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In a couple of deeply thought-provoking articles the co-author of books such as Learning By Design and Schooling By Design asks us join him in thinking about some basic assumptions about what the goal of education should be, how we should determine what should be taught and how we should measure progress. In a recent post to his blog, Wiggins asks us to think of action, not knowledge, as the essence of an education; to think of future ability to perform, not knowledge of the past, as the core . (more…)
The programs described below may emphasize different qualities and have somewhat different strategies but they have strong common themes and have all been associated with increases in student progress and/or improved student behavior, perseverence, etc.
We have known since Rosenthal’s study in 1964 that teacher expectations have a significant effect on student performance. Figuring out how to change teachers’ beliefs about students, however, has proven to be a challenge. Attitudes and beliefs can be hard to change and are manifested in amazingly subtle ways. In this study Robert Pinata tries a new approach. Pianta thinks that to change beliefs, the best thing to do is change behaviors. “It’s far more powerful to work from the outside in than the inside out if you want to change expectations,” he says. In other words, if you want to change a mind, talking about it is usually not enough.
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