Tag Archives | learning

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Re: Kids’ Cognition Is Changing—Education Will Have to Change With It

By Learning-Activist on March 2, 2012 in Brain Science, Comments on other sites, Learning

Re: Kids’ Cognition Is Changing—Education Will Have to Change With It (The Atlantic 2-29-12) Real educational reform must start with reforming the very mission of education. In the face of the ever increasing rate of techno-social-workplace changes taking place we have to stop assuming that ‘what we think children should learn is more important than […]

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Note: Click on any word on this page (and click it again) to experience the Online Learning Support Net (OLSN).

Other Words for Learning: Lifestyle

By Learning-Activist on February 14, 2012 in Learning, Other Words for Learning, Unhealthy Learning

INTERHEART Study: Over 90% of heart attacks (myocardial infractions) can be attributed to lifestyle. America Cancer Society: There is an 82% correlation between lifestyles and cancers. Lifestyle (n.): First used in 1921 by psychologist Alfred Adler for “a person’s basic character as established early in childhood”. Since 1961 the word has broadly meant, “a way or style of living” […]

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Note: Click on any word on this page (and click it again) to experience the Online Learning Support Net (OLSN).

cna yuo raed tihs

By Learning-Activist on February 11, 2012 in Children of the Code, Comments on other sites, Learning, Mind-Shame

cna yuo raed tihs? “Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteers be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs […]

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Re: “We only use 10% of our Brains anyway!”

By Learning-Activist on February 11, 2012 in Brain Science, Comments on other sites, Healthy Learning, Learning, Unhealthy Learning

The Brain Clock “Times” featured a story entitled: “We only use 10% of our Brains anyway!” The story, while dispelling the “we only use 10% of our brain” misconception, perpetuates an even more insidious one. The author traces the origin of the 10% myth back to William James who is reported to have said: “We […]

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Interesting Post on Memory and Attention

By Learning-Activist on February 8, 2012 in Brain Science, Learning

Re: Greg Laden’s Blog: Modern Neuroscience Verifies a Peircian Idea Interesting reference to a recent paper in Neuroscience related to the role of long-term memory in orienting attention. It offers an interesting paradigm that is related to our interest in the ‘cycle of engagement’ that enables and constrains learning.

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Re: One Third of Adults “Not Learning” – BBC – We Need a Better Definition of Learning

By Learning-Activist on February 7, 2012 in Comments on other sites, Learning

re: One Third of Adults “Not Learning” – BBC – We Need a Better Definition of Learning From the post: “The study defines learning as being not only taking formal courses but also practising, studying or reading to develop skills, knowledge, abilities or understanding of something.” My comment: The way we define learning is in itself […]

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Re: Who really benefits from putting high-tech gadgets in classrooms?

By Learning-Activist on February 6, 2012 in Capital Value Case, Comments on other sites, Technology for Learning

Re: the LA Times piece on the dubious promise of education technology… In 1991, In an article for the California School Boards Journal discussing the future of Learning and Educational Technology I wrote: “Systems capable of totally transforming our relationship with information, of providing a new (learner) interface to recorded knowledge, will ultimately prove to be […]

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Note: Click on any word on this page (and click it again) to experience the Online Learning Support Net (OLSN).

Re: Dyscalculia and Working Memory

By Learning-Activist on January 26, 2012 in Comments on other sites

Re: http://www.sharpbrains.com/blog/2012/01/25/when-1-1-5-dyscalculia-and-working-memory/ Are the neurophysical correlates of working memory deficits the result of biologically ordained structural/processing insufficiencies (maladaptive bio-development) (1) or are the neuro-physiological correlates of working memory deficits the result of a lack of neurophysical exercise/activity due to learned maladaptive processing schema? For a related example, a recent study of dyslexia moved us closer to […]

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It starts with recognizing the fundamental, profound, and capital value of ‘stewarding the health of our children’s learning.’

“I agree. I think everything points in that direction. I think you want to get to a basic set of principles and this is clearly it.” – Dr. James J. Heckman Recipient of the 2000 Nobel Prize in Economic Sciences.

Is there an educational mission that trumps, that is more important than “stewarding the health of our children’s learning”?

