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robertogreco : lukeneff   16

"The Relationship Between Reading Enjoyment, Gender, Socioeconomic Stat" by Luke Neff
"Over the past few decades, the United States has seen a shift in classroom reading instruction away from time spent reading for pleasure and practices like Sustained Silent Reading. While researchers have found a few positive relationships between time spent reading for enjoyment and educational outcomes, these limited findings have been unsatisfactory in convincing organizations like the National Reading Panel of the efficacy of Reading Enjoyment Time. This study uses the The Programme for International Student Assessment (PISA) 2009 reading assessment and accompanying student questionnaires to determine the importance of Reading Enjoyment Time as a predictor of reading outcomes, especially as this variable relates to subpopulations that are typically lagging in literacy achievement. The 2009 PISA includes a sample of 5,233 fifteen and sixteen-year old students (2,687 male; 2,546 female) from across the United States, and this study examines the self-reported Reading Enjoyment Time of these students, comparing its predictive ability for reading scores to the predictive ability of gender and socioeconomic status. The study finds that all three variables — Reading Enjoyment Time, gender, and socioeconomic status — are statistically significant predictors of reading outcomes with socioeconomic status being the strongest predictor (β = 0.372), followed by Reading Enjoyment Time (β =0.226), and then gender (β =-0.097). The research suggests that Reading Enjoyment Time does lead to improved reading outcomes for students, as highlighted by the 50.84 difference in PISA reading scores that corresponds with a move from the category of no Reading Enjoyment Time to thirty minutes or less Reading Enjoyment Time. Implications and suggestions for further research are discussed."
research  lukeneff  personal  reading  readingforpleasure  pleasure  sustainedsilentreading  howweread 
august 2015 by robertogreco
Squishy Not Slick - squishy not slick, the edtech futurist version / #thoughtvectors not call centers
"lots of rumblings lately, lots of connections

[most of this will just serve as placeholders until I have more time to fill in the missing pieces]

Is the future of educational technology going to look like a call center? (https://twitter.com/tressiemcphd/status/467867731254333441 )

Rob led me to Gardner Campbell’s talk (https://www.youtube.com/watch?v=kIzA4ItynYw ) [who I just realized is a colleague of some of my favorite people on the internet, @jonbecker and @twoodwar who are working on the #thoughtvectors thing at VCU], in which he explains the point of all this as ”networked transcontextualism,” which is the way to escape “the double bind,” a term from Gregory Bateson. (https://scholar.google.com/scholar?hl=en&q=gregory+bateson&btnG=&as_sdt=1%2C38&as_sdtp= )

In the same vein, Audrey Watters says all the right things (https://storify.com/rogre/more-audrey-watters-in-your-stream-please ) [and thanks to Rob for storifying it]

Seymour Papert (https://scholar.google.com/scholar?as_vis=1&q=seymour+papert&hl=en&as_sdt=1,38 ) keeps coming up [Campbell and Watters mention him]

Campbell’s “networked transcontextualism” especially reminded me of what Richard Elmore had to say about all this (http://www.c-span.org/video/?c4088865/richard-elmore-futures-school-reform ), that we’re moving from “nested hierarchy” to “networked relationships.”

Then Dan Meyer joined in, saying it with a Neil Diamond analogy. (http://blog.mrmeyer.com/2014/adaptive-learning-is-an-infinite-ipod-that-only-plays-neil-diamond/ )

This is all happens while I’m trying to make Sugata Mitra’s SOLE idea (http://www.ted.com/participate/ted-prize/prize-winning-wishes/school-in-the-cloud ), or something similar, happen in more traditional classrooms, an attempt at finding an alternate path, an escape from the call center version of our edtech future."
lukeneff  audreywatters  2014  gardnercampbell  jonbecker  tomwoodward  gregorybateson  danmeyer  seymourpapert  sugatamitra  sole  transcontextualism  edtech  education  learning  teaching  connections  networks  doublebind  richardelmore  transcontextualization 
may 2014 by robertogreco
Squishy Not Slick - SOLE / Group Research Questions
"It wouldn’t be the holiday break if I didn’t decide to scrap my original plans and try something different when we come back together in a few days.

Here’s what I’m thinking…. any feedback would be greatly appreciated.

I really like a lot about Sugata Mitra’s SOLE idea. You can watch his TED Talk (does that need a TM after it yet?) about it, or you can read the supporting documents that have been put together about it (if you do, are you horrified by the police role that they have students fill?). Here’s the basic formula for SOLE: students are given a question and the internet and then form groups to answer it. That’s about it. It’s pretty brilliant in its simplicity, and we’re going to give it a try.

I’ll have to tweak it a bit for our purposes in a few ways…

• Our pattern will be one day of research (eighty minutes) and then one day of prep and presentations (twenty minutes to get set and then an hour to present, discuss, reflect, and write about it). We’ll see how this format works and what needs to change. I’m assuming that the length of time needed depends a lot on the question, and I’m sure some of the questions will need quite a bit more time.

