This document discusses challenges for education in Europe. It references challenges such as wanting schools to emulate successful models from other places like Finland. It also discusses the concept of "the learning pit" which represents cognitive conflict that can lead to more creativity. It provides examples of concepts that have been used to provoke cognitive conflict for different aged groups. Finally, it discusses that eureka moments can come from working through challenges and constructing new understanding out of periods of confusion.
This document discusses focusing on learning rather than grades in schools. It notes that students show greater motivation and independence when teachers focus less on grades. The document then provides examples of thinking skills and concepts that could be discussed in philosophy for children lessons, such as "what is a toy?" and "is zero the same as nothing?". It describes how getting students into "the pit" of cognitive conflict can lead to deeper understanding. Finally, it discusses the effects of different types of praise on student motivation and performance.
This document discusses the nature vs nurture debate around intelligence and mindsets. It provides examples showing that both genetics and environment can influence traits like intelligence, talent, and success. It also discusses research on fixed and growth mindsets, showing that believing intelligence can be developed (growth mindset) leads to better academic performance compared to believing it is innate (fixed mindset). The document advocates for focusing on effort, progress, challenges and learning from mistakes rather than praising intelligence.
This document discusses entrepreneurship and entrepreneurial qualities. It profiles 6 individuals and evaluates how entrepreneurial they were:
1. Bjorn Borg - A tennis champion who founded a successful clothing brand after retiring from sports.
2. Desmond Tutu - A Nobel Peace Prize winner who advocated for social justice in South Africa.
3. Blondinbella - A Swedish blogger and businesswoman who founded multiple companies in fashion and media.
4. Anita Roddick - The founder of The Body Shop cosmetics company who promoted ethical business practices.
5. Thomas Edison - The famous American inventor who held over 1,000 patents and founded research laboratories.
6
1. Early intelligence tests developed in the early 20th century by Binet, Terman, Goddard, and others aimed to classify children for educational purposes but were later used to argue for innate racial and ethnic differences in intelligence. 2. Widespread IQ testing of military recruits during WWI found that test scores correlated with years of education and native language more than any innate ability. 3. Despite questions around their design and interpretation, IQ tests became popular in the U.S. in the 1920s and were influential in restricting immigration and promoting the eugenics movement.
This document provides a history of intelligence and intelligence testing. It discusses how the concept of intelligence emerged in the late 19th century and various attempts to define intelligence. It outlines the development of early intelligence tests by researchers like Binet and Simon who created the first intelligence test to identify students who needed special education. It describes how IQ scores were originally calculated as a mental age compared to a person's chronological age. The history discusses the work of researchers like Goddard who helped popularize IQ testing in the early 20th century.
This document discusses challenges for education in Europe. It references challenges such as wanting schools to emulate successful models from other places like Finland. It also discusses the concept of "the learning pit" which represents cognitive conflict that can lead to more creativity. It provides examples of concepts that have been used to provoke cognitive conflict for different aged groups. Finally, it discusses that eureka moments can come from working through challenges and constructing new understanding out of periods of confusion.
This document discusses focusing on learning rather than grades in schools. It notes that students show greater motivation and independence when teachers focus less on grades. The document then provides examples of thinking skills and concepts that could be discussed in philosophy for children lessons, such as "what is a toy?" and "is zero the same as nothing?". It describes how getting students into "the pit" of cognitive conflict can lead to deeper understanding. Finally, it discusses the effects of different types of praise on student motivation and performance.
This document discusses the nature vs nurture debate around intelligence and mindsets. It provides examples showing that both genetics and environment can influence traits like intelligence, talent, and success. It also discusses research on fixed and growth mindsets, showing that believing intelligence can be developed (growth mindset) leads to better academic performance compared to believing it is innate (fixed mindset). The document advocates for focusing on effort, progress, challenges and learning from mistakes rather than praising intelligence.
