Search results for "shame learning"

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

Re: Imaging study reveals differences in brain function for children with math anxiety

By Learning-Activist on March 28, 2012 in Comments on other sites, Mind-Shame, Unhealthy Learning

Re: Stanford School of Medicine – March 21, 2012 – Imaging study reveals differences in brain function for children with math anxiety This study is important reading for anyone interested in understanding the emergence of neuroscience in support of unhealthy learning, maladaptive schema, and Mind-Shame. Absent from the article are two critical distinctions: 1) Math Anxiety is a form […]

Continue Reading 0

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

Children of the Code: Phase 2

By Learning-Activist on March 26, 2012 in

Thank you for continuing on with us… Whatever drives your interest in reading, whether you want to help a struggling reader, or champion dyslexia legislation; whether you’re a teacher, parent, educational leader, or an activist, the bottleneck to your progress is always learning. For every child and adult who struggles and for all of us as a society, ‘reading […]

Continue Reading 15

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

Re: The Link Between Reading Level and Dropout Rates

By Learning-Activist on March 21, 2012 in Artificial Learning, Children of the Code, Comments on other sites, Mind-Shame

Re: New York Times: The Link Between Reading Level and Dropout Rates 3-19-2012 “Children who aren’t reading proficiently by fourth grade are four times more likely to drop out of high school, and according to the National Assessment of Educational Progress, only 34 percent of America’s fourth graders read at grade level.” It’s always good to […]

Continue Reading 0

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

Maladaptive Cognitive Schema

By Learning-Activist on March 3, 2012 in

Maladaptive Cognitive Schema is learning (noun) that organizes our knowledge, assumptions, and mental processing habits, in ways that misorient, misdirect, misinform, or otherwise undermine or disable learning (verb). Maladaptive adj. 1. Marked by faulty or inadequate adaptation. 2. Not assisting or promoting adaptation. Cognitive Schema Structures that organize our knowledge and assumptions about something and are used […]

Continue Reading 2

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 […]

Continue Reading 3

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

Cycle of Engagement

By Learning-Activist on February 6, 2012 in

Learning occurs in the field of attention (not necessarily the same as concentration or even conscious awareness). Learning is a process of connecting, integrating, and incorporating new experiences. Learning involves co-implicating new interrelationships between the memory of previous experiences and the living ‘edge of now’ being experienced (attention-differentiation-disambiguation). As sensory and cognitive processes provide foreground […]

Continue Reading 4

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

“I” am Learned

By Learning-Activist on February 5, 2012 in

Biologically adapted to be adaptive, we are neurologically plastic – we are, constitutionally, learning oriented beings. Can you remember yourself as a child? Try to remember yourself as far back as you can. What’s the difference between the ‘you’ you just remembered and the ‘you’ doing the remembering? Have ‘you’ changed at all? How did you become […]

Continue Reading 14

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

Re: Discovering How to Learn Smarter

By Learning-Activist on February 3, 2012 in Brain Science, Healthy Learning, Maladaptive Schema, Mind-Shame, Self-Esteem

Re: Discovering How to Learn Smarter http://mindshift.kqed.org/2012/02/discovering-how-to-learn-smarter/ Responded on two levels: 1) re: self-esteem: There is a difference between self-esteem as accumulated positivity and self-esteem as a buoyant absence of self-negativity. Of the two major domains of unhealthy learning, maladaptive cognitive schema and unconscious emotional aversions, the later, and in particular ‘mind-shame’, is largely the result of learned self-disesteem. 2) learning about the […]

Continue Reading 2

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

Key Memes

By Learning-Activist on January 19, 2012 in

Learning – “I” Am Learned – “We” Are Learned The Challenge of Change – Evolutionarily Transformative Unhealthy Learning – Maladaptive Cognitive Schema – Mind-Shame Natural Learning Artificial Learning – What is Reading? – The Brain’s Challenge: Processing Stutters – Processing Speed Stewarding Healthy Learning Redefining Learning […]

Continue Reading 0

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

Home

By Learning-Activist on January 17, 2012 in

Everything Depends on Learning. The Central Dynamic of Being HumanLearning is not just one of the things we do. Everything we do, in every of moment life, involves learning; every movement we move, every emotion we feel, every thought we think, every word we speak, and every belief we believe. Babies learn to become children, children learn to become teens, […]

Continue Reading 17

← Previous 1 … 8 9

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

Search results for "shame learning"

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this: