Of course, I was delighted! It's rare to see such a drastic improvement, not to mention within a day's time.
... And if you care about promoting opportunity and reducing inequality, the classroom is the place to start.”
~ Secretary Arne Duncan, October 9, 2009.
... or maybe the Internet? Our schools are failing our students... personalized learning coupled with Open and Social can turn this around!
Check out this little report, in which a neuro-scientist explains that the characteristic of an expert is less mental activity, not more.
You become an expert once you gain automaticity around the elements required for expertise.
This used to be called memory, but since ideology has piled a lot of polemic smear on this term in the educational domain, we now call it automaticity.
For the last few decades, teachers were taught that memorizing was "stupid" and that students only needed the ability to think critically and creatively.
I'm all for critical and creative thinking, obviously (who in their right mind wouldn't?). The real issue is, though, that you need a large foundation of underlying knowledge to produce good results. This foundation is largely built through review and repetitive processes. This foundation is automaticity, and it's one of education's primary responsibilities to equip every student with this toolbox.
Automaticity is a term used in neuroscience to describe the moment when you no longer have to think to retrieve knowledge, it's hardwired into your mind, so you can use it effortlessly and easily, without hesitating.
A huge selection of building blocks--in storage and readily available--is needed if you want to build a castle. All the materials have to be within easy reach if you want the architecture and design to convince. If you're busy finding or making up the building blocks "as you go" and "in context" your castle will start to look more like a shack.
Unfortunately, this is what a large groups of ideologues have been preaching in education, and I'm happy that bit by bit we get scientific data from neuroscience that proves that the brain actually works quite differently. Not logically, not rationally, and creatively in a different way than is commonly projected:
It becomes more and more evident that humans most effectively create skill through automaticity, by forming subconscious patterns.
Vocabulary more than anything else requires automaticity to be of value.
Our goal at LearnThat Foundation is to help learners build automaticity quickly and effectively.
Choose from different quiz modules to meet your needs.
Easily interact with usage examples and typical context of words while you get customized and deliberate practice.
Our integrated Open Dictionary of English provides lots of colorful, fun ways to interact with words, while our quiz engine custom designs every session to practice those words that are important to you right now.
Before you know it, you'll be using these words confidently, without any effort.
It's not new or surprising: Employing people with weak spelling skills is expensive.
Now, web technology actually let's us measure the damage: A web entrepreneur reports in this BBC article that fixing a spelling mistake doubled his sales from that page.
William Dutton, Oxford Internet Institute, agrees: "A misspelt word could be a killer issue.”
Spellcheckers can help you fix errors, but they can't replace knowledge.
James Fothergill, the Confederation of British Industry's head of education and skills, said: "Our recent research shows that 42% of employers are not satisfied with the basic reading and writing skills of school and college leavers and almost half have had to invest in remedial training to get their staff's skills up to scratch.
Posted via email from LearnThat's Blog
Deliberate practice has to include 5 key elements. The blue text is quoted from the book referenced below.
The notion of deliberate practice, first introduced by K. Anders Ericsson in a 1993 Psychological Review article, went far beyond the simple idea of hard work. The key is continual improvement.
'Deliberate practice is a very special form of activity that differs from mere experience and mindless drill,' explains Ericsson. 'Unlike playful engagement with peers, deliberate practice is not inherently enjoyable. It [...] does not involve a mere execution or repetition of already attained skills, but repeated attempts to reach beyond one's current level which is associated with frequent failures.'
[...] For those on their way to greatness, several themes regarding practice consistently come to light:
1. Practice changes your body. Researchers have recorded a constellation of physical changes (occurring in direct response to practice) in the muscles, nerves, hearts, lungs, and brains of those showing profound increases in skill level in any domain.
2. Skills are specific. Individuals becoming great at one particular skill do not serendipitously become great at other skills. Chess champions can remember hundreds of intricate chess positions in sequence but can have a perfectly ordinary memory for everything else. Physical and intellectual changes are ultraspecific responses to particular skill requirements.
3. The brain drives the brawn. Even among athletes, changes in the brain are arguably the most profound, with a vast increase in precise task knowledge, a shift from conscious analysis to intuitive thinking (saving time and energy), and elaborate self-monitoring mechanisms that allow for constant adjustments in real time.
4. Practice style is crucial. Ordinary practice, where your current skill level is simply being reinforced, is not enough to get better. It takes a special kind of practice to force your mind and body into the kind of change necessary to improve.
5. Short-term intensity cannot replace long-term commitment. Many crucial changes take place over long periods of time. Physiologically, it's impossible to become great overnight.
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The Genius in All of Us: New Insights into Genetics, Talent, and IQ
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