This document discusses entrepreneurship and entrepreneurial qualities. It profiles 6 individuals and evaluates how entrepreneurial they were:
1. Bjorn Borg - A tennis champion who founded a successful clothing brand after retiring from sports.
2. Desmond Tutu - A Nobel Peace Prize winner who advocated for social justice in South Africa.
3. Blondinbella - A Swedish blogger and businesswoman who founded multiple companies in fashion and media.
4. Anita Roddick - The founder of The Body Shop cosmetics company who promoted ethical business practices.
5. Thomas Edison - The famous American inventor who held over 1,000 patents and founded research laboratories.
6
1. Early intelligence tests developed in the early 20th century by Binet, Terman, Goddard, and others aimed to classify children for educational purposes but were later used to argue for innate racial and ethnic differences in intelligence. 2. Widespread IQ testing of military recruits during WWI found that test scores correlated with years of education and native language more than any innate ability. 3. Despite questions around their design and interpretation, IQ tests became popular in the U.S. in the 1920s and were influential in restricting immigration and promoting the eugenics movement.
This document provides a history of intelligence and intelligence testing. It discusses how the concept of intelligence emerged in the late 19th century and various attempts to define intelligence. It outlines the development of early intelligence tests by researchers like Binet and Simon who created the first intelligence test to identify students who needed special education. It describes how IQ scores were originally calculated as a mental age compared to a person's chronological age. The history discusses the work of researchers like Goddard who helped popularize IQ testing in the early 20th century.
1) Several theories and definitions of intelligence are discussed, including Binet's definition as the capacity for judgment, reasoning, and comprehension.
2) Alfred Binet developed one of the first intelligence tests in 1904 to predict school performance in Paris. Gardner proposed eight types of multiple intelligences, including existential intelligence about life and death.
3) Sternberg's triarchic theory defined three types of intelligence: analytical, creative, and practical applied to everyday tasks. IQ tests were also developed by David Wechsler to measure verbal and nonverbal intelligence.
Jean Piaget's Theory of Cognitive DevelopmentKelly McGrail
Piaget's theory of cognitive development outlines 4 stages of development: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (12 years and up). The stages are characterized by the development of object permanence, representational thought, logical reasoning, and abstract thought. Children with cognitive disabilities may not progress through all the stages. Down syndrome is provided as an example of a cognitive disability where individuals often do not complete all stages of Piaget's theory.
Concept, Nature & Factor Theories of Intelligence 1.pptxSATYABRATA DASH
Intelligence can be understood through different theories that describe its nature and factors. The one-factor theory proposed by Alfred Binet viewed intelligence as a single ability, while Spearman's two-factor theory separated intelligence into a general factor ("g") and specific factors. Thurstone argued intelligence involves multiple primary mental abilities, such as verbal, numerical, and spatial skills. Thorndike described a multi-factor view of intelligence consisting of levels, areas, ranges, and speed. Overall, the document discusses major theories that conceptualize intelligence as having unitary, dual, or multiple components.
The document discusses different perspectives on intelligence and how it has been defined. It notes that intelligence was traditionally viewed as a single factor that could be measured by IQ tests, but more modern views see multiple types of intelligence. It also explores factors that can influence intelligence like culture, gender, health and environment. The document examines different theories of intelligence from thinkers like Gardner and Sternberg. It then discusses measuring intelligence through IQ tests and scales. It defines intellectual giftedness and mental retardation/intellectual disability and their associated characteristics.
This was a talk I did on my Multidisciplinary Spectrum. Whether you find Multipotentialite appealing, polymathy to be the dream, or just want to be more of a generalist. Understanding Multidisciplinary terms is key to understanding yourself deeper. Check out the finale episode of the Mini Series the Multidisciplinary Spectrum!
The document discusses key events and developments in education between 1900-1950. Some highlights include:
- In the early 1900s, higher education institutions were established in the US to promote higher standards for universities.