• I’ll assign groups. I know that one of the big pieces of the SOLE system is the whole “self-organized” thing, but, sadly, my students are fifteen and have spent a decade learning bad habits around motivation for education. Maybe they’d do fine. Maybe the question and the freedom to answer it together as they choose will help them to overcome those just-give-me-what-I-need-for-the-quiz mindsets, but I’m not that hopeful they’re there yet. I have lots of other reasons for this, but I am hopeful that after they get the process down (a few rounds of it), they will be able to make good choices around who they work with. So, hopefully we’ll get to the point of being actually self-organized in the near future.

• I have put together a form to structure some of it and help with the grading part of it. I think that ideally there would be no grades, and it would be all about the love of learning together. But that’s just not the reality of what we’re working with here.

[image]

Here are some ideas for questions we might try to answer… many of these relate to the content we’re supposed to be covering:

• Which human has saved the most lives on the planet?
• What does the rise of the selfie tell us about society?
• What will daily life in 2075 be like?
• Are you worth your weight in gold? Is any person? Is every person?
• What is the situation in South Sudan and what options does the US have there? Which option should they pursue and why?
• Who is Edward Snowden and should he get clemency?
• Which place and time on earth has developed the greatest art?
• What was the most important invention of the last 200 years?
• Which historical figure should we bring back to be president in 2016. Why this person?
• How would your life be different if you lived in a totalitarian state? Are you living in a totalitarian state now? • • How do you know one way or the other?
• What are the keys to a successful revolution?
• Standards? I’ve got lots of those figured out. This hits a bunch of them…

What else? What am I forgetting? What should I think about?"
lukeneff  teach  education  classideas  sole  peerassessment  selfassessment  2014 
january 2014 by robertogreco
Squishy Not Slick - the far-off influences
"My students’ responses to that prompt led me to think quite a bit about what George Saunders suspects about the difference between the person in the field in 1200 and my students today.

I’ve given my students this prompts before, at least a few times. But this is the first batch of students who were willing to admit the importance of their far-off influences – people who are very influential on their lives who live somewhere far away – and even to include those far-off, digitally-connected influences alongside or even before those who they are in contact with regularly.

One girl, who most of her classmates consider to be in the upper echelons of popularity, wrote this: “I guess you could say I’m a lonely person. I don’t hang out with friends all that often. I probably spend the majority of my life surrounding myself with my phone and Netflix….” Another wrote about how one of the most important influences on who she has become is her favorite YouTuber. Another listed four friends and put Tumblr for the fifth. One student wrote about a friend he met through YouTube who has become one of his best friends. He lives in another state and they take turns flying to visit each other in the summer.

I shared with them how interesting I found all of this, and how I too have found these far-off influences to be very important in shaping who I am and what happens in my head. I shared an example with them: how great it has been for me to get to know Rob and his family. I bragged about his idea sommelier skills (and he delivered), but I also told them about how his approach to life and art and school have changed me. 

I can only hope that their experiences with their far-off influences are as quality and formative as mine have been."
lukeneff  georgesaunders  influence  ego  geography  web  internet  history  2013 
october 2013 by robertogreco
Moving Day | ListServe Meta
"Since the email from the nice people at The Listserve caught
me on the morning of moving day, I’m filling this email with
fragments from journals I found during the move, flipping
through them at random and typing out what I find interesting
until I hit the word limit:

…I am most impressed by those who can find the signal in the
noise. People like David Foster Wallace, W.H. Auden, Amy
Hempel, Rob Greco, my sister, Matthew Weiner, Sherlock
Holmes, Deron Bauman, Al Swearengen, Frank Chimero, Ira
Glass, Noah Dennis, Patrick Rothfuss, Ze Frank…

Book idea: How to Look at People…

Matt Thomas: “To live in Iowa — and to stay sane
– requires the cultivation of a vast inner geography.”
– yes, exactly, that’s how I survived, isn’t it?…

“I like trees because they seem more resigned to the way
they have to live than other things do.” – Willa Cather,
O Pioneers!…

careworn = best adjective"
thoughts  commonplacebooks  noticing  observation  adjectives  trees  notetaking  notebooks  friends  2012  thelistserve  willacather  mattthomas  patternrecognition  patterns  cv  careworn  ego  lukeneff 
june 2012 by robertogreco
show and tell - storify.com [Luke Neff]
"a cursory guide to the desktop pictures of my most frequently used spaces"
lukeneff  howwework  desktops  mac  osx  lion  spaces  productivity  compartmentalization  2011  storify  visualization  metaphor 
july 2011 by robertogreco
Squishy Not Slick - Squishy Not Slick
"Squishy Teaching =

