, create a community in the school, and give the adult teachers more time to plan rich learning experiences for students and provide effective feedback.</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">As he thinks about what lies ahead for the week after his Monday morning call, he is excited. He knows the work he is doing is tapping into his passions and purpose. It is also intellectually challenging—he is always uncovering and applying conceptual understanding, evaluating his own thinking using intellectual standards, and apply</span><span data-contrast="none">ing that thinking to the real world. He believes that his efforts in school will truly change the world—and the great thing is that they will.</span><span data-ccp-props="{"201341983":2,"335551550":6,"335551620":6,"335559739":180,"335559740":221}"> </span></span></i><br />
<i><span style="font-family: "arial" , "helvetica" , sans-serif;"><span data-contrast="none">It starts with </span><a href="https://us.corwin.com/en-us/nam/tools-for-teaching-conceptual-understanding-secondary/book253314"><span data-contrast="none">conceptual understanding</span></a><span data-contrast="none">.</span><span data-contrast="none"> As you try out the strategies and become an expert conceptual teacher, know that you are taking a giant step toward preparing students to tackle problems that we don’t yet know how to solve. Your impact can be tremendous—and it’s just what the world needs now."</span></span></i><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">My reading has revealed that there are lots of different definitions regarding self-regulated learning and what it really means. Obviously, we could get caught up in semantics and join schools that are scared to commit and progress student learning. However, for the sake of moving things forward and having a common understanding of self-regulated learning that is very close to what we are doing in Studios I recommend this academic piece by Barry Zimmerman, </span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #3a3a3a;">Distinguished Professor Emeritus of Educational Psychology and Head of Learning, Development, and Instruction at the Graduate School and University Center of the City University of New York.</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span></span><span style="color: #2b3a42;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://ciel.viu.ca/sites/default/files/self_regulated_learning_and_academic_achievement_an_overview_0.pdf">Self-Regulated Learning and Academic Achievement: An Overview,</a> Below I have extracted the section on defining Self Regulated Learning. However, the article also covers student strategies, motivation, and self monitoring of progress. Zimmerman has written several other academic articles about different aspects of Self Regulated Learners. His website,<a href="http://learningandtheadolescentmind.org/home.html"> Learning and the Adolescent Mind</a> has some resources but overall is a bit underwhelming when compared to his academic articles.</span></span><br />
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<b><i>"DEFINITIONS OF SELF-REGULATED LEARNING </i></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>At one time or another, we have all observed self-regulated learners. They approach educational tasks with confidence, diligence, and resourcefulness. Perhaps most importantly, self-regulated learners are aware when they know a fact or possess a skill and when they do not. Unlike their passive classmates, self-regulated students proactively seek out information when needed and take the necessary steps to master it. When they encounter obstacles such as poor study conditions, confusing teachers, or abstruse text books, they find a way to succeed. Self-regulated learners view acquisition as a systematic and controIlable process, and they accept greater responsibility for their achievement outcomes (see Borkowski, Carr, Rellinger, & Pressley, in press; Zimmerman & Martinez-Pons, 1986, 1990). </i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>As familiar as this description may be, it is not helpful pedagogically unless it leads eventually to operational definitions of the component processes by which students self-regulate their learning. Although definitions of self-regulated learning involving specific processes often differ on the basis of researchers' theoretical orientations, a common conceptualization of these students has emerged as metacognitively, motivationally, and behaviorally active participants in their own learning (Zimmerman, 1986). In terms of metacognitive processes, self-regulated learners plan, set goals, organize, self-monitor, and self-evaluate at various points during the process of acquisition (Corno, 1986, 1989; Ghatala, 1986; Pressley, Borkowski, OE Schneider, 1987). These processes enable them to be self-aware, knowledgeable, and decisive in their approach to learning. In terms of motivational processes, these learners report high self-efficacy, self attributions, and intrinsic task interest (Borkowski et al., in press; Schunk, 1986; Zimmerman, 1985). To observers, they are self-starters who display extraordinary effort and persistence during learning. In their behavioral processes, self-regulated learners select, structure, and create environments that optimize learning (Henderson, 1986; Wang & Peverly, 1986; Zimmerman 8 Martinez-Pons, 1986). They seek out advice, information, and places where they are most likely to learn; they self-instruct during acquisition and self-reinforced during performance enactments (Diaz & Neal, in press; Rohrkemper, 1989). </i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>When defining self-regulated learning, it is important to distinguish between self-regulation processes, such as perceptions of self-efficacy, and strategies designed to optimize these processes, such as intermediate goalsetting (Zimmerman, in press). Self-regulated learning strategies refer to actions and processes directed at the acquisition of information or skills that involve agency, purpose, and instrumentality perceptions by learners. Undoubtedly, all learners use regulatory processes to some degree, but self-regulated learners are distinguished by (a) their awareness of strategic relations between regulatory processes or responses and learning outcomes and (b) their use of these strategies to achieve their academic goals. The systematic use of metacognitive, motivational, and/or behavioral strategies is a key feature of most definitions of self-regulated learners (Zimmerman, 1989a). </i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>The second feature of most definitions of self-regulated learning is a
"self-oriented feedback" loop (Carver & Scheier, 1981; Zimmerman,
1989b). This loop entails a cyclic process in which students monitor the
effectiveness of their learning methods or strategies and react to this
feedback in a variety of ways, ranging from covert changes in self-perception to overt changes in behavior such as altering the use of a learning
strategy. Phenomenological theories of self-regulated learning (e.g.,
McCombs, 1986, 1989) depicts this feedback loop in terms of covert
perceptual processes such as self-esteem and self-concepts, whereas operant
theories (e.g., Mace, Belfiore, & Shea, 1989) favor overt descriptions in
terms of self-, recording, self-instruction, and self-reinforcement responses.
