By
Katrina Schwartz May 6,
2014
(http://blogs.kqed.org/mindshift/2014/05/on-the-edge-of-chaos-where-creativity-flourishes/)
“The ability to inhibit the first thing that comes to mind in order to get to the higher hanging fruit in the cognitive tree is one of the cornerstones of creative achievement,” said Bilder. The first idea is not usually the most novel one; pushing past the easy answer and reaching for a better one is a mark of creativity.
To develop ideas that could be considered creative, the brain has to be both stable and flexible at the same time. Brains perform just this type of balancing act every second of every day. “The brain maintains a duality of systems that are constantly introducing flexibility into our thinking and then trying to stabilize our thinking,” Bilder said. The brain evaluates a new stimuli, compares it the plan originally set and then decides on the optimal degree of flexibility or stability to pursue. This cycle happens three times per second. (Do you think this really happens?)
To reach that perfect state of brain balance it helps if the creator is feeling what Bilder refers to as “flow,” and what an athlete might call “playing in the zone.” It’s an automatic, effortless, but highly concentrated state when all the practice and knowledge leading up to that moment comes pouring out in perfect harmony.
2. CONTENTMENT IS HARD WORK
“The ability to inhibit the first thing that comes to mind in order to get to the higher hanging fruit in the cognitive tree is one of the cornerstones of creative achievement,” said Bilder. The first idea is not usually the most novel one; pushing past the easy answer and reaching for a better one is a mark of creativity.
To develop ideas that could be considered creative, the brain has to be both stable and flexible at the same time. Brains perform just this type of balancing act every second of every day. “The brain maintains a duality of systems that are constantly introducing flexibility into our thinking and then trying to stabilize our thinking,” Bilder said. The brain evaluates a new stimuli, compares it the plan originally set and then decides on the optimal degree of flexibility or stability to pursue. This cycle happens three times per second. (Do you think this really happens?)
To reach that perfect state of brain balance it helps if the creator is feeling what Bilder refers to as “flow,” and what an athlete might call “playing in the zone.” It’s an automatic, effortless, but highly concentrated state when all the practice and knowledge leading up to that moment comes pouring out in perfect harmony.
2. CONTENTMENT IS HARD WORK
By
CAROL TAVRIS March 18, 1990
FLOW The Psychology of Optimal Experience. By Mihaly Csikszentmihalyi.
(http://www.nytimes.com/1990/03/18/books/contentment-is-hard-work.html)
As an analysis of individual psychology, flow is important, for it illuminates the accuracy of what philosophers have been saying for centuries: that the way to happiness lies not in mindless hedonism but in mindful challenge, not in having unlimited opportunities but in focused possibilities, not in self-absorption but in absorption in the world, not in having it done for you but in doing it yourself.
FLOW The Psychology of Optimal Experience. By Mihaly Csikszentmihalyi.
(http://www.nytimes.com/1990/03/18/books/contentment-is-hard-work.html)
As an analysis of individual psychology, flow is important, for it illuminates the accuracy of what philosophers have been saying for centuries: that the way to happiness lies not in mindless hedonism but in mindful challenge, not in having unlimited opportunities but in focused possibilities, not in self-absorption but in absorption in the world, not in having it done for you but in doing it yourself.
By
Richard Flaste October 8,
1989
(http://www.nytimes.com/1989/10/08/magazine/the-power-of-concentration.html?pagewanted=all&src=pm)
Put another way, he believes that the pleasure derived from meeting challenges of increasing complexity spurs human beings to engage the environment and succeed within it.
4. Mihaly Czikszentmihalyi: Flow, The secret to happiness
(http://www.nytimes.com/1989/10/08/magazine/the-power-of-concentration.html?pagewanted=all&src=pm)
Put another way, he believes that the pleasure derived from meeting challenges of increasing complexity spurs human beings to engage the environment and succeed within it.
4. Mihaly Czikszentmihalyi: Flow, The secret to happiness
TED.com
Feb
2004
(http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow)
"What makes a life worth living?" Noting that money cannot make us happy, he looks to those who find pleasure and lasting satisfaction in activities that bring about a state of "flow."
5. NYTimes:Over the Side With Old Scientific Tenets
(http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow)
"What makes a life worth living?" Noting that money cannot make us happy, he looks to those who find pleasure and lasting satisfaction in activities that bring about a state of "flow."
5. NYTimes:Over the Side With Old Scientific Tenets
By
Dennis Overbye JAN. 14, 2014
(http://nyti.ms/1eEcQvi)
In science, as in democracy, everything has to be up for grabs. When the scientists and other intellectuals stop squabbling, then we will know we are in trouble.
Scientists, writers and other deep thinkers ponder a big question: What scientific idea is ready for retirement?
6. KQED Radio - npr How 'Flow' Unlocks Heights of Human Performance
(http://nyti.ms/1eEcQvi)
In science, as in democracy, everything has to be up for grabs. When the scientists and other intellectuals stop squabbling, then we will know we are in trouble.
Scientists, writers and other deep thinkers ponder a big question: What scientific idea is ready for retirement?