- Mary McLeod Bethune founded a school for African American girls in 1904 that later merged and became Bethune-Cookman University.
- Alfred Binet and Theodore Simon created the Binet-Simon intelligence test in 1905 to identify students with mental retardation.
- John Dewey emerged as a leading progressive education philosopher in the early 1900s, advocating for experiential and problem-based learning approaches.
This document provides an overview of andragogy, the study of adult education. It discusses key concepts in andragogy including that it focuses on "man leading" or self-directed learning as adults have accumulated life experiences. The document contrasts andragogy with earlier subject-centric models of education and outlines principles of andragogy including creating a supportive environment, collaborative learning, and dealing with obstacles to learning. It also discusses the role of teachers in balancing lecture, discussion and visual methods to operationalize abstract concepts and build critical thinking.
This document discusses ideas around challenging learning from philosopher Alfred Binet and others. It explores what children need to learn, whether intelligence is nature or nurture, the impact of vocabulary exposure in early childhood, mindsets about intelligence, and balancing challenge versus difficulty. Key concepts discussed include mental orthopaedics, growth mindset, the teaching target model, and using question stems and colliding concepts to facilitate challenging discussions for learners of different ages.
This document discusses gifted education in the 21st century. It advocates for developing 21st century skills like creativity, innovation, critical thinking and problem solving in gifted students. It argues that a 1960s education is not adequate to prepare students for the modern world and its focus on technology. The document promotes partnerships to advocate for gifted education and finding like-minded people. It encourages gifted students to pursue their passions and strengths with intensity rather than trying to be well-rounded.
The document discusses learning as a lifelong process and the importance of teaching people how to learn. It explores the nature vs nurture debate around intelligence and talents. Various quotes are provided on topics like praise, mindsets, ability grouping and the influence of assessment on achievement. Effective strategies discussed include learning intentions, formative feedback, and groups of three.
ROFFEKE UN world education day 2020 - Report by Wangari KabiruMildred Achoch
"When ROFFEKE extended the invitation to speak on the trio topic "education, environment and mental health" at the #EducationDay 2020, the trio would already make a full day's talk when dissected individually. This is just the beginning of the discourse as we need more instances for this convergence of minds and especially the take-away to amplify to our respective audiences, local communities, governments and decision makers. Thank you ROFFEKE for the invitation to be part of what I enjoy more and especially during the UN International Day of Education 2020 (#EducationDay) "in celebration of the role of education for peace and development'.
My context of #edumental stems from the joy of fullness of life, which is without ration for every person." - Wangari Kabiru.
Games for the 21st Century Creative Learner: Use it or Lose it!Susan Hillyard
This presentation, on creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. This will be a reflective plenary which will offer teachers food for thought for changing their classroom practice.
This document discusses different perspectives on learning and education. It includes quotes from Alfred Binet and others emphasizing the importance of teaching students how to learn and challenging the view that intelligence is fixed. Another section discusses research finding that children in professional homes hear more words per hour on average than those in working-class or welfare homes. The document also presents various thinking skills and models of learning, highlighting the importance of attitudes, skills and knowledge. It advocates using learning intentions and success criteria to engage students' minds.
This document provides an overview of several influential theories of child development, including:
- Piaget's stages of cognitive development (sensorimotor, preoperational, concrete operational, formal operational)
- Vygotsky's sociocultural theory including the zone of proximal development and scaffolding
- Erikson's psychosocial stages of development and the conflicts at each stage (trust vs mistrust, autonomy vs shame/doubt, etc.)
- Freud's psychosexual stages of development including oral, anal, phallic, latency, and genital stages
- Skinner's operant conditioning and behaviorism which views learning as shaped by consequences like reinforcement
- Bronfenbren
This document discusses instructional media and technology in Education 209. It defines multimedia as using various forms of media like text, images, graphics, photos, animations, sound and video to communicate a message interactively. The document then lists 10 experts in the field of education, including Jean Piaget, John Dewey, Rudolf Steiner, and Nel Noddings. It focuses on how these experts contributed theories about child development, learning processes, and the role of education.
