Tag Archives | unhealthy learning

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Research: Investigating the Literacy – Mental Health Relationship

By Learning-Activist on February 7, 2013 in Children of the Code, Comments on other sites, Healthy Learning, Unhealthy Learning

Research: mental health effects of feeling chronically improficient in the skill areas most important to success in school

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Re: Making Sense of Teacher Professional Development

By Learning-Activist on February 6, 2013 in Learning, Maladaptive Schema, Mission of Education

Re: Making Sense of Teacher Professional Development / Misconceptions That Block Learning

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Update: Children of the Code Release: “The Brain’s Challenge”

By Learning-Activist on January 8, 2013 in Artificial Learning, Brain Science, Children of the Code, Mind-Shame

“THE BRAIN’S CHALLENGE” is the centerpiece of the Children of the Code project and illustrates the main challenge underlying learning to read difficulties in the English language.

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Neuroscience: Neural Correlates of Math Anxiety

By Learning-Activist on November 22, 2012 in Artificial Learning, Maladaptive Schema, Mind-Shame, Unhealthy Learning

Since posting my previous piece (When Learning Hurts – Toxic Learning) earlier this week, another blog focused on medical neuroscience posted a great overview of math anxiety called “Brain Markers of Math Anxiety“. The post refers to a study “The Neurodevelopmental Basis of Math Anxiety” that has identified the neural correlates of math anxiety for […]

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When Learning Hurts – Toxic Learning

By Learning-Activist on November 16, 2012 in Healthy Learning, Learning, Maladaptive Schema, Mind-Shame, Self-Esteem, Unhealthy Learning

What and how students learn can have toxic effects on how well they learn thereafter. It’s vitally important that educators understand this.

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Obama vs. Romney, The Great Debate: The Mission of Education in 21st Century America

By Learning-Activist on September 20, 2012 in Capital Value Case, Challenge of Change, Mission of Education

How a president envisions the role of education in shaping the future of America is a telling indicator of his or her core beliefs, philosophies, economic theories, values, morals, and ethics.

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What does it mean that most of our children are CHRONICALLY IMPROFICIENT in the skills most critically important for success in school?

By Learning-Activist on September 19, 2012 in Learning, Mind-Shame, Mission of Education, Self-Esteem, Unhealthy Learning

What does it mean that most of our children are CHRONICALLY IMPROFICIENT in the skill areas most critically important for success in school?

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Study: confusion can be beneficial to learning?

By Learning-Activist on June 30, 2012 in First-Person Learning, Learning, Mind-Shame, Unhealthy Learning

Pedagogically-strategically, leading learners into confusion means we can meet them in the confusion – we can arrange to be together in the confusion. For both their learning and ours, feedback, from their experience of confusion, is the best possible source of intelligence from which to tune/improve instructional design.

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Shame: Self-Deceiving, Self-Misperceiving, and Learning Disabling

By Learning-Activist on April 7, 2012 in Capital Value Case, Comments on other sites, Learning, Maladaptive Schema, Mind-Shame, Self-Esteem, Unhealthy Learning

From Science 2.0: Of 3,500 college applicants, more than a third couldn’t report their weight accurately. The heavier they were, the less accurate their estimates. “This misperception is important because the first step in dealing with a weight problem is knowing that you have one,” said Margarita Teran-Garcia, a University of Illinois professor of food science […]

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Confused? Shame on you!

By Learning-Activist on April 5, 2012 in Children of the Code, Maladaptive Schema, Mind-Shame, Unhealthy Learning

What happens to you when you become confused? How do you feel? Most of our children are growing up in environments (families, schools, peer groups…) that insidiously (mostly unintentionally but nevertheless pervasively) teach them to blame themselves for feeling confused. Children who blame themselves for feeling confused feel shame when they feel confused. Naturally, subconsciously-automatically, 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 | unhealthy learning

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