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Learn how to generate long-term transformation by starting with mental models. 
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Scoop.it!
To foster growth mindsets in students, teachers can coach students to try different learning strategies that make the brain work smarter. Educator praise can be used to acknowledge specific strategies students have tried and can push students to reflect on themselves as learners. This process is more complex than it looks and ultimately should help lead students to become more independent thinkers. Via Nik Peachey
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When we work in schools, we work to explain how complex systems work, and we engage in dialogue with people in the system to identify the patterns coherent with their shared identity, tasks, priorities, and practices. As a result of this deep dive into exploring their patterns, educators then identify options for action to generate and sustain the patterns they want to see.
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What is fascinating about knowledge, and learning, is that it is massively expansive and intricately interconnected. One idea always relates to another idea. It is the ultimate puzzle. People are naturally motivated to learn and grow because, in the end, our lives and lifestyles depend upon it. Yet organizational cultures and technology work against this innate motivation. Here’s why.
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The field of philanthropy is exploring what it takes to achieve impact in complex environments. The terms “adaptive” and “emergent” are beginning to be used, often interchangeably, to describe strategies by which funders can tackle complexity. This article proposes distinguishing between the two and explores more deeply how the research into complexity can inform philanthropic practice.
Gary J. Hubbell's curator insight,
February 20, 2020 11:26 AM
Part of my learning practice is purposefully circling back 5-10 years to see what thinking was being lifted up and considering the extent to which it may still have value today. Such is the case with this excellent article, published in Foundation Review. Because much of my work in philanthropy has historically been with organizations involved in fund raising rather than fund granting, I found much in this article that resonates with me and could be valuable to those on that side of the exchange.
I'll just lift up three points that struck me.
1. The authors point to University of Michigan (Go Blue!!) research on core elements common to complex adaptive systems. They point to the research findings that "The more often individual agents interact, the faster the whole system adapts." I think this is a strong rationale for what a couple of my mentors call "campaigns of one" and, in general, most gifts of significance programs. Whereas so much development work (un)consciously involves "batching" actions taken with large groups of benefactors, the ability to get and stay in close conversation with an emerging major donor (i.e., "individual agents interacting") greatly increases and expands the shared exploration of possibilities and impact.
2. The authors suggest that by expanding "agency" (the self-perceived ability and authority to act), the speed of adaptation increases. When I work with clients doing philanthropy program planning I like to encourage a "whole stakeholder system" of involvement for this very reason. Highly interactive planning summits--laced with questions that illuminate the core conditions of past success--are great ways of building agency and ownership among the same folks you'd like to financially support the resulting initiatives.
3. The third observation the authors make is that we tend to conflate the "what" and the "how," often from our unconscious hold on power dynamics (aka, control). Greater attention (and co-creation) of the "why" and the "what" yields a far elevated scaffolding for most gift discussions. The "how" can be important, but not if it becomes the first or dominant point of discussion early on. Let it evolve appropriately. Then, allow many hands to hold the more tactical "how." Use the discussion of the "how" to test commitment around the "what" and the "why."
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Our species, Homo Sapiens, is the being who thinks. But we are also the beings who learn, and the beings who experience a rich spectrum of affective emotional states. This article presents research and theoretical models relating emotions to learning and cognition. Random pages from Barry Kort.
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What we believe about learning is sometimes totally opposite to how the brain actually learns. Here are 10 insights on how the brain learns. Via Tom D'Amico (@TDOttawa)
Lon Woodbury's curator insight,
March 28, 2016 6:15 AM
Expand these academic insights into learning about life, and they seem to still apply. -Lon
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MIT OpenCourseWare has published materials of several System Dynamics courses. MIT OpenCourseWare is a free and open publicationof material from thousands of MIT courses, covering the entire Massachusetts Institute of Technology curriculum and used by millions of learners and educators around the world.– Introduction to System Dynamics (as taught by John Sterman)– System Dynamics II (as taught by John Sterman)– Research Seminar in System Dynamics (as taught by Hazhir Rahmandad)
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Preparing for work is not the only purpose of education, but it is nonetheless a topic policymakers, educators, academics, companies, and individuals all have a stake in. Given the dramatic shifts currently taking place as a result of the 4th industrial revolution, we would argue it is one of the biggest questions and opportunities of our time. Our hope is that this paper will serve as a basis for dialogue and debate on how systems and thinking must shift to ensure individuals are best prepared for the new world of work and the roles various partners have in making this shift possible. Download the The Future of Work and Learning Whitepaper today.
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New approaches show engineers how leadership is the natural extension of engineering—making it more attractive to become a leader. While an engineer may be hired for technical skills, these skills become obsolete within a few years without considerable updating as technology advances. Nevertheless, other aspects of their skill set, notably problem solving and systems thinking, readily transfer to leadership. When an engineer can see an organization as a system, he or she can readily appreciate how finding good leverage points can bring about dramatic and beneficial change.
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From
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This article uses NEME (Notice, Engage, Mull, Exchange), and Dan Roam’s FOREST criteria to map learner engagement with Thortspace. Purpose: To help learners Notice concepts and relationships.
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Technology-enabled active learning is a teaching format that merges lectures, simulations, and hands-on desktop experiments to create a rich collaborative learning experience. By the fall of…
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Metacognition, simply put, is the process of thinking about thinking. It is important in every aspect of school and life, since it involves self-reflection on one’s current position, future goals, potential actions and strategies, and results. At its core, it is a basic survival strategy, and has been shown to be present even in rats. Via Mel Riddile
Dr. Theresa Kauffman's curator insight,
April 2, 2017 10:28 PM
Metacognition is so very important to improved learning and achievement. Check this article out!
Dr. Theresa Kauffman's curator insight,
April 18, 2017 12:13 PM
We allow extra time each period so teachers can talk about thinking process in their content area and students can think about thinking. It can improve the application of what they are studying, which provides deeper learning.
Madame Tournesol's curator insight,
September 6, 2017 10:38 PM
Metacognition - the key to everything.
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"All truths are easy to understand once they are discovered; the point is to discover them." ~Galileo Galilei Watching the film "Lucy" over the weekend (its number 1 here in Japan's DVD rental shops) I was amazed that the director said he had talked with at least a dozen Nobel prize scientists before making the movie. Whomever these scientists were, they seemed to live in an alternate Universe, where leading educational theories such as Howard Gardner’s MI theory, the psychology of “flow” and the educational application of neuroplasticity research is unknown.
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“The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery every day. Never lose…
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I won't bury the lede on this one; don't plan your career, a better approach is to develop a few scenarios of where you believe your industry is going and acquire the knowledge and skills that will...
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