Showing posts with label TCR. Show all posts
Showing posts with label TCR. Show all posts

Sunday, 10 April 2016

Writing - Transitions - THEREFORE, THUS, CONSEQUENTLY

 Self heal.



Writing - Transitions - THEREFORE, THUS, CONSEQUENTLY
The transitions Therefore and thus, consequently, so, then, hence, as a  result.
A transition is a bridge – it connects two ideas.

TRANSCRIPT:
I'm Adam. Some people asked me about transitions, again, specifically, "therefore" and "thus".
But I figured I would do the whole package because they can all work together.
If you're writing essays, you can use more than one of these, more than two of these,
especially for longer essays. So first, we're going to look at the differences or similarities –
as the case may be -- of these words and when and how they are used. Okay?
So the words we're looking at today are "therefore", "thus", "consequently", "so", "then, "hence", and the expression "as a result". Okay? So again, all of these are transitions. I'll put it here.
So a little review. What is a transition? A transition is like a bridge that connects two ideas. Okay?
So what are we connecting here? What are the ideas that we want to connect? We want to connect a logical conclusion. Okay? Or we want to connect a consequence. What is a "consequence"?
A consequence is, basically, a result. So for example, in life, we make choices, we make decisions, and then, we have to live with the consequences, whatever those choices bring us. Okay?
So there's a very, very slight difference in these three words, especially.
These are the three that I want you to use most on essays if you're going to be writing essays. Okay? We use "therefore" -- again, it's more of a mathematical word, but we use it, obviously, to write,
as well. When we have a premise, from there premise, we generally reach a conclusion.
Now, what is a "premise"? A "premise" is an idea that we believe to be true.
And because we believe it is true, from that truth we reach a conclusion. Okay?
I think everybody knows a very famous "premise + conclusion" sentence. "I think" -- premise -- "I believe that I think, therefore I am." That's the conclusion I reach. Because I think, I am. Okay.
Don't be confused. It's not "because".
Premise and conclusion, but I'm just trying to simplify it a little bit.
"Thus" means "result". Now, it's a little bit different from "consequence".
"Result" means a result of the last argument. Okay? And "consequence" is -- again, it's a result,
but a consequence. Something's going to happen as a result of the thing before.
Now, it's very, very important to remember, something had to be mentioned before you can use
any of these words. Okay? All of these words and whatever sentence or clause or whatever comes after it is in relation to what came before. Okay? I said something before; this is my conclusion now. Or this is the result of what happened or this is the consequence.
More informally, we can use "so" also to talk about a consequence or a result.
We use "then". So, "This happened. Then, I did this." Not "then" like time, like sequence.
"Then" means more like, "This happened, so I did this."
"This happened. Then, I did that as a result of the first thing."
Now, a lot of people ask me about this word, "hence". The first thing I will say is don't use it.
One, it's a bit old-fashioned and a bit snobby. And two, most people don't use it correctly anyway.
I personally don't like this word, but if you must use it, then, remember it's also like a consequence. Use it instead of "thus" -- probably instead of "therefore".
And of course, very casual, "as a result". Okay? So before we look at this -- all of these individually, let's look at some examples. "I am cold." Okay?
This is the situation. "I am cold. Therefore, I'll put on a coat." [Coughs] Excuse me.
Actually, you know what? Let me change this. Sorry. I'll put a period here.
If I were going to use "therefore" with this, I would start a new sentence.
All of these words can be used to start a sentence or mid-sentence. But some of them are better used to start. Some of them are better used in the middle. "I'm cold. Therefore, I'll put on a coat."

You can TCR music, poetry or self development material for internal knowing.
I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.
I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.
Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube 
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com        just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”

Wednesday, 24 June 2015

7 Advanced Reading Skills

A simple but complicated looking flower love-in-a-mist.