Social cognitive theorists (e.g., Bandura, 1989) caution against viewing this control loop in terms of only negative feedback (Le., seeking to reduce
differences between one's goals and observed outcomes); they report a
positive feedback effect as well (i.e., seeking to raise one's goals based on
observed outcomes). Regardless of theoretical differences in what is monitored and how outcomes are interpreted, virtually all researchers assume
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that self-regulation depends on continuing feedback on learning effectiveness. </i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>The third feature of definitions of self-regulated learning is an indication of
how and why students choose to use a particular strategy or response.
Because self-regulated learning involves temporally delimited strategies or
responses, students' efforts to initiate and regulate them proactively require
preparation time, vigilance, and effort. Unless the outcomes of these efforts
are sufficiently attractive, students will not be motivated to self-regulate.
They may choose not to self-regulate their learning when the opportunity
arises, an outcome that requires a comprehensive accounting of their
academic motivational processes. Operant theorists (e.g., Mace et al., 1989)
claim that all self-regulated learning responses are ultimately determined by
contingent external rewards or punishment such as social approval, enhanced status, or material gain, whereas phenomenological theorists (e.g.,
McCombs, 1989) view students as motivated by a global sense of self-esteem
or self-actualization. Between these two ends of the continuum, other
theorists favor motives such as self-efficacy, achievement success, and
cognitive equilibrium. </i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>An important aspect of theories of self-regulated learning is that student
learning and motivation are treated as interdependent processes that cannot
be fully understood apart from each other. For example, student perceptions of self-efficacy are both a motive to learn and a subsequent outcome
of attempts to learn (Schunk, 1984, 1989). Self-regulated learners are not
merely reactive to their learning outcomes; rather, they proactively seek out
opportunities to learn (Zimmerman, 1989a). They self-initiate activities
designed to promote self-observation, self-evaluation, and self-improvement such as practice sessions, specialized training, and competitive events
(Zimmerman & Martinez-Pons, 1986). Their heightened motivation is
evident in their continuing tendency to set higher learning goals for
themselves when they achieve earlier goals, a quality that Bandura (1989)
called self-motivation. Thus, self-regulated learning involves more than a
capability to execute a learning response by oneself (i.e., self-control) and
more than a capability to adjust learning responses to new or changing
conditions from negative feedback. It involves proactive efforts to seek out
and profit from learning activities. At this level, learners are not only
self-directed in a metacognitive sense but are self-motivated as well. Their
skill and will are integrated components of self-regulation (see McCombs
and Marzano, this issue)."</i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">To conclude, I don't think that any of the above is radical or goes beyond what we have been aiming at for the past few years. What I hope is that it provokes conversation and discussion about the strategies and <a href="https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit">toolkits</a> that we are explicitly teaching our students to make them effective and successful self-regulated learners. This does mean, as we are undertaking our curriculum meetings, that we all develop a better whole school perspective on what students know regarding knowledge, concepts, and skills. I know that we all share the same goal of creating inquisitive, motivated learners who, as the Julie Stern post emphasizes, are able to plan, monitor and manage their own learning. There are lots of examples across the school that involve peer tutoring, collaborative learning, good teacher feedback, and metacognition. As the evidence, from many sources, points out, for these strategies to be effective they do need to be accompanied by explicit teaching of content and skills by teachers. What we need to do is ensure that this is consistent and built upon throughout an ISHCMC education.</span><br />
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HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-17714396739305864172019-10-27T09:46:00.001+07:002019-10-27T09:46:35.730+07:00Food For Thought: AI from different perspectives<span style="font-family: "arial" , "helvetica" , sans-serif;">Sorry but having watched a few videos and read a couple of articles recently I couldn't resist returning to one of my favourite topics A1. Both of these TED talks are definitely positive AI talks. The first By Janelle Shane puts AI's capabilities into perspective and does indirectly touch on a few of the challenges that AI has for us as we move forward. Beyond the reassuring tone of this talk, I felt there was also a good message for us as teachers. Although our students do not have the brains of worms, their brains are all still developing and moving from being driven by flight or fight response to thoughtful processing. With such a diverse group of students bringing different English levels and interpretations of the meaning of individual words, I wonder how close our student's thinking is to that of AI today. How good are we at giving instructions or assessments that allow them to achieve the objectives that we anticipate in our planning? How much time do we spend thinking about how we construct instructions and assessments to ensure they are aligned with the learning objectives?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Near the end of Janelle's talk, she identifies a challenge of AI using data created by humans to make decisions for and about us. Hence, I wanted to share this second talk about AI that looks at these biases and what we should be doing to prevent human prejudices emerging through AI. Our students are going to be the future, working with and designing AI, hence it is very important that they are aware of danger of bias and prejudice and how it exists in our school, just as it does in the world beyond ISHCMC. In our won world we also need to ensure that across the school we are encouraging girls to develop passions for engineering, coding, robotics etc as much as the boys.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">To end this week's Food for Thought, it wouldn't be me posting if there wasn't a darker touch. Both of the TED talks indirectly touched on the ethical issues emerging from the development of AI. Where are the rules about algorithms that reduce prejudice? Who is monitoring the development of AI and robots? Are governments being honest with their people about AI data collection and its use for controlling society? Is it possible to have a common code of conduct? What is going to happen now that supercomputers are upon us, with the announcement of <a href="https://phys.org/news/2019-10-google-quantum-supremacy-future.html">Google's quantum computing</a> and is this about to change the shape of our world? </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The darker touch linked to the above is from this Newsweek article, <b><a href="https://www.newsweek.com/lab-grown-mini-brains-could-outsmart-us-future-if-were-not-careful-opinion-1467819">Lab-grown mini-brains could outsmart us in the future if we're not careful</a> </b>which ends by raising moral and ethical questions about this research and whether we can actually stop it now. The same questions that perhaps should have been asked about AI. There are so many questions but I think it is very important that we are constantly challenging our students about morla and ethical challenges that we are going to face as a species and expecting them all to participate in these conversations.