“No when put that way”. Dr. Grover (Russ) Whitehurst 2002-2008 Director of the Institute of Education Sciences and Assistant Secretary of Education with the U.S. Department of Education.

Ultimately what’s going to shift the behavior of the country over the long-term is understanding how fundamental this [healthy learning] is to everybody through the economic channel. …We must come up with a way of describing, measuring, and supporting the health of children’s learning. It is the unhealthy learning environments that are the problem.

Yes, that’s the message. That’s the message you’ve got to get across. Arthur Rolnick Senior V.P. and Director of Research at the Federal Reserve Bank of Minneapolis, and Associate Economist with the Federal Open Market Committee.

It’s not that somebody ‘knows’ the current science, because the current science might be wrong. But it’s that somebody knows how to learn about new science, and adapt. It’s also how they learn to adapt to workplaces… how to learn to do something that they had never even thought about doing when they were in school. That’s the key element. Dr. Eric Hanushek Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University.

So then the fundamental intention of our education system must be to use knowledge, skills and experience not just as the end, but as the means through which we’re exercising how well someone is able to participate and become self-extending in learning what they need to learn when they need to learn it.

Precisely.

The Institute for the Study and Prevention of ACQUIRED Learning Disabilities.

“This is critical to the future of our society as a whole! I thoroughly enjoyed the presentation and cannot begin to put into words how powerful it was. The general message (Healthy Learning) being spread is something that everyone needs to hear and understand in order to maximize the learning and success of future generations. The one-day experience was remarkable and unforgettable!” – J. Shirron, Teacher, LodiUSD, Lodi CA

“The most powerful professional development experience I have ever had. This was truly an awakening for me! – Julie Colley Lowery, Education Specialist, Alabama State Department of Education, Special Education Services

“A Mind-Blowing Way to View Learning. While many of us have observed this effect on an intuitive level, it took writer, researcher, and learning activist David Boulton to express the problem of incomplete learning in terms of its devastating effect on kids.” – Patricia Kokinos at ChangeTheSchools.com

“You made a wonderful contribution. The topics have stimulated classroom discussions. We are extremely pleased with the impact made in our community. ALL the comments heard from the registration people, people in our classes this week, table discussion leaders etc. have been positive. You are great. The BIG picture was outstandingly FINE!” – Linda Koehler, Professor of Special Education, University of Central Missouri

“The training was extraordinary! Six months later, conversations are still occurring around thoughts from that event. It was the easiest and best event we have done! Thank you for outstanding professionalism and customer service while delivering dynamic, relevant information and challenge!” – Mary Ashe, Coordinator,The Literacy Connection Project Enlightenment, Raleigh, North Carolina

More comments about PL/PD events
NOTABLE PAST LIVE EVENTS:

Science of Educating Conference – National School Mental Health Association – 21st Century Learning Initiative – World Futurist Society – PBS: New Science of Learning – Future of Learning Keynotes for Apple – New American Schools Design Team – National Technological University – California Education Summit – Dalian Medical University (China) – International Dyslexia Association – Nebraska School Psychologists Association – South Carolina Education and Business Summit – Scientific Learning’s National Circle of Learning – Lindamood-Bell Conference – Carus Foundation – Contra Costa Literacy Coalition – Convocation for New Britain Schools – Burnaby School District – JP Associates – University of Greenville SC – ACE of Florida – Michigan Council for Exceptional Children – Florida State Literacy Coalition – United Way – Rotary International – National Center for Family Literacy – Fundamental Learning Center – Wyoming State Education Leadership

“After listening to David Boulton, who explained and played several video interviews in his (National Circle of Learning Conference) keynote address, it was as if the pieces of the puzzle magically appeared and fit into place.” – N. Schmidt, Trainer, Onondaga Cortland Madison County BOCES, Syracuse, New York

“Clear explanations that do not focus on the blame game but work toward solutions. This was a tremendous awakening! This much needed information must be spread to the masses!” – B. Smyzer, Educator

“You are doing a great service – you are a voice crying in the wilderness about a problem that is very real right now & is only going to get worse (given the ongoing demographic changes of the US) AND you are presenting the way to help (rather than just admiring the problem!) you’ve done (& continue to do) outstandingly well!!! good show! good work!” – Dr. B. Stone, Psychologist, Kansas

Tag Archives | learning

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