6. KQED Radio - npr How 'Flow' Unlocks Heights of Human Performance
Host:
Dave Iverson Mar 28, 2014
The Rise of Superman: 17 Flow Triggers by Steven Kotler
(http://www.kqed.org/a/forum/R201403281000)
Kotler argues that once we understand how flow works, we can use it to improve performance in all aspects of life.
The Rise of Superman: 17 Flow Triggers by Steven Kotler
(http://www.kqed.org/a/forum/R201403281000)
Kotler argues that once we understand how flow works, we can use it to improve performance in all aspects of life.
By
Katrina Schwartz March 25,
2014
(http://blogs.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/)
To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.
It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.
8. The Power of Feedback
(http://blogs.kqed.org/mindshift/2014/03/whats-your-learning-disposition-how-to-foster-students-mindsets/)
To make assessment feel worthwhile to students, and progressive in nature, educators can allow students to show their learning in multiple ways and at multiple stages in the learning process. Allowing students to assess themselves as part of the process creates a thoughtful, recurring time for them to look at their own growth and set new goals.
It also helps to give very specific feedback using behavior language. There’s a big difference between, “good job, you got the right answer,” and feedback that points out specific qualities in the work that were well done and how that connects to one of the academic mindsets being fostered or to the student’s stated learning goals.
8. The Power of Feedback
By
John Hattie and Helen Timperley March
2007
(http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf)
This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective.
9. Strategiesto Reach Every Student, Regardless of Language Barrier
(http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf)
This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective.
9. Strategiesto Reach Every Student, Regardless of Language Barrier
By
Katrina Schwartz March 19,
2014
(http://blogs.kqed.org/mindshift/2014/03/strategies-to-reach-every-student-regardless-of-language-barrier/)
Reaching all learners successfully is a tough job and requires carefully thought-out structures. “There’s a misperception that deeper learning is unstructured,” Berger said. “It’s really just a question about what you’re going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I’d rather be tight about kids being focused and courteous.” Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. “It’s an active peer-driven sense of working towards quality,” Berger said. “It’s not just sitting passively and letting someone tell you what to think.”
(http://blogs.kqed.org/mindshift/2014/03/strategies-to-reach-every-student-regardless-of-language-barrier/)
Reaching all learners successfully is a tough job and requires carefully thought-out structures. “There’s a misperception that deeper learning is unstructured,” Berger said. “It’s really just a question about what you’re going to be tight and loose about. In traditional classrooms they are tight about pacing and about kids being quiet. I’d rather be tight about kids being focused and courteous.” Changing the focus might make for a more chaotic classroom, but meaningful learning is often happening between students in that environment. “It’s an active peer-driven sense of working towards quality,” Berger said. “It’s not just sitting passively and letting someone tell you what to think.”
HIGH
TECH HIGH Upload date: 03-12-2011
(http://howtovideos.hightechhigh.org/video/268/What+Project+Based+Learning+Is)
Art
teacher and Renaissance man Jeff Robin describes project based
learning. He reminds us of the importance of doing the project
ourselves, first.
11. What’s the Best Way to Practice Project Based Learning?
11. What’s the Best Way to Practice Project Based Learning?
MindShift
July 19,
2012
(http://blogs.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/)
In order to create your own definition and practice, here are some parameters to consider. This diagram, enhanced by the critical eye of Brenda Sherry, can help you figure out what’s important to you and your students. (Read the discussion.)
12. What Project-Based Learning Is — and What It Isn’t
(http://blogs.kqed.org/mindshift/2012/07/whats-the-best-way-to-practice-project-based-learning/)
In order to create your own definition and practice, here are some parameters to consider. This diagram, enhanced by the critical eye of Brenda Sherry, can help you figure out what’s important to you and your students. (Read the discussion.)
12. What Project-Based Learning Is — and What It Isn’t
By
Katrina Schwartz January 2,
2013
(http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/)
“What would come of the studio space that used to be my classroom if students became the designers of their own space?” From the outset, the project mattered to the students and they took it seriously.
13. Why Project Based Learning (PBL)?
(http://bie.org/)
Project Based Learning’s time has come. The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn. Why are so many educators across the United States and around the world interested in this teaching method? The answer is a combination of timeless reasons and recent developments.
14. TechTools That Inspire PBL in High School
(http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/)
“What would come of the studio space that used to be my classroom if students became the designers of their own space?” From the outset, the project mattered to the students and they took it seriously.
13. Why Project Based Learning (PBL)?
(http://bie.org/)
Project Based Learning’s time has come. The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn. Why are so many educators across the United States and around the world interested in this teaching method? The answer is a combination of timeless reasons and recent developments.
14. TechTools That Inspire PBL in High School
By
Dian Schaffhauser 05/21/14
(Read more at http://thejournal.com/Articles/2014/05/21/Tech-Tools-That-Inspire-PBL-in-High-School.aspx?m=1&Page=1#pGItwEZLgt8AE3Eg.99)
Whether you call it project- or problem-based learning, these technologies will help your students get authentic experience in a blended environment — and help your teachers to track their progress.
(Read more at http://thejournal.com/Articles/2014/05/21/Tech-Tools-That-Inspire-PBL-in-High-School.aspx?m=1&Page=1#pGItwEZLgt8AE3Eg.99)
Whether you call it project- or problem-based learning, these technologies will help your students get authentic experience in a blended environment — and help your teachers to track their progress.
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