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>"The cutting-edge method of growing clusters of cells that organize themselves into mini versions of human brains in the lab is gathering more and more attention. These "brain organoids," made from stem cells, offer unparalleled insights into the human brain, which is notoriously difficult to study.<br /><br />But some researchers are worried that a form of consciousness might arise in such mini-brains, which are sometimes transplanted into animals. They could at least be sentient to the extent of experiencing pain and suffering from being trapped. If this is true—and before we consider how likely it is—it is absolutely clear in my mind that we must exert a supreme level of caution when considering this issue.<br /><br />Brain organoids are currently very simple compared to human brains and can't be conscious in the same way. Due to a lack of blood supply, they do not reach sizes larger than around five or six millimeters. That said, they have been found to <a href="https://www.cell.com/cell-stem-cell/fulltext/S1934-5909(19)30337-6">produce brain waves</a> that are similar to those in premature babies. A study has showed they can also grow neural networks <a href="https://www.nature.com/articles/nbt.4127">that respond to light</a>.<br /><br />There are also signs that such organoids can <a href="https://www.nature.com/articles/nbt.4127">link up with other organs</a> and receptors in animals. That means that they not only have a prospect of becoming sentient, they also have the potential to communicate with the external world, by collecting sensory information. Perhaps they can one day actually respond through sound devices or digital output.<br /><br />As a cognitive neuroscientist, I am happy to conceive that an organoid maintained alive for a long time, with a constant supply of life-essential nutrients, could eventually become sentient and maybe even fully conscious.<br /><br />This isn't the first time biological science has thrown up ethical questions. Gender reassignment shocked many in the past, but, whatever your beliefs and moral convictions, sex change narrowly concerns the individual undergoing the procedure, with limited or no biological impact on their entourage and descendants.<br /><br />Genetic manipulation of embryos, in contrast, raised alert levels to hot red, given the very high likelihood of genetic modifications being heritable and potentially changing the genetic makeup of the population down the line. This is why successful operations of this kind conducted by Chinese scientist He Jianku raised very strong objections worldwide.<br /><br /><img border="0" src="https://app.1worldonline.com/widget/ae00c103-e726-4807-baa0-5d9957b1dd03/view/start-load?deviceType=desktop" /><br />But creating mini brains inside animals, or even worse, within an artificial biological environment, should send us all frantically panicking. In my opinion, the ethical implications go well beyond determining whether we may be creating a suffering individual. If we are creating a brain—however small—we are creating a system with a capacity to process information and, down the line, given enough time and input, potentially the ability to think.<br /><br />Some form of consciousness is ubiquitous in the animal world, and we, as humans, are obviously on top of the scale of complexity. While we don't know exactly what consciousness is, we still worry that human-designed AI may develop some form of it. But thought and emotions are likely to be emergent properties of our neurons organized into networks through development, and it is much more likely it could arise in an organoid than in a robot. This may be a primitive form of consciousness or even a full blown version of it, provided it receives input from the external world and finds ways to interact with it.<br /><br />In theory, mini-brains could be grown forever in a laboratory—whether it is legal or not—increasing in complexity and power for as long as their life-support system can provide them with oxygen and vital nutrients. This is the case for the cancer cells of a woman called Henrietta Lacks, which are alive more than 60 years after her death and multiplying today in hundreds of thousands of labs throughout the world.<br /><br />But if brains are cultivated in the laboratory in such conditions, without time limit, could they ever develop a form of consciousness that surpasses human capacity? As I see it, why not?<br /><br />And if they did, would we be able to tell? What if such a new form of mind decided to keep us, humans, in the dark about their existence—be it only to secure enough time to take control of their life-support system and ensure that they are safe?<br /><br />When I was an adolescent, I often had scary dreams of the world being taken over by a giant computer network. I still have that worry today, and it has partly become true. But the scare of a biological super-brain taking over is now much greater in my mind. Keep in mind that such new organism would not have to worry about their body becoming old and dying, because they would not have a body.<br /><br /><img border="0" src="https://d.newsweek.com/en/full/1539921/brain-cells-neurons.jpg?w=737&f=67196584707fae830794cb075446f3dd" /><br /><br />This may sound like the first lines of a bad science fiction plot, but I don't see reasons to dismiss these ideas as forever unrealistic.<br /><br />The point is that we have to remain vigilant, especially given that this could all happen without us noticing. You just have to consider how difficult it is to assess whether someone is lying when testifying in court to realize that we will not have an easy task trying to work out the hidden thoughts of a lab grown mini-brain.<br /><br />Slowing the research down by controlling organoid size and life span, or widely agreeing a moratorium before we reach a point of no return, would make good sense. But unfortunately, the growing ubiquity of biological labs and equipment will make enforcement incredibly difficult—as we've seen with genetic embryo editing.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>It would be an understatement to say that I share the worries of some of my colleagues working in the field of cellular medicine. The toughest question that we can ask regarding these mesmerising possibilities, and which also applies to genetic manipulations of embryos, is: can we even stop this?</i></span></div>