In this 1st video, Dr. DIane Shubinsky discusses the 7 Advanced Reading Skills:
1. Reference, 2. Main Ideas, 3. Examples, 4. Contrast, 5. Addition, 6. Cause & Effect, 7. Inference.

Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube 
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”

Tuesday, 23 June 2015

Which knowledge?

 Is a thistle a thorny problem?

Which knowledge? 
Joe Kirby

I often ask pupils at family lunch at Michaela what their favourite subject is.
Many of them reply, ‘I love every subject, sir!’
What we choose to teach plays a big part in how much our pupils love learning.
At Michaela, we decide which knowledge to teach based on three principles:
schemata, challenge, and coherence.

Schemata
Our aim is to help pupils remember everything they are learning,
and master the most important content.
To this end, subject content knowledge is best organised into the most memorable schemata. 
So we organise history and English literature chronologically.
We start in Year 7 with classical antiquity: in History we study Mesopotamia, Egypt, Greece,
Rome and Roman Britain; in Religion, we study polytheism, The Old and New Testament,
Judaism and Christianity; in English, we study Greek mythology, The Odyssey, Roman Rhetoric,
epic poetry and Shakespeare’s Julius Caesar; in Art, we study Egyptian, Greek and Roman art, sculpture and architecture. Chronological, cumulative schemata help pupils remember subject knowledge in the long-term: not for ten weeks or ten months, but for ten years and beyond.
                 Dovetailing hidden bodies of knowledge in 5 hours of English and 5 hours of Humanities

Challenge
The subject knowledge we choose to teach our pupils to master
is the most vital and the most challenging content. The pupils we teach often arrive at school
far behind, unable to read fluently or multiply. Many have a vocabulary of under 6,000 words,
while wealthier pupils often have over 12,000. So the opportunity cost of anything other
than the most challenging subject content is high. Only the most challenging topics
with the most stretching vocabulary, combined with high support so all pupils understand
and use it accurately, will allow them to compete academically with
the 96% of private school pupils who reach University. We dedicate extended teaching time
for mastery of grammar, spelling and vocabulary, the hidden bodies of knowledge
that make for accurate writing. Our pupils will have vivid memories of reading
some of the most complex and beautiful texts ever written: Shakespeare’s Othello,
Swift’s Gulliver’s Travels, Shelley’s Frankenstein, Orwell’s 1984, Malcolm X’s autobiography,
Duffy’s The Worlds’ Wife, and Mandela’s A Long Walk to Freedom.

Coherence
Subject knowledge we select dovetails cohesively across and between subjects. 
At Michaela, our pupils will remember Year 7 as the year they learnt about classical civilisation. Across subjects, they are making exciting connections.
Sacrifice, for instance, recurs in the stories of Abraham and Isaac in religion,
with Agamemnon and Iphigenia or Minos and Theseus in Greek mythology.
Across English and Science, the planet Mercury is named after the swift Greco-Roman messenger god as it is the fastest-moving planet, taking 88 days to orbit the sun.
A dovetailed knowledge curriculum allows pupils to make these fascinating connections
for themselves, and understand the ideas of democracy, dictatorship, hubris, nemesis,
tragedy and monotheism from their early origins.

In short, we select challenging, sequenced, coherent schemata within and across subjects,
so that our pupils remember what they’ve learned for years to come.
https://pragmaticreform.wordpress.com/2015/02/28/which-knowledge/


Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube 
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”

Monday, 22 June 2015

How to read

Vetch unfolds its story in its own time.

How to read Nick Hornby
          
But I do not wish to produce prose that draws attention to itself, rather than the world it describes, and I certainly don't have the patience to read it. (I suspect that I'm not alone here.
That kind of writing tends to be admired more by critics than by book-buyers,
if the best-seller lists can be admitted as evidence: the literary novels that have reached
a mass audience over the past decade or so usually ask readers to look through
a relatively clear pane of glass at their characters.)