Spontaneous - Unique - Particular - Tailored - Entangled - Mixed together - Woven - Patched - Organic - Rebel Forces - Poetic - Ambiguous - Emotional - Non-linear - Non-sequenced - Inquisitive - Inextricably-linked - Constructivist - Experiential - Holistic - Democratizing - Authentic - Collaborative - Adaptive - Complicated - Contextual - Relational

Slick Teaching =

Mass produced - Psychologically manipulative - Planned years in advance - Manufactured - Imperial - Hegemonic - Afraid - Spreadsheeted - Shallow - Narcotizing - Cauterizing - Anti-intellectual - Uncritical - Uncreative - Emotionless - Scripted - Juking the stats - Dropout factories - Assembly-lined"
lukeneff  teaching  education  lcproject  unschooling  deschooling  mentoring  squishy  slick  frankchimero  pedagogy  holisticapproach  holistic  constructivism  democratic  ambiguity  audiencesofone  individualization  emotions  empathy  authenticity  spontaneity  collaboration  collaborative  adaptability  adaptive  context  contextual  relationships  meaning  sensemaking  meaningmaking  meaningfulness  dialogue  discussion  dialog 
may 2011 by robertogreco
Luke's Commonplace Book ["Particularly disturbing is the introduction of the PowerPoint into schools."]
"Particularly disturbing is the introduction of the PowerPoint into schools. Instead of writing reports using sentences, children learn how to decorate client pitches and infomercials, which is better than encouraging children to smoke. Student PP exercises (as seen in teacher guides and in student work posted on the internet) typically shows 5 to 20 words and a piece of clip art on each slide in a presentation consisting of 3 to 6 slides - a total of perhaps 80 words (20 seconds of silent reading) for a week of work. Rather than being trained as mini-bureaucrats in the pitch culture, students would be better off if schools closed down on PP days and everyone went to the Exploratorium. Or wrote an illustrated essay explaining something." —Edward Tufte
edwardtufte  lukeneff  powerpoint  edtech  teaching  schools  learning  writing  experience  wastedtime  pitchculture  classideas  missedopportunities 
march 2011 by robertogreco
Luke's Commonplace Book | A convergence that needed documentation: Ayjay...
"A convergence that needed documentation: Ayjay posted a poem from Andrew Hudgins called “Praying Drunk,” which included this line: “… At night / deer drift from the dark woods and eat my garden. / They’re like enormous rats on stilts except, / of course, they’re beautiful.” A few days earlier Rob Greco posted a link to di liu’s animal regulation series, which had the above picture of an abnormally large deer, which makes deer look very much “like enormous rats on stilts except, / of course, they’re beautiful.”"
lukeneff  alanjacobs  animals  convergence  andrewhudgins  ego  deer  diliu  poetry  art  photography 
december 2010 by robertogreco
Luke's Commonplace Book | A Text Playlist
"Frank Chimero came up with the idea for a Text Playlist. I like this idea a lot. I’m a little late to the game, but here’s mine."
textplaylist  lukeneff  davidfosterwallace  thewire  davidsimon  amyhempel  anniedillard  edwardabbey  jonathanrauch  introverts  wendellberry  billmckibben  marksinger  davidmilch  inspiration  reading  toread  wisdom  passion  writing 
july 2010 by robertogreco
Luke's Commonplace Book | Do not burn yourself out. Be as I am — a reluctant... [quote from Edward Abbey]
"Do not burn yourself out. Be as I am — a reluctant enthusiast… a part-time crusader, a half-hearted fanatic. Save the other half of yourselves & your lives for pleasure & adventure. It is not enough to fight for the land; it is even more important to enjoy it. While you can. While it is still there. So get out there & hunt & fish & mess around with your friends, ramble out yonder and explore the forests, encounter the grizz, climb the mountains, bag the peaks. Run the rivers, breathe deep of that yet sweet and lucid air, sit quietly for a while and contemplate the precious stillness, that lovely, mysterious and awesome space. Enjoy yourselves, keep your brain in & head & your head firmly attached to the body, the body active & alive, and I promise you this much: I promise you this one sweet victory over our enemies, over those deskbound people with their hearts in a safe-deposit box & their eyes hypnotized by desk calculators. I promise you this: You will outlive the bastards."
edwardabbey  balance  burnout  life  wisdom  advice  lukeneff  living  pleasure  work 
july 2010 by robertogreco
lukeneff's writing_prompt Bookmarks on Delicious
Need a source for quality, original, timely writing prompts? One that is updated frequently? Luke Neff is doing the work for you.
writing  tcsnmy  classideas  teaching  writingprompts  lukeneff 
july 2010 by robertogreco
dy/dan » Blog Archive » Teaching WCYDWT: Learning [this links to a comment by Luke Neff]
"The main problem or difference between WCYDWT for English as compared to math is that it’s hard to know what they’ll do with these things you give to them. Sometimes it takes unexpected turns. I’m learning to go with the flow on these things.
lukeneff  wcydwt  flow  teaching  learning  tcsnmy  english  humanities  classideas  danmeyer 
may 2010 by robertogreco

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