<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-85833602851652214392019-10-05T09:32:00.000+07:002019-10-05T09:32:49.821+07:00Food for Thought: Self regulated learning and metacognition (Part 1)<span style="font-family: "arial" , "helvetica" , sans-serif;">Last week, in my email with the Food For Thought link, I attached a very useful document from the <a href="https://educationendowmentfoundation.org.uk/">Education Endowment Foundation EEF</a>. This site has lots of excellent resources across 14 different categories of toolkits that were mots requested by teachers. Here is the list of categories where resources have been created from educational research. If you click on the topic it should take you to the relevant page on EEF. There is lots of information here that is research-based and tested that could be used to inform our committee work that we are continuing on October 11th. Please take a look at areas that interest you.</span><br />
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/pupil-engagement-behaviour/"><span style="border: 1pt none; color: #f34600; padding: 0in;"><o:p></o:p></span></a></span></div>
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<span style="background: rgb(121, 85, 72); border: 1pt none windowtext; padding: 0in;"><span style="text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/pupil-engagement-behaviour/" style="color: white; font-family: Helvetica, sans-serif; font-size: 21pt; font-weight: bold;">B</a><span style="font-family: "times new roman" , serif;"> </span></span></span></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/pupil-engagement-behaviour/">Behaviour</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/pupil-engagement-behaviour/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Improving pupil
engagement and minimising disruptive behaviour.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/character/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<span style="background: rgb(3, 169, 244); border: 1pt none windowtext; padding: 0in;"><span style="text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/character/" style="color: white; font-family: Helvetica, sans-serif; font-size: 21pt; font-weight: bold;">C</a><span style="font-family: "times new roman" , serif;"> </span></span></span></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/character/">Character &
essential life skills</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/character/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Building
attitudes, skills and behaviours that support children’s learning and personal
development.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/developing-effective-learners/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #9c27b0; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/developing-effective-learners/"><span style="color: white; text-decoration-line: none;">De</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/developing-effective-learners/">Developing
effective learners<o:p></o:p></a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/developing-effective-learners/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Supporting pupils
to become effective and self-motivated learners.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/early-years/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #00897b; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/early-years/"><span style="color: white; text-decoration-line: none;">Ey</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/early-years/">Early Years</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/early-years/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Supporting
children’s early learning and development.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/enrichment/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #3f51b5; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/enrichment/"><span style="color: white; text-decoration-line: none;">E</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/enrichment/">Enrichment<o:p></o:p></a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/enrichment/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Extending
learning beyond traditional academic priorities, including careers education,
and participation in the arts and sports.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/feedback-monitoring-pupil-progress/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #673ab7; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/feedback-monitoring-pupil-progress/"><span style="color: white; text-decoration-line: none;">F</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/feedback-monitoring-pupil-progress/">Feedback &
monitoring pupil progress</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/feedback-monitoring-pupil-progress/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Using assessment
to understand pupils’ strengths, weaknesses and progress, and how to address
these through feedback.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/literacy/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #8bc34a; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/literacy/"><span style="color: white; text-decoration-line: none;">L</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/literacy/">Language and literacy<o:p></o:p></a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/literacy/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Evidence on
literacy from the Teaching and Learning Toolkit alongside the findings from
recent EEF projects.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/mathematics/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #9e9e9e; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/mathematics/"><span style="color: white; text-decoration-line: none;">M</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/mathematics/">Mathematics</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/mathematics/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Improving the
teaching and learning of mathematics.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/school-organisation/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #0097a7; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/school-organisation/"><span style="color: white; text-decoration-line: none;">O</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/school-organisation/">Organising your
school</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/school-organisation/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Addressing
school-level structural and organisational issues, such as timetabling, class
size, the built environment, and digital technology.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/parental-engagement/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #ffc107; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/parental-engagement/"><span style="color: white; text-decoration-line: none;">P</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/parental-engagement/">Parental
engagement</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/parental-engagement/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Helping parents
to support their children’s learning.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/post-16/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #2196f3; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/post-16/"><span style="color: white; text-decoration-line: none;">Fe</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/post-16/">Post-16</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/post-16/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Supporting