I am not attempting to argue that the books I like are 'better' than more opaquely written novels;
I am simply pointing out my own tastes and limitations as a reader.
To put it crudely, I get bored, and when I get bored I tend to get tetchy.
It has proved surprisingly easy to eliminate boredom from my reading life.
And boredom, let's face it, is a problem that many of us have come to associate with books.
It's one of the reasons why we choose to do almost anything else rather than read;
very few of us pick up a book after the children are in bed
and the dinner has been made and the dirty dishes cleared away.
We'd rather turn on the television. Some evenings we'd rather go to all the trouble of getting
into a car and driving to a cinema, or waiting for a bus that might take us somewhere near one.
This is partly because reading appears to be more effortful than watching television, and usually it is; although if you choose to watch one of the American HBO series, such as The Sopranos 
or The Wire, then it's a close-run thing, because the plotting in these programmes,
the speed and complexity of the dialogue, are as demanding as a lot of the very best fiction.
One of the problems, it seems to me, is that we have got it into our heads that books
should be hard work, and that unless they're hard work, they're not doing us any good.
I recently had conversations with two friends, both of whom were reading
a very long political biography that had appeared in many of 2005's 'Books of the Year' lists.
They were struggling. Both of these people are parents - they each, coincidentally,
have three children - and both have demanding full-time jobs.
And each night, in the few minutes they allowed themselves to read before sleep, they ploughed gamely through a few paragraphs about the (very) early years of a 20th-century world figure.
At the rate of progress they were describing, it would take them many, many months
before they finished the book, possibly even decades.
(One of them told me that he'd put it down for a couple of weeks, and on picking it up again
was extremely excited to see that the bookmark was much deeper into the book
than he'd dared hope. He then realised that one of his kids had dropped it,
and put the bookmark back in the wrong place. He was crushed.)
The truth is, of course, that neither of them will ever finish it - or at least,
not in this phase of their lives.
In the process, though, they will have reinforced a learned association of books with struggle.
I am not trying to say that the book itself was the cause of this anguish.
I can imagine other people racing through it, and I can certainly imagine these two people
racing through books that others might find equally daunting.
It seems clear to me, though, that the combination of that book with these readers
at this stage in their lives is not a happy one.
If reading books is to survive as a leisure activity - and there are statistics that show
that this is by no means assured - then we have to promote the joys of reading,
rather than the (dubious) benefits.
I would never attempt to dissuade anyone from reading a book.
But please, if you're reading a book that's killing you put it down and read something else,
just as you would reach for the remote if you weren't enjoying a television programme.
Your failure to enjoy a highly rated novel doesn't mean you're dim –
you may find that Graham Greene is more to your taste, or Stephen Hawking, or Iris Murdoch,
or Ian Rankin. Dickens, Stephen King, whoever.
It doesn't matter. All I know is that you can get very little from a book that is making you weep
with the effort of reading it. You won't remember it, and you'll learn nothing from it,
and you'll be less likely to choose a book over Big Brother next time you have a choice.
'If reading is a workout for the mind, then Britain must be buzzing with intellectual energy,'
said one sarcastic newspaper columnist: 'Train stations have shops packed 
with enough words to keep even the most muscular brain engaged for weeks.
'Indeed, the carriages are full of people exercising their intellects the full length of their journeys.
Yet somehow, the fact that millions daily devour thousands of words from Hello!, The Sun,
The Da Vinci Code, Nuts and so on does not inspire the hope that the average cerebrum
is in excellent health. It's not just that you read, it's what you read that counts.'
This sort of thing - and it's a regrettably common sneer in our broadsheet newspapers –
must drive school librarians, publishers and literacy campaigners nuts.
In Britain, more than 12 million adults have a reading age of 13 or less,
and yet some clever-dick journalist still insists on telling us that unless we're reading
something proper, we might as well not bother at all.
But what's proper? Whose books will make us more intelligent? Not mine, that's for sure.
But has Ian McEwan got the right stuff? Julian Barnes? Jane Austen, Zadie Smith,
E.M. Forster? Hardy or Dickens?
Those Dickens-readers who famously waited on the dockside in New York 