This document discusses factors that contribute to the development of leadership skills and social capital in gifted young people and adults. It outlines several theories related to talent development, including Operation Houndstooth theory, Executive Function theory, and Co-cognitive Factor Intervention theory. The document emphasizes that gifted individuals have the potential to become leaders and influencers, and educational institutions have a responsibility to support their ethical, moral, social and emotional development in addition to cognitive development, in order to promote more socially constructive expressions of giftedness.
Joe Renzulli's Keynote at 20th Biennial World Conference (WCGTC) in Louisvill...Tyler Clark
This document discusses factors that contribute to the development of leadership skills and social capital in gifted young people and adults. It outlines several theories related to talent development, including Operation Houndstooth theory, Executive Function theory, and Co-cognitive Factor Intervention theory. The document emphasizes that gifted individuals have the potential to become leaders and influencers, and educational institutions have a responsibility to support their ethical, moral, social and emotional development in addition to cognitive development. It also discusses the importance of social capital and education's role in cultivating socially constructive giftedness.
This document contains information from multiple sources on educational topics. It includes sections on feedback questions, writing checklists, essay structures, homework effects, assessing without threats, and using data to track student progress. Various websites are referenced throughout relating to math criteria, history marksheets, and individual school targets.
This document contains a variety of information on different topics related to education including:
- Data showing differences in vocabulary between children from professional vs working class vs welfare homes.
- Details about facilities at a private UK school compared to state schools.
- Background on the creator of the first IQ test and how it was later adapted and used to construct a racial hierarchy.
- Statistics on ability grouping of UK children by age and birth month.
- Diagrams showing relationships between value, expectation, and application in different school subjects.
- Details of an experiment comparing different types of praise for test scores.
- The Scandinavian phrase "FOAFOY" related to curling parents.
1) Several theories and definitions of intelligence are discussed, including Binet's definition as the capacity for judgment, reasoning, and comprehension.
2) Alfred Binet developed one of the first intelligence tests in 1904 to predict school performance in Paris. Gardner proposed eight types of multiple intelligences, including existential intelligence about life and death.
3) Sternberg's triarchic theory defined three types of intelligence: analytical, creative, and practical applied to everyday tasks. IQ tests were also developed by David Wechsler to measure verbal and nonverbal intelligence.
Jean Piaget's Theory of Cognitive DevelopmentKelly McGrail
Piaget's theory of cognitive development outlines 4 stages of development: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (12 years and up). The stages are characterized by the development of object permanence, representational thought, logical reasoning, and abstract thought. Children with cognitive disabilities may not progress through all the stages. Down syndrome is provided as an example of a cognitive disability where individuals often do not complete all stages of Piaget's theory.
Concept, Nature & Factor Theories of Intelligence 1.pptxSATYABRATA DASH
Intelligence can be understood through different theories that describe its nature and factors. The one-factor theory proposed by Alfred Binet viewed intelligence as a single ability, while Spearman's two-factor theory separated intelligence into a general factor ("g") and specific factors. Thurstone argued intelligence involves multiple primary mental abilities, such as verbal, numerical, and spatial skills. Thorndike described a multi-factor view of intelligence consisting of levels, areas, ranges, and speed. Overall, the document discusses major theories that conceptualize intelligence as having unitary, dual, or multiple components.
The document discusses different perspectives on intelligence and how it has been defined. It notes that intelligence was traditionally viewed as a single factor that could be measured by IQ tests, but more modern views see multiple types of intelligence. It also explores factors that can influence intelligence like culture, gender, health and environment. The document examines different theories of intelligence from thinkers like Gardner and Sternberg. It then discusses measuring intelligence through IQ tests and scales. It defines intellectual giftedness and mental retardation/intellectual disability and their associated characteristics.