learners yet to secure a good pass in GCSE English and Maths.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/science/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #ff9800; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/science/"><span style="color: white; text-decoration-line: none;">S</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/science/">Science</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/science/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Improving the
teaching and learning of science.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/special-educational-needs-disabilities/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #607d8b; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/special-educational-needs-disabilities/"><span style="color: white; text-decoration-line: none;">Sn</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/special-educational-needs-disabilities/">Special
Educational Needs & Disabilities</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/special-educational-needs-disabilities/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Supporting
pupils with a learning difficulty or disability which requires special
educational provision.</span></a></div>
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<span style="color: #2b3a42; font-family: "helvetica" , sans-serif; font-size: 13.5pt;"><a href="https://educationendowmentfoundation.org.uk/school-themes/staff-deployment-development/"><span style="color: #f34600; text-decoration-line: none;"><o:p></o:p></span></a></span></div>
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<b><span style="background: #004d40; border: none 1.0pt; color: white; font-family: "helvetica" , sans-serif; font-size: 21.0pt; padding: 0in;"><a href="https://educationendowmentfoundation.org.uk/school-themes/staff-deployment-development/"><span style="color: white; text-decoration-line: none;">St</span><span style="border: none; font-family: "times new roman" , serif; font-size: 12pt; font-weight: normal;"><o:p></o:p></span></a></span></b></div>
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<b><span style="border: none 1.0pt; color: #3f5765; font-family: "helvetica" , sans-serif; font-size: 13.5pt; padding: 0in;"><span style="color: #3f5765; text-decoration-line: none;"><a href="https://educationendowmentfoundation.org.uk/school-themes/staff-deployment-development/">Staff deployment
& development</a>: </span></span></b><a href="https://educationendowmentfoundation.org.uk/school-themes/staff-deployment-development/" style="font-family: "Times New Roman", serif;"><span style="color: #2b3a42; text-decoration-line: none;">Improving the
quality of teaching through staff deployment and Continuing Professional
Development (CPD).</span></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In conjunction with the EEF pdf that I shared last week on <a href="https://educationendowmentfoundation.org.uk/public/files/Publications/Metacognition/EEF_Metacognition_and_self-regulated_learning.pdf">Metacognition and Self Regulated Learners</a>, I thought that it might be useful this week to ensure that we all have a common understanding of Metacognition. Hence I am sharing two videos depending on your own confidence in this area. If you feel you understand metacognition and know how and why it is important jump to video 2. The first video is from the Smithsonian Science Education Center that goes through metacognition and provides strategies for adaption in classrooms. Because it is the form of a cartoon it may appear too simplified, however, it does remove many misconceptions that many of us may have about what exactly is Metacognition and how can it be developed in a classroom.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The second video, produced by Dr. Tomas Armstrong although titled 6 Metacognitive Strategies for Middle and High Schoolers ( this is because of the presenter felt that Piaget's developmental model for students points to metacognition being practically useful around the age of 12) I feel is very applicable to teachers of all ages to understand this concept of learning. </span><br />
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/twvGN6irsqQ/0.jpg" src="https://www.youtube.com/embed/twvGN6irsqQ?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">To finish this week's Food for Thought I am going to return to the EEF website and share their findings with you. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. </span><br />
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<i style="color: #3f5765; font-family: arial, helvetica, sans-serif;">"<a href="https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/meta-cognition-and-self-regulation/">METACOGNITION AND SELF REGULATED LEARNERS</a></i><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>Metacognition and self-regulation approaches aim to help pupils think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring and evaluating their learning. Interventions are usually designed to give pupils a repertoire of strategies to choose from and the skills to select the most suitable strategy for a given learning task.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>Self-regulated learning can be broken into three essential components:</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>Metacognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of seven months’ additional progress.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>These strategies are usually more effective when taught in collaborative groups so that learners can support each other and make their thinking explicit through discussion.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>The potential impact of these approaches is high, but can be difficult to achieve in practice as they require pupils to take greater responsibility for their learning and develop their understanding of what is required to succeed.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>A number of systematic reviews and meta-analyses have consistently found strategies related to metacognition and self-regulation to have large positive impacts. Most studies have looked at the impact on English or mathematics, though there is some evidence from other subject areas like science, suggesting that the approach is likely to be widely applicable.<ins style="border-bottom: 1px dotted; box-sizing: border-box; text-decoration-line: none;"></ins></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>The approaches that have been tested tend to involve applying self-regulation strategies to specific tasks involving subject knowledge, rather than learning generic ‘thinking skills’.<ins style="border-bottom: 1px dotted; box-sizing: border-box; text-decoration-line: none;"></ins></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>The EEF has evaluated a number of programmes that seek to improve ‘learning to learn’ skills. The majority have found positive impacts, although smaller in size (around 2 months’ progress on average) than the average seen in the wider evidence base. For three of these programmes there were indications that they were particularly beneficial for pupils from low income families.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>A 2014 study, <a href="https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/using-self-regulation-to-improve-writing" style="background-color: transparent; border-bottom-style: solid; border-bottom-width: 1px; border-color: rgb(243, 70, 0); box-sizing: border-box; color: #f34600; cursor: pointer; line-height: 1.45; text-decoration-line: none; transition: color 0.3s ease 0s, font-weight 0s ease 0s, border 0s ease 0s;">Improving Writing Quality</a>, used a structured programme of writing development based on a self-regulation strategy. The evaluation found gains, on average, of an additional nine months’ progress, suggesting that the high average impact of self-regulation strategies is achievable in English schools.</i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>The EEF has published guidance on applying the evidence on metacognition and self-regulation in the classroom. The guidance report can be found <a href="https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning" style="background-color: transparent; border-bottom-style: solid; border-bottom-width: 1px; border-color: rgb(243, 70, 0); box-sizing: border-box; color: #f34600; cursor: pointer; line-height: 1.45; text-decoration-line: none; transition: color 0.3s ease 0s, font-weight 0s ease 0s, border 0s ease 0s;">here.</a>"</i></span></div>