for news of Little Nell - were they hoping to be educated?
Dickens is literary now, of course, because the books are old.
But his work has survived not because he makes you think, but because he makes you feel,
and he makes you laugh, and you need to know what is going to happen to his characters.
I have on my desk here a James Lee Burke novel, a thriller in the Dave Robicheaux series,
which sports on its covers ringing endorsements from The Literary Review, The Guardian
and The Independent on Sunday, so there's a possibility
that somebody who writes for a broadsheet might approve.
Any chance of this giving my grey matter a workout?
How much of a stretch is it for a nuclear physicist to read a book on nuclear physics?
How much cleverer will we be if we read Of Mice and Men, Steinbeck's beautiful, simple novella?
Or Tobias Woolf's brilliant This Boy's Life, or Lucky Jim, or To Kill a Mockingbird?
Enormous intelligence has gone into the creation of all these books,
just as it has into the creation of the iPod, but the intelligence is not transferable.
It's there to serve a purpose.
But there it is. It's set in stone, apparently: books must be hard work,
otherwise they're a waste of time. And so we grind our way through serious,
and sometimes seriously dull, novels, or enormous biographies of political figures,
and every time we do so, books come to seem a little more like a duty,
and Pop Idol starts to look a little more attractive. Please, please, put it down.
And please, please stop patronising those who are reading a book - The Da Vinci Code,
maybe - because they are enjoying it.
For a start, none of us knows what kind of an effort this represents for the individual reader.
It could be his or her first full-length adult novel; it might be the book that finally reveals
the purpose and joy of reading to someone who has hitherto been mystified by the attraction
that books exert on others. And anyway, reading for enjoyment is what we should all be doing.
I don't mean we should all be reading chick-lit or thrillers (although if that's what you want to read, 
it's fine by me, because here's something else no one will ever tell you:
if you don't read the classics, or the novel that won this year's Booker Prize,
then nothing bad will happen to you; more importantly, nothing good will happen to you if you do);
I simply mean that turning pages should not be like walking through thick mud.
The whole purpose of books is that we read them, and if you find you can't,
it might not be your inadequacy that's to blame. 'Good' books can be pretty awful sometimes.
The regrettable thing about the culture war we still seem to be fighting is that it divides books
into two camps, the trashy and the worthwhile. No one who is paid to talk about books for a living seems to be able to convey the message that this isn't how it works,
that 'good' books can provide every bit as much pleasure as 'trashy' ones.
Why worry about that if there's no difference anyway? Because it gives you more choice.
You may not have to read about conspiracies,
or the romantic tribulations of thirty-something women, in order to be entertained.
You may find that you're enthralled by Antony Beevor's Stalingrad,
or Donna Tartt's The Secret History, or Great Expectations.
Read anything, as long as you can't wait to pick it up again.
I'm a reader for lots of reasons. On the whole, I tend to hang out with readers,
and I'm scared they wouldn't want to hang out with me if I stopped.
(They're interesting people, and they know a lot of interesting things, and I'd miss them.)
I'm a writer, and I need to read, for inspiration and education and because I want to get better,
and only books can teach me how.
Sometimes, yes, I read to find things out - as I get older, I feel my ignorance
weighing more heavily on me. I want to know what it's like to be him or her, to live there or then.
I love the detail about the workings of the human heart and mind that only fiction can provide –
film can't get in close enough. But the most important reason of all, I think, is this.
When I was nine years old, I spent a few unhappy months in a church choir
(my mum's idea, not mine). And two or three times a week, I had to sit through the sermon, 
delivered by an insufferable old windbag of a vicar.
I thought it would last forever, and sometimes I thought it would kill me - that I would,
quite literally, die of boredom. The only thing we were allowed for diversion was the hymn book, 
and I even ended up reading it, sometimes.
Books and comics had never seemed so necessary; even though I'd always enjoyed reading
before then, I'd never understood it to be so desperately important for my sanity.
I've never, ever gone anywhere without a book or a magazine since.
It's taken me all this time to learn that it doesn't have to be a boring one,
whatever the reviews pages and our cultural commentators tell me;
and it took the Polysyllabic Spree, of all things, to teach me.
Please, please: put it down. You'll never finish it. Start something else.