This was a talk I did on my Multidisciplinary Spectrum. Whether you find Multipotentialite appealing, polymathy to be the dream, or just want to be more of a generalist. Understanding Multidisciplinary terms is key to understanding yourself deeper. Check out the finale episode of the Mini Series the Multidisciplinary Spectrum!
The document discusses key events and developments in education between 1900-1950. Some highlights include:
- In the early 1900s, higher education institutions were established in the US to promote higher standards for universities.
- Mary McLeod Bethune founded a school for African American girls in 1904 that later merged and became Bethune-Cookman University.
- Alfred Binet and Theodore Simon created the Binet-Simon intelligence test in 1905 to identify students with mental retardation.
- John Dewey emerged as a leading progressive education philosopher in the early 1900s, advocating for experiential and problem-based learning approaches.
This document provides an overview of andragogy, the study of adult education. It discusses key concepts in andragogy including that it focuses on "man leading" or self-directed learning as adults have accumulated life experiences. The document contrasts andragogy with earlier subject-centric models of education and outlines principles of andragogy including creating a supportive environment, collaborative learning, and dealing with obstacles to learning. It also discusses the role of teachers in balancing lecture, discussion and visual methods to operationalize abstract concepts and build critical thinking.
This document discusses ideas around challenging learning from philosopher Alfred Binet and others. It explores what children need to learn, whether intelligence is nature or nurture, the impact of vocabulary exposure in early childhood, mindsets about intelligence, and balancing challenge versus difficulty. Key concepts discussed include mental orthopaedics, growth mindset, the teaching target model, and using question stems and colliding concepts to facilitate challenging discussions for learners of different ages.
This document discusses gifted education in the 21st century. It advocates for developing 21st century skills like creativity, innovation, critical thinking and problem solving in gifted students. It argues that a 1960s education is not adequate to prepare students for the modern world and its focus on technology. The document promotes partnerships to advocate for gifted education and finding like-minded people. It encourages gifted students to pursue their passions and strengths with intensity rather than trying to be well-rounded.
The document discusses learning as a lifelong process and the importance of teaching people how to learn. It explores the nature vs nurture debate around intelligence and talents. Various quotes are provided on topics like praise, mindsets, ability grouping and the influence of assessment on achievement. Effective strategies discussed include learning intentions, formative feedback, and groups of three.
ROFFEKE UN world education day 2020 - Report by Wangari KabiruMildred Achoch
"When ROFFEKE extended the invitation to speak on the trio topic "education, environment and mental health" at the #EducationDay 2020, the trio would already make a full day's talk when dissected individually. This is just the beginning of the discourse as we need more instances for this convergence of minds and especially the take-away to amplify to our respective audiences, local communities, governments and decision makers. Thank you ROFFEKE for the invitation to be part of what I enjoy more and especially during the UN International Day of Education 2020 (#EducationDay) "in celebration of the role of education for peace and development'.
My context of #edumental stems from the joy of fullness of life, which is without ration for every person." - Wangari Kabiru.
Games for the 21st Century Creative Learner: Use it or Lose it!Susan Hillyard
This presentation, on creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. This will be a reflective plenary which will offer teachers food for thought for changing their classroom practice.
This document discusses different perspectives on learning and education. It includes quotes from Alfred Binet and others emphasizing the importance of teaching students how to learn and challenging the view that intelligence is fixed. Another section discusses research finding that children in professional homes hear more words per hour on average than those in working-class or welfare homes. The document also presents various thinking skills and models of learning, highlighting the importance of attitudes, skills and knowledge. It advocates using learning intentions and success criteria to engage students' minds.
This document provides an overview of several influential theories of child development, including:
- Piaget's stages of cognitive development (sensorimotor, preoperational, concrete operational, formal operational)
- Vygotsky's sociocultural theory including the zone of proximal development and scaffolding
- Erikson's psychosocial stages of development and the conflicts at each stage (trust vs mistrust, autonomy vs shame/doubt, etc.)