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HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-59958017386898322082019-09-29T10:05:00.001+07:002019-09-29T10:09:07.476+07:00Food for Thought: Building on our understanding for GBWD<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: "arial" , sans-serif;">I hope you all enjoyed GBWD. In the build-up to this GBWD, and information
about our brain, stress, and anxiety, I watched several short videos to support
thinking behind the documentary Angst. Hence, this week's Food For Thought is
three short videos, that I watched over the past few months that you might find
interesting. Listening to Dr. Bill Mitchell, Dr Miguel, and watching Matthew
Walker, Screenagers, and Angst it has become even clearer to me how
inter-related all the aspects of wellbeing are to each other and most
importantly how we need to teach our students and our selves that we have
control over our lives, and that we need to stop blaming external factors
like work as the cause of our ill-health. </span><o:p></o:p><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>3 Tips for dealing with stress.</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In this video, Joe Piscatella provides 3 tips for dealing with stress. They are short and succinct and align perfectly with previous Food for Thoughts and our philosophies at ISHCMC.</span><br />
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<b><span style="font-family: "arial" , sans-serif;">How does stress affect a
child’s development and academic potential?</span></b><o:p></o:p><br />
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<span style="color: #0d0d0d; font-family: "arial" , sans-serif;">Understanding cognitive
development and stress in children can add context to systems of education.</span><o:p></o:p></div>
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<span style="color: #0d0d0d; font-family: "arial" , sans-serif;">Much of the growth of the
human brain happens after birth. While unrelenting stress can damage developing
structures of the limbic system, the calibrated challenge can positively
stimulate brain growth. Teachers have an important role in assuring students of
their safety when taking on new challenges.</span></div>
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<span style="font-family: "arial" , sans-serif;">Pamela Cantor, M.D. practiced child psychiatry for nearly two
decades, specializing in trauma. She founded Turnaround for Children after
co-authoring a study on the impact of the 9/11 attacks on New York City
schoolchildren. She is a Visiting Scholar in Education at Harvard University
and a leader of the Science of Learning and Development Alliance.</span><o:p></o:p></div>
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<b style="background-color: #f9f9f9; color: var(--ytd-video-primary-info-renderer-title-color, var(--yt-spec-text-primary)); font-family: Arial, Helvetica, sans-serif;">You’re Wired for Anxiety. And You’re Wired to Handle It</b><br />
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Dr. Anne Marie Albano, Director of Columbia University Clinic for Anxiety and Related Disorders, traces the biological and evolutionary origins of anxiety, the unique features of anxiety in the 21st <br />
century, and the powerful research and tech-driven treatments that have emerged in recent decades.<br />
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HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-22399961217734683622019-09-15T08:48:00.000+07:002019-09-15T08:55:08.771+07:00Food for Thought: Managing our Minds<span style="background-color: white; white-space: pre-line;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #646464; font-family: Arial, Helvetica, sans-serif;">Continuing with our links to Global Be Well day this week's Food for Thought links to our mind and how our thinking works, how we react and how this impacts us.</span></span></span><br />
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<span style="background-color: white; white-space: pre-line;"><span style="font-family: Arial, Helvetica, sans-serif;"><i><span style="color: #646464;">"</span>Learning to manage your mind is crucial to both happiness and success. In this week’s episode of Don’t Tell Me The Score, Simon Mundie sits down with Professor Steve Peters, the English psychiatrist best known for his work in elite sport. He was integral in helping British Cycling become world beaters, has worked with Liverpool FC and the England football team- and has been credited with making arguably the greatest snooker player ever Ronnie O’Sullivan ‘the player he is today’. Steve famously created a model of the mind that was the subject of his first book ‘the Chimp Paradox’. Learning how to manage your inner chimp is the key to peace of mind, and getting ahead in sport and in life. In this episode, Steve explains what the inner chimp is and why we have to nurture it. He also reveals how negative self-beliefs are formed, and what to do about them, as well as the importance of establishing what your values are. He talks about working with kids – the subject of his new book ‘my hidden chimp’- and the importance of basing your self-esteem on the ‘human’ part of your mind. Crucially, he explains why working on your psychological health is one of the most important things you can do."</i></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Although this podcast is 50 minutes long, and you may not be a professional athlete, it has lots of very important information that can help us all better understand ourselves and our children. The first part of the conversation outlines how our minds work and what is the Chimp Paradox. </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the second half of the conversation, there are very good insights into why we think the way we do, and how we can approach situations differently by controlling our own minds.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Enjoy,</span><br />
<a href="https://www.bbc.co.uk/sounds/play/p072qx55">https://www.bbc.co.uk/sounds/play/p072qx55</a><br />
<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com0tag:blogger.com,1999:blog-6767329250509428452.post-62839754327532846102019-09-08T10:50:00.002+07:002019-09-08T10:51:26.033+07:00Food for Thought: Reading comprehension and the words we use<div style="max-width: 854px;">