Nick Hornby. 'The Complete Polysyllabic Spree', by Nick 
http://www.telegraph.co.uk/culture/3654739/How-to-read.html



Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube 
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”

Sunday, 21 June 2015

Opening up learning: Forms and formats


Opening up learning: Forms and formats

Following on from my previous post, I was asked what was the difference between new forms of learning and new formats of learning. With so many technology tools, channels and services available to us, it's an easy question to answer. To address the question however, we initially need to put the question of dialogue with teachers and peers to one side and focus solely on content.

Where once all that was available as a portable medium was the text book, students would need to spend time reading in a more or less linear fashion to follow the thinking of the author. With the advent of educational television in the middle of the last century, students were offered the affordances of audio commentary and visual cueing. This brought together two of the most potent human senses of sight and sound, and later, as programmed texts became available to accompany television, we exploited what psychologist Allan Paivio described as the dual cognitive facilities of imagen (visual) and logogen (speech and writing) processing. The introduction of video tape enabled the further facility of pausing, rewinding and fast forwarding content, as well as the capability to store it for use at any convenient time. This was one of the first occasions when technology began to open up non-linear forms of content consumption. But it was still consumption of content, and had advanced learning very little from the time where only text books were available. 

The arrival of multi-media introduced the affordance of non-linear content presentation, where students could study the knowledge contained within the media in any sequence, or iteration. Multi-media also brought with it the earliest forms of interaction with content beyond the multiple choice questions and remedial loops of computer assisted learning. Students could interrogate the content and could also influence the direction, pace and focus of content through early games based systems.

The arrival of the Internet, and subsequently the Web brought interactive content to the desk top, and the introduction and rapid adoption of mobile technologies allowed students to access content any time, and just about any place. All of the above developments represent formats of knowledge - the manner and context in which content is presented to the learner, and what they are able to do with that knowledge. The forms of knowledge are made possible by the formats, but are essentially driven by the learner.

The forms of knowledge now available are numerous and are made possible by the many different technologies and technological affordances. Knowledge can be negotiated using open repository systems such as wikis, blogs and discussion forums. Knowledge can be represented in many forms on the web including through still or moving image sequences, text and spoken words, music, and of course through hypertext. Indeed it is the latter that has generated the most diverse and serendipitous forms of learning on the web, and aligns neatly to rhizomatic learning theory. It can be unpredictable, chaotic, but essentially purposeful, as learners navigate their way across the digital terrain, discovering for themselves. These are embryonic thoughts and are open to discussion, and comments as ever are very welcome.

Opening up #learning: new forms of knowledge by Steve Wheeler was written in Amsterdam, Holland is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Hana Tichá
Another very interesting post which got me thinking. From an English teacher’s viewpoint, technology has definitely pushed learning into a totally different direction. We used to have books and tapes with standard British English. Now, at any point of time, students can listen to various accents and English(es). Technology has made English a global language accessible to anyone. From the non-native speaker’s perspective, nowadays I can become proficient in English (or any foreign language, for that matter) without even entering the classroom (although I believe teachers play a very important role in students’ lives). Various free learning web-based tools, such as corpora, on-line dictionaries and other learning platforms, have made learning easier, more interesting and authentic. But most importantly, learners can finally become fully autonomous as they can use the language outside of the classroom. Thus, in consequence, they enrich the classroom since every learner brings a piece of new knowledge back to it. For me personally, the fact that I can interact with English speakers all around the world has made the language (and teaching the language) more purposeful. It’s not just a sum of knowledge I possess anymore – it becomes alive every time I reply to a blog post, for example :-)

John Laskaris
Great post Steve. This is absolutely true that the web-based tools made the process of learning much easier. I think they will continue doing their job in the future up to the moment they’ll replace teachers and traditional learning eventually.
http://steve-wheeler.blogspot.co.uk/2015/05/opening-up-learning-forms-and-formats.html


Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube 
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”



Saturday, 20 June 2015

Can neuroscientists dispel the myth that children have different learning styles?