- Freud's psychosexual stages of development including oral, anal, phallic, latency, and genital stages
- Skinner's operant conditioning and behaviorism which views learning as shaped by consequences like reinforcement
- Bronfenbren
This document discusses instructional media and technology in Education 209. It defines multimedia as using various forms of media like text, images, graphics, photos, animations, sound and video to communicate a message interactively. The document then lists 10 experts in the field of education, including Jean Piaget, John Dewey, Rudolf Steiner, and Nel Noddings. It focuses on how these experts contributed theories about child development, learning processes, and the role of education.
This document discusses factors that contribute to the development of leadership skills and social capital in gifted young people and adults. It outlines several theories related to talent development, including Operation Houndstooth theory, Executive Function theory, and Co-cognitive Factor Intervention theory. The document emphasizes that gifted individuals have the potential to become leaders and influencers, and educational institutions have a responsibility to support their ethical, moral, social and emotional development in addition to cognitive development, in order to promote more socially constructive expressions of giftedness.
Joe Renzulli's Keynote at 20th Biennial World Conference (WCGTC) in Louisvill...Tyler Clark
This document discusses factors that contribute to the development of leadership skills and social capital in gifted young people and adults. It outlines several theories related to talent development, including Operation Houndstooth theory, Executive Function theory, and Co-cognitive Factor Intervention theory. The document emphasizes that gifted individuals have the potential to become leaders and influencers, and educational institutions have a responsibility to support their ethical, moral, social and emotional development in addition to cognitive development. It also discusses the importance of social capital and education's role in cultivating socially constructive giftedness.
This document contains information from multiple sources on educational topics. It includes sections on feedback questions, writing checklists, essay structures, homework effects, assessing without threats, and using data to track student progress. Various websites are referenced throughout relating to math criteria, history marksheets, and individual school targets.
This document contains a variety of information on different topics related to education including:
- Data showing differences in vocabulary between children from professional vs working class vs welfare homes.
- Details about facilities at a private UK school compared to state schools.
- Background on the creator of the first IQ test and how it was later adapted and used to construct a racial hierarchy.
- Statistics on ability grouping of UK children by age and birth month.
- Diagrams showing relationships between value, expectation, and application in different school subjects.
- Details of an experiment comparing different types of praise for test scores.
- The Scandinavian phrase "FOAFOY" related to curling parents.
This document contains various resources for teachers and students related to assessment and learning goals. It includes checklists for writing and math criteria, links to websites about visible learning and self-assessment questions. There are also examples of marksheets for history essays and references to growth mindset research about how students can train their brains. The document promotes assessing student achievement and progress towards specific learning goals.
This document discusses ability grouping and praise in education. It summarizes research showing that ability grouping children at a young age and streaming them into "top sets" can negatively impact lower-achieving students. Specifically, research found that 71% of September-born children were placed in top sets compared to only 26% of August-born children. The document also reviews research demonstrating that praising children's intelligence rather than effort can have a detrimental effect on their motivation and resilience. In contrast, praising hard work and the learning process leads to greater persistence and achievement. The document advocates avoiding ability labels and focusing feedback on effort, learning, and growth.
- Alfred Binet created the first IQ test in 1905 to identify students who did not suit the standard curriculum so an alternative could be designed
- In 1915, Stanford University adapted Binet's test and used it to construct an ethnically-based social hierarchy, though language skills affected immigrant scores
- Binet argued intelligence was not fixed and could be increased, opposing the view it determined one's abilities
- Ability grouping benefits high achieving students but harms low achievers, with 80% of students held back in the US being black or Hispanic boys
- The Learning Pit model involves moving students from clarity to confusion to construction of new understanding through questioning
- Pre-testing identifies students' current understanding before instruction to better target teaching
The document contains several sections related to self-assessment, learning goals, and evaluation criteria. It includes top self-assessment questions, a learning goal about using descriptive words when writing, and examples of descriptive writing. It also includes checklists for writing and history assignments, with criteria for introduction, body, and conclusion. Several website URLs are listed throughout.