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<span style="background-color: white; color: #333333; letter-spacing: -0.4px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Recently, I was visiting classrooms and an IB Diploma English class was watching Lera Boroditsky's TED talk, How Language Shapes the Way We Think. Looking at the students in dawned on me the nature of the challenge that we face as educators in international schools where 80% of our students are non-native English speakers. I stayed and watched all of the talk because it started me thinking about the complexity of our role not only as subject or skill teachers but also as teachers of the English language. This complexity is exaggerated by the fact that each nationality with its own mother tongue construction of meaning could lead to very different understandings. Although having successfully completed two courses of 'ESL in the Mainstream' during my days of teaching, I realized from this video that there was a big gap in my understanding of EAL students and the immense challenge they face in not only learning English but in the interpretation and application of the language which is needed for high grades in the Diploma.</span></span><br />
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<span style="background-color: white; color: #333333; letter-spacing: -0.4px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Hence this week's Food For Thought raises the question of our own understanding of supporting the 80% of our ISHCMC students who are not only learning words in English but also their meaning and interpretation, whilst at the same time carrying their own language's interpretation of the same words/ sentence construction.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In this article from Mindshift, <a href="https://www.kqed.org/mindshift/54054/how-testing-kids-for-skills-hurts-those-lacking-knowledge?utm_medium=Email&utm_source=ExactTarget&utm_campaign=20190818MindShiftNewsletterSubscribers&mc_key=00Qi000001WzNqREAV">How testing kids for skills hurts those lacking knowledge, </a>two researchers in Wisconsin, Donna Recht and Lauren Leslie, constructed a miniature baseball field and installed it in an empty classroom in a junior high school. They peopled it with four-inch wooden baseball players arranged to simulate the beginning of a game. Then they brought in sixty-four seventh- and eighth-grade students who had been tested both for their general reading ability and their knowledge of baseball.</span><br />
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">"The goal was to determine to what extent a child’s ability to understand a text depended on her prior knowledge of the topic. Recht and Leslie chose baseball because they figured lots of kids in junior high school who weren’t great readers nevertheless knew a fair amount about the subject. Each student was asked to read a text describing half an inning of a fictional baseball game and move the wooden figures around the board to reenact the action described."</span></i><br />
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">"Churniak swings and hits a slow bouncing ball toward the shortstop, the passage began. Haley comes in, fields it, and throws to first, but too late. Churniak is on first with a single, Johnson stayed on third. The next batter is Whitcomb, the Cougars’ left-fielder."</span></i><span class="ld-dropcap" style="box-sizing: border-box; float: left; line-height: 0.8; margin-bottom: -0.05em; margin-left: -0.05em; padding: 0.05em 0.075em 0px 0px; position: relative;"><i><span style="font-family: "arial" , "helvetica" , sans-serif;">"I</span></i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The conclusion, below, again links to Hattie's work on the effect size of some forms of inquiry pedagogy, where he shows that the effect size is increased when students are pre-loaded with direct instruction before undertaking the inquiry. One could draw the same conclusion from this research about reading comprehension. If this research is applicable to all ages, and in particular our learners of English, then it shows us that we need to be careful when asking students to read as their first introduction to a topic or in the process of understanding a topic/ concept without us having previously provided some direct instruction that provides a background on to which a student can scaffold their understanding.</span><br />
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">"It turned out that prior knowledge of baseball made a huge difference in students’ ability to understand the text—more of a difference than their supposed reading level. The kids who knew little about baseball, including the “good” readers, all did poorly. And among those who knew a lot about baseball, the “good” readers and the “bad” readers all did well. In fact, the bad readers who knew a lot about baseball outperformed the good readers who didn’t."</span></i><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Embedded in our mission we have the achievement culture, and one of its strands revolves around Kind Words. Expanding this concept a little, this last article is from an AEON essay, <a href="https://aeon.co/essays/why-meaning-is-more-sunken-into-words-than-we-realise">The way words mean.</a> As related to our mission it made me wonder if the words we use in our teaching are always as kind as we think because of the embedded culrure and philosophical meaning that so many carry without us realizing. The article links to <span style="background-color: white; letter-spacing: -0.4px;">Lera Boroditsky's research and asks the question; </span><span style="text-align: center;">Perhaps the meaning is more sunken into words than we realise? The thinking raised in this essay is useful for all of us as teachers of language but also specifically in subject-specific teaching and use of words and in ToK and its exploration of meaning. </span></span><br />
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">n his <span style="box-sizing: border-box;">Philosophical Investigations</span> (1953), Ludwig Wittgenstein draws a distinction that mirrors the one between these two ways of meaning. ‘We speak of understanding a sentence,’ he writes, ‘in the sense in which it can be replaced by another which says the same; but also in the sense in which it cannot be replaced by any other........"</span></i></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">"The first kind of understanding points to a peculiar aspect of words and sentences: two of them can mean the same thing. As Wittgenstein points out, we’d never think of replacing one musical theme with another as if they amounted to the same thing. Nor would we equate two different paintings or two different screams. But with many other sentences, understanding the meaning is demonstrated by putting it in other words.</span></i></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">However, the meanings of the music, the painting and the scream seem to be immediately there. ‘A picture tells me itself,’ Wittgenstein writes. There is no way to replace one expression with another without changing the meaning. In these cases, there isn’t really a sense of a meaning apart from the expression itself. It would be perverse to ask someone who has just let loose a chilling scream: ‘What exactly did you mean by that?’ or ‘Could you put that another way?’</span></i></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">Although these two examples of ‘understanding’ might seem of completely different kinds, Wittgenstein insists that they not be divorced from one another. Together, they make up his ‘<span style="box-sizing: border-box;">concept</span> of understanding’. And, indeed, most of our language does seem to lie somewhere along a spectrum between simply designating its meaning and actually embodying it.</span></i></div>
