Tag Archives | Maladaptive Schema

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Caution: Learning is the leading cause of disabled learning

By Learning-Activist on July 29, 2022 in ACQUIRED LD, First-Person Learning, Maladaptive Schema, Mind-Shame, Unhealthy Learning

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Preventing Acquired Learning Disabilities

By Learning-Activist on July 22, 2022 in ACQUIRED LD, Challenge of Change, First-Person Learning, I AM LEARNED, Maladaptive Schema, Mind-Shame, Unhealthy Learning

Acquired Learning Disabilities – Curiosity Invited Clip

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Critical Mislearnings: Corporations

By Learning-Activist on July 5, 2022 in ACQUIRED LD, Capital Value Case, Challenge of Change, Future Depends, Maladaptive Schema, Unhealthy Learning

The business examples are everywhere: Kodak missing Xerox, IBM missing Microsoft, Sony missing Apple, Microsoft missing Google, Google missing Facebook, Facebook missing Twitter, Blockbuster missing Netflix, Walmart missing Amazon, and on and on. In each case, the already dominant, well-positioned, and resourced company failed to take advantage of a huge opportunity emerging in its own […]

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Growth Mindset. Really?

By Learning-Activist on April 14, 2022 in ACQUIRED LD, First-Person Learning, Healthy Learning, Learning, Mind-Shame, Other Words for Learning

I have long had concerns about the “Growth Mindset” movement. I have a sense that it’s well-intentioned and kindred in some ways, but that it is in danger of becoming yet another fad – another protocol that ends up deemphasizing first-person learning because of how it pushes what to believe. About a week ago I […]

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We Must Redefine Learning!

By Learning-Activist on April 13, 2022 in ACQUIRED LD, Healthy Learning, I AM LEARNED, Learning

Redefining Learning – Curiosity Invited Clip

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Paradigm Inertia In Reading Science and Policy – Part 3: Learning Disabled Science

By Learning-Activist on May 28, 2019 in Adult, Artificial Learning, Challenge of Change, Children of the Code, Maladaptive Schema, Unhealthy Learning

Back to Part 2: A Warning Shot from the Bush Administration Everyone we interviewed agreed: a significant component of the challenge of learning to read (English) is recognizing unfamiliar words fast enough to keep comprehension primed and flowing. What most challenges the brain and causes the processing delays that “stutter” the flow of reading, […]

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Paradigm Inertia In Reading Science and Policy – Part 2: A Warning Shot from the Bush Administration

By Learning-Activist on May 27, 2019 in Artificial Learning, Challenge of Change, Children of the Code, Maladaptive Schema, Technology for Learning, Unhealthy Learning

Back to Part 1: Children of the Code Though most of our work was very well received, the more we explored the most common “brain processing challenge” involved in learning to read, the more we started to experience resistance. We first noticed this as we began to interview people who didn’t agree with the National […]

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Paradigm Inertia In Reading Science and Policy – Part 1: Children of the Code

By Learning-Activist on May 26, 2019 in Adult, Artificial Learning, Capital Value Case, Children of the Code, Unhealthy Learning

The “Children of the Code” project conducted over one hundred in-depth interviews with leading scientists and scholars whose expertise contributed to our prevailing understanding of the “the code and the challenges involved in learning to read it”. Children of the Code Interviewees “This program and the kind of effort that you’re doing seems to be […]

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Adult Literacy Tech: Overcoming Self-Sabotaging Habits

By Learning-Activist on October 13, 2017 in Adult, Artificial Learning, Brain Science, Children of the Code, First-Person Learning, Magic Ladder, Maladaptive Schema, Mind-Shame

According to NAAL data, reading proficiency remains a significant bottleneck to social and economic progress for tens of millions of U.S. adults. Adults struggling with literacy (in their native language) are not only struggling with the inherent difficulties involved in literacy learning, they are struggling with what they learned in the past that is sabotaging […]

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Unhealthy Learning: Chronic Learning Performance Anxiety

By Learning-Activist on November 22, 2015 in Brain Science, Healthy Learning, Mind-Shame, Unhealthy Learning

What happens to the learning of children who grow up chronically feeling not good enough at learning?Chronic learning performance anxiety negatively affects the learning-health of most of our children.

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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 | Maladaptive Schema

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