This document discusses strategies for creating the right level of challenge in teaching and learning. It emphasizes that challenge should be at the zone of proximal development where tasks are difficult but still possible. Checklists and rubrics can help students and teachers understand expectations and progress. Praise should focus on effort, strategies and progress rather than innate ability so students see challenges as opportunities to learn and improve. Creating the right environment and high expectations can help ensure all students benefit from an appropriate level of challenge.
This document discusses challenging learning and leading progress. It explores concepts like the learning challenge, eureka moments from challenge, and cognitive conflict. It also addresses praise for children, different types of praise and their effects, and criticism of boys versus girls. The document provides thinking skills, examples of philosophical questioning techniques, and examines assumptions and truth versus opinion.
This document provides an overview of growth mindset concepts including:
- The difference between fixed and growth mindsets and how they influence priorities and attitudes.
- Ways to develop growth mindsets such as praising actions not abilities and balancing success with challenges.
- Research showing that previewing material can double learning progress and the importance of setting goals.
The document discusses the nature vs. nurture debate on intelligence and talent, presenting perspectives of innate abilities versus incremental growth through effort. It also examines how praise focused on process rather than intelligence can influence a growth versus fixed mindset and reviews strategies like previewing material to develop a growth mindset that sees potential and abilities as expandable through learning and challenge. The effects of mindsets on learning and responses to difficulties are explored through various studies.
P4C (Philosophy for Children) is a thinking skills program that aims to help children aged 3-6 become more thoughtful, reflective, considerate, and reasonable individuals. It uses collaborative inquiry through stories, questions, and discussions to develop critical thinking and social-emotional skills. A typical P4C session involves sitting in a circle, a warm-up activity, presenting a story or stimulus, identifying concepts, generating philosophical questions, sharing thoughts and perspectives, and drawing conclusions as a group.
The document summarizes information about Philosophy for Children (P4C). It discusses how P4C aims to help children become more thoughtful, reflective, considerate, and reasonable individuals rather than turning them into philosophers. It provides an example of the typical format used for P4C discussions and notes how creating cognitive conflict is key to developing critical thinking skills. The document also shares quotes from Socrates about wisdom and philosophy.
This document discusses organizational readiness to learn and contains three key questions learning organizations should ask themselves. It includes a self-portrait, descriptions of astrological signs, graphs showing progress, and instructions to download slides from a website. The document raises questions about an organization's goals, progress, and next steps to continually improve and learn.
This document summarizes key findings from John Hattie's meta-analysis of over 900 studies involving over 50,000 studies on factors that influence student achievement. Some of the main findings include:
- Formative evaluation of teachers, how pupils rate their teachers, and teacher-student relationships have among the highest effects on student achievement.
- Factors like matching learning styles, teachers' subject knowledge, and class size have smaller effects.
- Visible learning research shows that assessment capable students, providing formative evaluation to teachers, and microteaching have the top influences on student achievement.
- Warmth, encouragement of higher-order thinking skills, empathy, and non-directivity most influence student-
This document discusses creativity, entrepreneurship, and motivation. It explores the balance between nature and nurture, and challenges the idea that certain traits like intelligence or athletic ability are innate gifts. The document suggests that with the right environment and feedback, children's potential can continue developing rather than being fixed from an early age. It provides examples showing how praise for effort rather than intelligence can impact motivation and performance.
This document discusses inspirational teaching and inspired learning. It provides resources for teachers, including slides that can be downloaded from www.challenginglearning.com and inquiry resources from www.p4c.com. The document also discusses the importance of using challenging learning and critical thinking skills to help students progress and develop their understanding.