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">On one end of the spectrum, we can imagine, as Wittgenstein does, people who speak a language consisting only of ‘vocal gestures’ – expressions such as ‘hmm’ that communicate only themselves. On the other end lies ‘a language in whose use the “soul” of the words played no part’. Here, ‘meaning-blind’ people, Wittgenstein writes, would use words without experiencing the meanings as connected to the words at all. They would use them the way a mathematician uses an ‘<span style="box-sizing: border-box;">x</span>’ to designate the side of a triangle, without the word seeming to embody the meaning in any way."</span></i></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">The essay leads to this interesting conclusion:</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><i>"These problems are not only philosophical. In all kinds of domains – science, technology, politics, religion – we are prone to taking useful interpretations and turning them into frozen and potentially dangerous ideologies. Instead of looking at the concrete application of the words, we disengage them from practice and instill them and the pictures they generate with greater reality than reality itself. We side with the words even when they begin to contradict the reality."</i></span></div>
HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com1tag:blogger.com,1999:blog-6767329250509428452.post-17439827971035512082019-08-31T11:39:00.000+07:002019-08-31T11:39:10.161+07:00Food for Thought: Nutrition<span style="font-family: Arial, Helvetica, sans-serif;">For me, nutrition is an interesting strand of the Global Be Well Day programme. It is an area that we all think we know something about, have a perspective on, but in reality, do we know what is right for each of our students? How do we let our own biases affect the way we perceive nutrition or a good or bad diet? </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Hence I thought the best place to start this Food for Thought from is information relating to the question: <span style="background-color: #f9f9f9; color: var(--ytd-video-primary-info-renderer-title-color, var(--yt-spec-text-primary));">What is the best diet for humans? The talk below by Eran Segal gives us insight into how what we eat impacts us. Its key finding is that the results show that it isn't just about the food it is about the person eating it. Some of the data that Eran's team discovered goes against what is traditional nutritional advice. We have talked a great deal about the threat of AI and algorithms but in this talk, you will hear about the power of them to help us as individuals shape our diet so it is right for us. This talk links with personalized learning, because as in education Eran's research shows that there is no perfect diet to suit everyone, our response to the food we eat depends on who we are and our microbiomes. </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">If we take the information in the talk by Eran Segal it immediately undoes much of the nutritional information that determines how we feed ourselves, our family and students in the school cafeteria. Hence, as personalizing nutrition isn't that easy I just wanted to share some generalized and traditional information that you might find useful when dealing with this topic. The first piece of information comes from the, <span style="background-color: white; color: #505050; letter-spacing: 0rem;">The </span><em style="background-color: white; color: #505050; letter-spacing: 0rem;"><a href="https://www.choosemyplate.gov/snapshot-2015-2020-dietary-guidelines-americans">Dietary Guidelines</a></em><span style="background-color: white; color: #505050; letter-spacing: 0rem;"> that </span><span style="background-color: white; color: #505050; letter-spacing: 0rem;">are published every 5 years by the U.S. Departments of Agriculture and Health and Human Services. It is designed for professionals to help all individuals ages 2 years and older consume a healthy diet that meets nutrient needs. The focus of the</span><span style="background-color: white; color: #505050; letter-spacing: 0rem;"> </span><em style="background-color: white; color: #505050; letter-spacing: 0rem;">Dietary Guidelines</em><span style="background-color: white; color: #505050; letter-spacing: 0rem;"> </span><span style="background-color: white; color: #505050; letter-spacing: 0rem;">is on disease prevention and health promotion. Although the</span><span style="background-color: white; color: #505050; letter-spacing: 0rem;"> </span><em style="background-color: white; color: #505050; letter-spacing: 0rem;">Dietary Guidelines</em><span style="background-color: white; color: #505050; letter-spacing: 0rem;"> </span><span style="background-color: white; color: #505050; letter-spacing: 0rem;">are not intended to treat disease, it can be adapted by nutrition and health professionals to describe healthy eating to patients and clients.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Finally, I looked at this site, <a href="https://healthengine.com.au/info/nutrition-for-school-children">Health Engine</a>, that provided good nutritional information for school students in Australia. The post that I read ended by saying: </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>"Habits developed in the formative years of life have a lasting effect on health. As a result parents need to set positive food culture through meal planning, keeping a variety of foods in supply, and setting a good example. The key points to remember as a parent/caretaker include the following:</i></span></div>
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<li style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px 0px 5px; padding: 0px; vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>Adequate nutrition will help your child develop maximal intelligence (IQ) and well being.</i></span></li>
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<li style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px 0px 5px; padding: 0px; vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>The child should be guided to make independent food choices and eat a variety of foods.</i></span></li>
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<li style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px 0px 5px; padding: 0px; vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>Malnutrition and its consequences will be prevented by eating the right kinds and amounts of foods.</i></span></li>
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<li style="border: 0px; box-sizing: border-box; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px 0px 5px; padding: 0px; vertical-align: baseline;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>Encourage your child to practice proper hygiene at all times."</i></span></li>
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<br />HoS ISHCMChttp://www.blogger.com/profile/13705270598444059378noreply@blogger.com1