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Re: The Link Between Reading Level and Dropout Rates

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 […]

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Re: Mind Wandering Is Linked To Your Working Memory

Re Scientific American’s piece: http://www.scientificamerican.com/podcast/episode.cfm?id=mind-wandering-is-linked-to-your-wo-12-03-17 Working memory is but one of a number of variables to consider when it comes to staying engaged and not ‘drifting’ out. Another under-appreciated cause of mind wandering is the erosion of attention that accompanies skipping over things we don’t understand. Attention is constantly cycling in and out of coherence and […]

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Re: Tuning In to Dropping Out

Re: “Tuning In to Dropping Out” in the Chronicle of Higher Education We could learn a lot more than we are about education through the lens of economics and economic models of thought. We’ve talked with Heckman, Hanushek, Rolnick and others about our general lack of appreciation for the ‘capital value’ of ‘healthy learning’ and […]

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

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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cna yuo raed tihs

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!”

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

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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Re: Forbes Spotlights Neuroeducation as Top trend

The post asks:  Will the science of the brain give us new ways to engage with kids to improve their chances for lifelong learning? My response:  No doubt brain science can provide us valuable information about the difference between brain ‘healthy’ and ‘unhealthy’ learning. But it must always be remembered that there is a ‘being’ […]

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Re: Dyscalculia and Working Memory

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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