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robertogreco : emotionalintelligence   3

That Study Never Happened | ThinkThankThunk
"What I question is for how long we in education will continue on without control data. How long will a status quo, that was never studied, continue? Show me the study that proves an 8-period day of personality-disorder inducing frenzy is more effective than a fundamentally different approach to time, space, and assessment?

Don’t compare to a block schedule, don’t compare to 7-period days, or long lunches, those aren’t fundamentally different variable states. Those studies weren’t ever done, and it has to do with the trickle-down college modeling that has now permeated the social inertia of the American public school.

That said, you can’t ask a teenager what they like. That’s another data analysis error. I value student voice, but I also recognize that someone who has only been thinking abstractly for a time span on the order of months may not have the data set necessary to legitimately claim what will and won’t work for their education.

That said, they can, with reasonably veracity, report really valuable metrics.





The ever-present effervescent teenage blurted comment shows a lot about mental connections in a very Rorschach-ian way.

If you asked this student whether she likes attending physics class or her Iowa BIG project better, she’ll report that she loves her project. I could tout this as a glorious victory, but, given the previous argument, I don’t think that kind of data is actually meaningful or those claims are even possible.

Test scores then, right? Nope. In general, those are only a measure of the poorly understood genetic rate of the brain’s ability to abstract concepts. There are some fantastically written exams, but they’re few and far between in usual practice.

My thesis is that you have to define the metrics that you believe matter. I got this idea from a fantastic conference I attended in Ohio a few years ago, and it has never left me.

If we’ve let the fickleness of history and public policy describe the bizarre set of standards (looking at you, Math) and therefore the metrics that we’ll measure all students against, you’ll end up with a system designed for those metrics.

Instead, if you define your own measures, and actually study longitudinally their validity, we’ll end up in a place where perhaps we’ll value the emotional-intelligence development of a teenager above their ability to comply with outdated curricula. Maybe we’ll come to value the nuance of entrepreneurial thought opposed to attempting to cram a line of reasoning they stole wholesale from Reddit into five paragraphs 20 minutes before the paper is due.

I love working at Iowa BIG."
shawncornally  2015  learning  metrics  comparison  control  education  meaning  values  measurement  curriculum  projectbasedlearning  purpose  socialemotional  emotionalintelligence  teens  youth  policy  teaching  howwelearn  legitimacy  pbl  socialemotionallearning 
february 2015 by robertogreco
The Heart Grows Smarter -
"It’s not that the men who flourished had perfect childhoods. Rather, as Vaillant puts it, “What goes right is more important than what goes wrong.” The positive effect of one loving relative, mentor or friend can overwhelm the negative effects of the bad things that happen.

In case after case, the magic formula is capacity for intimacy combined with persistence, discipline, order and dependability. The men who could be affectionate about people and organized about things had very enjoyable lives."

"Over the past half-century or so, American culture has become more attuned to the power of relationships. Masculinity has changed, at least a bit.

The so-called Flynn Effect describes the rise in measured I.Q. scores over the decades. Perhaps we could invent something called the Grant Effect, on the improvement of mass emotional intelligence over the decades. This gradual change might be one of the greatest contributors to progress and well-being that we’ve experienced in our lifetimes."
dependability  order  discipline  persistence  whatmatters  leadership  happiness  life  aging  georgevaillant  grantstudy  change  psychology  culture  2012  emotions  success  responsiveclassroom  response  socialemotionallearning  socialemotional  intimacy  friendship  mentorship  mentoring  mentors  emotionalintelligence  tcsnmy  relationships  davidbrooks 
november 2012 by robertogreco
What the science of human nature can teach us : The New Yorker
"cognitive revolution…provides different perspective on our lives…emphasizes relative importance of emotion over pure reason, social connections over individual choice, moral intuition over abstract logic, perceptiveness over I.Q…

We’ve spent generation trying to reorganize schools to make them better, but truth is people learn from people they love…

…she communicated distinction btwn mental strength & mental character…stressed importance of collecting conflicting information before making up mind…calibrating certainty level to strength of evidence…enduring uncertainty for long stretches as answer became clear…correcting for biases…

…gifts he was most grateful for had been passed along by teachers & parents inadvertently…official education was mostly forgotten or useless…

There weren’t even words for traits that matter most—having sense of contours of reality, being aware of how things flow, having ability to read situations the way a master seaman reads rhythm of ocean."
psychology  neuroscience  science  brain  culture  toshare  tcsnmy  learning  whatmatters  emotions  emotionalintelligence  eq  davidbrooks  uncertainty  relationships  teaching  education  careers  consciousness  cognitiverevolution  cognition  morality  preceptiveness  cv  observation  connections  connectivism  love  bias  character  certainty  reality  schools  unschooling  deschooling  people  society  flow  experience  racetonowhere  fulfillment  happiness  subconscious  shrequest1 
january 2011 by robertogreco

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