Sainfoin used to be grown as fodder for French cows.

Can neuroscientists dispel the myth that children have different learning styles?

A new initiative from the team behind “I’m a scientist – get me out of here”
aims to bring neuroscientists and teachers together
to discuss how brain science can inform education

A new event is currently bringing together teachers and neuroscience to discuss
if and how brain science can inform education.

Pete Etchells
Over the past few years, there seems to have been an insidious pandemic
of nonsense neuroscientific claims creeping into the education system.
In 2013, the Wellcome Trust commissioned a series of surveys of parents and teachers,
asking about various types of educational tools or teaching methods, and the extent to which
they believe they have a basis in neuroscience. Worryingly, 76% of teachers responded
that they used learning styles in their teaching, and a further 19% responded
that they either use, or intend to use, left brain/right brain distinctions
to help inform learning methods. Both of these approaches have been thoroughly debunked,
and have no place in either neuroscience or education.

In October last year, I reported on another study that showed that in the intervening time,
things hadn’t really improved – 91% of UK teachers in that survey believed
that there were differences in the way that students think and learn,
depending on which hemisphere of the brain is ‘dominant’.
And despite lots of great attempts to debunk myths about the brain, they still seem to persist
and take up residence as ‘commonplace’ knowledge,
being passed onto children as if they are fact.
When I wrote about an ATL proposal to train teachers in neuroscience – a well-intended idea,
but ultimately grounded in nonsense about left brain/right brain myths –
I commented at the end that we need to do more to bring teachers and neuroscientists together, 
to discuss whether neuroscience has a relevant role in informing the way we teach students.
Now, a new initiative funded by the Wellcome Trust is aiming to just that.

“I’m a Scientist – Get me out of here” is a long-running public engagement initiative
that brings scientists and students together, giving children a chance to ask real-life researchers their burning questions about science and the life scientific.
It also gives scientists a crucial opportunity to learn how to engage with children,
and it’s one of the best science communication events I’ve ever taken part in.
Until 9th May, they’re running a special Learning Zone, which gives teachers the opportunity
to pose questions about neuroscience, evidence for learning styles,
and generally anything to do with the brain and education, to five practicing neuroscientists.

Advertisement
“Teachers are encouraged to improve their teaching, and improve student progress at schools, but they don’t necessarily have the access to knowledge that researchers have”
says Shane McCracken, Director of Gallomanor Communications, the team who run the event. “This is our way of letting them access that knowledge
without having to subscribe to and read a bunch of academic papers.”
So far, questions have asked about a wide range of topics, including
the potential effects of diet on memory, to what extent parental involvement can have an effect on learning and development, exam revision techniques,
and the impact of apparent increase in rates of dyslexia among schoolchildren.
Over a hundred teachers from schools across the country have been involved to date.
Of course, given the scope of the event, it’s impossible to target a critical mass of schools.
But while it may not make a widespread mark on busting brain myths in education,
it’s an excellent start, and it’s great to see these sorts of initiatives being funded.
“We’re hoping these four weeks demonstrate that teachers want to talk with researchers
about the science of learning” says Shane. “If the demand is there then we hope to keep providing similar opportunities in future on the platform.
And potentially for researchers in other areas to talk to professionals in different fields.”

http://www.theguardian.com/science/head-quarters/2015/apr/24/can-neuroscientists-dispel-the-myth-that-children-have-different-learning-styles-im-a-scientist-learning-zone-wellcome-trust



Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube 
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”

Thursday, 18 June 2015

Changing Our Education System One Programmer At A Time



These individual flowers take their turn in the sun.
While the foxglove provides the poisonous digitalis 
we used to play 'popping' the flowers.