This document provides information about Philosophy for Children (P4C), a thinking skills program that aims to help children become more thoughtful, reflective, considerate, and reasonable individuals. It discusses the four C's of P4C - collaborative, caring, critical, and creative community inquiry. It also includes examples of questions that could be used in a P4C discussion and describes different levels of skill acquisition from novice to expert based on the Dreyfus model. Finally, it notes that P4C discussions with 3 1/2 year olds could help develop their thinking and reasoning abilities.
This document discusses strategies for improving student achievement. It notes that achievement is more likely when students adopt learning strategies focused on self-improvement rather than performance comparisons, accept feedback, set difficult goals, and have a strong sense of self-efficacy in their ability to learn. The document also references research showing that the number of words children hear varies greatly depending on their family's socioeconomic status, and that this impacts their vocabulary development and later school performance.
This document discusses the importance of teaching students how to learn effectively. It notes that Alfred Binet believed intelligence could be developed, not just fixed, and that students should learn skills like focus, discipline and mental orthopaedics before subjects. It also discusses the impact of praise, finding that praising effort rather than intelligence leads to greater persistence and risk-taking. The document advocates focusing on student progress rather than rankings.
This document discusses various topics related to challenging learning, including:
- Alfred Binet argued that intelligence can be developed through training the will, attention, and discipline, rather than being a fixed quantity.
- Carol Dweck's research found that a "growth mindset" which sees intelligence as malleable leads to greater achievement than a "fixed mindset".
- Praise should focus on effort, strategies, and progress rather than innate qualities to encourage a growth mindset and continued learning.
- Asking questions is an effective way to challenge students' thinking and encourage deeper understanding.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Inner South opening keynote
1. Interact the 21st century way…
www.todaysmeet.com/JamesNottingham
@JamesNottinghm(NB. no ‘a’ between h and m)
#LeadingLearning
www.jamesnottingham.co.uk/interact
2. Leading Lifelong Learning, March 2012
Inner SMR Conference
‘We now accept the fact that learning is a
lifelong process of keeping abreast of
change. And the most pressing task is to
teach people how to learn.’
Peter Drucker, 1909–2005
(Described by Business Week as ‘the man who
invented management’)
jamesnottingham.co.ukchallenginglearning.com
5. Leading Lifelong Learning
‘What (students) should learn first is not the
subjects ordinarily taught, however important they
may be; they should be given lessons of will, of
attention, of discipline; before exercises in
grammar, they need to be exercised in mental
orthopaedics; in a word they must learn how to
learn.’
Alfred Binet
1857 - 1911
6. Intelligence – nature or nurture?
In 1904, the French government
asked Binet to create a mechanism
for identifying students in need of
alternative education
Binet created a scale of 30 tasks
for 6 – 14 year olds, ranging from
easy to complex ones
He stated his test showed what a
child had learnt to that point, and
nothing else
Alfred Binet
1857 - 1911
7. Intelligence is not fixed (Binet, 1909)
‘Some recent philosophers
have given their moral approval
to the deplorable verdict that
an individual’s intelligence is a
fixed quantity, one which
cannot be augmented. We
must protest and act against
this brutal pessimism … it has
no foundation whatsoever.’
Alfred Binet
1857 - 1911
8.
9. Number of words heard by children
A child in a welfare-dependent family hears on average
616 words an hour 500
A child in a working-class home hears on average 1,251
words an hour 700
A child in a professional home hears on average 2,153
words an hour 1100
Number of words spoken by the time children are 3
Hart &Risley, 1995
10. By the time they start school
Some children
start school
knowing 6,000
words.
Others, just
500 words.
Source: BBC 2009
http://news.bbc.co.uk/1/hi/
magazine/8013859.stm
11. We all have beliefs about intelligence & talents
People who believe
intelligence comes
mainly from nature have
a ‘fixed’ mindset
People who believe
intelligence comes
mainly from nurture
have a ‘growth’ mindset
Professor Carol Dweck, Stanford