What's Trending in Education?The Summit's blog related to current educational thought, practices, & principles around the world
Education Week: Teaching Introverted Students: How a ‘Quiet Revolution’ Is Changing Classroom Practice
How Metacognition Boosts Learning
It’s far too easy for students to overestimate their understanding of a topic simply because they’re familiar with it. Metacognition helps students recognize the gap between being familiar with a topic and understanding it deeply. But weaker students often don’t have this metacognitive recognition—which leads to disappointment and can discourage them from trying harder the next time.
Research shows that even children as young as 3 benefit from metacognitive activities, which help them reflect on their own learning and develop higher-order thinking.”
David Lee at TED@UPS, Why jobs of the future won’t feel like work
Teachers who are passionate about teaching. Teachers that care about each individual student. Teachers that want to help students figure out what makes them excited to learn. That’s #TheSummitDifference
“We’ve all heard that robots are going to take our jobs — but what can we do about it? Innovation expert David Lee says that we should start designing jobs that unlock our hidden talents and passions — the things we spend our weekends doing — to keep us relevant in the age of robotics. ‘Start asking people what problems they’re inspired to solve and what talents they want to bring to work,’ Lee says. ‘When you invite people to be more, they can amaze us with how much more they can be.'”
Grit: The power of passion & perseverance
This Ted talk by Angela Lee Duckworth from 2013, might be a few years old but the message is still prevalent today. Use the link below to watch her TED talk. Click here for more recent research and information about Grit from Duckworth.
From the October 25, 2017 Atlantic Article. Read the full article here: https://www.theatlantic.com/education/archive/2017/10/the-hidden-meaning-of-kids-shapes-and-scribbles/543873/
After all, these creations rarely look like anything fully recognizable or “real.” I uncovered a host of idiosyncrasies after asking parents about their kids’ art. There was a sideways house (or was it a knife?); a giant tooth resembling candy corn; a supposed self-portrait consisting of an oval with some jagged lines in the middle. Observers tend to laugh these sorts of things off as a kid’s erratic artistic process. If the drawing seems angry or dark, they might worry about what it means.
But experts say these responses rely on an outdated understanding of children’s drawing. Starting in the 20th century, psychologists tended to assume that a kid had reached a high level of drawing development if she could depict something realistically. They argued that when a child drew something simple-looking, like a human figure in the “tadpole” style—a sort of circular head with arms and legs jutting out of it (and, usually, no torso) that’s common in kids’ drawing—it was because of the child’s misconception of how, say, the human body is organized. A drawing with abstractions or quirks? That meant a child didn’t quite understand the object she was trying to depict. Or, according to later theories, it simply meant she didn’t know how to represent things realistically (even if she did understand how the thing looked in the real world). But today, a growing number of psychologists suggest that it’s a mistake to see any drawing that doesn’t look “real” as inferior or wrong.
While observers tend to agree that there’s a stage at which most children strive for realistic depiction in their drawing, many psychologists argue that at their earlier stages of drawing, children aren’t thinking about realism. Take, for example, the way kids tend to scatter objects in awkward places in their drawings; they might draw a house on the left corner of the page and then a road that somehow stands above it. But that doesn’t mean they don’t understand how these scenes look in the real world, some experts say; instead, the child is more concerned about achieving a kind of visual balance between the objects. Their goal, ultimately, is to create something that’ll make sense to the person they show it to.
In fact, sometimes children prefer to draw something a certain way even when they know it “should” look different, or even when they’re well able to draw the object more realistically. Winner once heard about a preschool-aged girl who was drawing a “tadpole” human figure; when her father asked her about it, she said something along the lines of “I know they don’t look like this, but this is the way I like to draw them.” David Pariser, a professor of art education at Concordia University in Montreal, added that sometimes children may draw tadpoles simply “because they’re in a hurry and want to do a bunch of them.”
Read the full article here: https://www.theatlantic.com/education/archive/2017/10/the-hidden-meaning-of-kids-shapes-and-scribbles/543873/
About the Content
Material listed has been provided by the faculty and staff at The Summit Prep on topics related to current educational practices and principles from around the world.
The views and opinions expressed in this blog do not directly relate to the views and opinions of The Summit Preparatory School.
If you have any questions, or would like to suggest content, please contact The Summit Prep.