Changing Our Education System One Programmer At A Time

Editor's note: Jon Auerbach is a partner at CRV,
which is an investor in Udacity and The Flatiron School.

In the off chance you've been sleeping under a rock with no Wi-Fi for the past 20 years,
here's some news: The U.S. educational system is under attack from multiple fronts
and is on the verge of being reshaped by a profound entrepreneurial uprising.
This is acutely evident in higher education. Colleges are in an unsustainable arms race
of spending on non-teaching lures – football stadiums and sushi-laden cafeterias –
to attract students who can neither afford the cost of education
nor find jobs to repay their debt once they're out in the real world.

With more than $1.1 trillion of outstanding student debt,
up to 40 percent of recent college grads are either unemployed or underemployed.
In 2010, the unemployment rate for young workers aged 16-24 hit 19.6 percent,
the highest since the Bureau of Labor Statistics began tracking unemployment in 1947.
The next time you go to an amusement park,
think that one in four park workers has a college degree.
As is often the case, change is coming from entrepreneurs looking to reshape education.
After all, this stems from a real need on the part of startups to attract and retain great engineers. 
In most startups, the hardest jobs to fill are positions in core technology, product design
and product management.
Educational startups used to be off-limits for entrepreneurs.
The space was filled with a collection of schools and administrators resisting change
and innovation. But in the past few years, two things have happened that offer real opportunity.

First, the state of education is being challenged by systemic problems.
And as software has become more approachable to the masses,
it has led to a grassroots movement toward innovation in education.
The first forays into educational overhaul were companies like Khan Academy,
which that took educational content and re-packaged it into forms that youth could relate to.
The snack-size learning modules of Khan Academy mirrored videos that students were watching
in their free time, and they became hits in their own right on YouTube.
A second wave of entrepreneurs then created massive open online courses, or MOOCs,
with more in-depth content in the form of start-to-finish courses.

Companies like Udacity, Coursera, Udemy and others give students an opportunity
to take longer-length classes on their own time and often for free. And they aren't alone.
In the last several years, we've seen the rise of other online coding programs like Codecademy, which became popular after helping its students get into coding through
its initial New Year's Resolution challenge.
In fewer than 48 hours, Codecademy was able to sign up 97,000 students.

These companies are all exploiting a huge gap in American education.
In 2013, only about 31,000 students in the U.S.
took the Advanced Placement Computer Science (CS) exam.
This was less than 1 percent of total AP exams for the year
and about the same number as those who took the Studio Art 2-D Design AP exam.
By contrast, nearly half a million American students took the AP English exam.
One reason for this disparity is a dearth of trained CS teachers in middle and high schools.
With few trained teachers, even students interested in learning CS in high school
have no formal option – last year,
one student in the entire state of Mississippi took the AP CS exam.

Now a third wave of startups is sprouting up to tackle the dearth of vocational CS training
with intense, in-person training. Companies like The Flatiron School, which I recently invested in, and the Turing School, are teaching students in short-term immersion programs.
They tend to attract very motivated students, many of them mid-career
in non-technical professions, who spend day and night learning coding over short periods of time. After completing their programs, the students have the technical skills employers are looking for, and they are highly marketable. In fact, Flatiron boasts nearly 100 percent job placement.
These schools are tapping into a large societal demand.
Vocational training is the wedge to begin a 21st century institution of higher learning.
And the schools are in good company. As Avi Flombaum, one of Flatiron's founders,
likes to remind people that Harvard was started in 1636 as a vocational training school
to prepare a future generation of clergymen.

http://techcrunch.com/2014/04/12/changing-our-education-system-one-programmer-at-a-time/


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To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”