India decided to rationalize the school curriculum by reducing it by 10 to 15 percent this year to meet the target of 50 percent by 2021.
The decision was made to ensure a holistic education in which there will be time for physical education, value education, life skills education and experiential learning.
Linda Darling-Hammond on Becoming Internationally Competitive
Linda talks about effects of superficial learning due to massive size of syllabus. This results in impaired deep learning and shallow understanding.
George Box said. “All models are wrong.” But, if they are wrong in different ways, then collectively, they can be less wrong. To quote Richard Levin’s, “the truth lies at the intersection of our independent lies.” And, it is in diversity that the seeds of independence reside. https://t.co/1kCWmPOuVb
A seductive detail is a component added to instructional material that is interesting to the audience, but not directly relevant to the instructional purpose.
“Cumulative culture makes us smarter in another way as well: It allows us to transcend the limitations imposed on us by the anatomy of our brains, furnishing us with knowledge.”
A growing contingent of scholars argue that our “superpower” as a species is not so much our intelligence as our collective intelligence and our capacity for what’s called cumulative culture https://t.co/sPZw2ytcEz
I want to myth bust 1) #Learning style is not a single theory- There are more (including David Kolb) 2)The term Learning style can be used in a #behavioral sense also. Ex. My learning style is First scan the Abstract and bullet points and then proceed to #Self_Explanation etc. https://t.co/44eVtPHd56
1) #Learning style is not a single theory- There are more (including David Kolb)
2)The term Learning style can be used in a #behavioral sense also. Ex. My learning style is First scan the Abstract and bullet points and then proceed to #Self_Explanation etc.
Adam Grant writes… What Straight-A Students Get Wrong ie Academic excellence is not a strong predictor of career excellence. This is something relatable to ideas of “Performance and Success” by Prof @barabasi the author of the new book #TheFormula https://t.co/v6hb2VO6Qq
In this articleAdam Grant (Organizational behavior Professor @ Wharton)explores few dimensions regarding the relationship between grades and career success. He suggests that academic excellence is not a strong predictor of career excellence.
Research shows that the correlation between grades and job performance is modest in the first year after college and trivial within a handful of years.
Big Fish Little Pond Effect: Students in higher-achieving schools will compare themselves with peers and consider themselves less capable, while equally performing students in lower-achieving settings have more confidence.#Education#learninghttps://t.co/nChvvJDIso
“Big-fish-little-pond” is a concept in which students in higher-achieving schools will compare themselves with their peers and consider themselves less capable, while equally performing students in lower-achieving settings have more confidence.
A new Stanford-education study provides new evidence of “big-fish-little-pond” effect on students globally.
Following is a Quote from Malcolm Gladwell’s “David and Goliath: Underdogs, Misfits, and the Art of Battling Giants”
“Any class, no matter how able, will always have a bottom quarter. What are the effects of the psychology of feeling average, even in a very able group? Are there identifiable types with the psychological or what-not tolerance to be ‘happy’ or to make the most of education while in the bottom quarter?” He knew exactly how demoralizing the Big Pond was to everyone but the best. To Glimp’s mind, his job was to find students who were tough enough and had enough achievements outside the classroom to be able to survive the stress of being Very Small Fish in Harvard’s Very Large Pond. Thus did Harvard begin the practice (which continues to this day) of letting in substantial numbers of gifted athletes who have academic qualifications well below the rest of their classmates. If someone is going to be cannot fodder in the classroom, the theory goes, it’s probably best if that person has an alternative avenue of fulfillment on the football field.”
The term Mathew effect was emerged from bible verses (Matthew, XXV: 29).
“For unto everyone that hath shallbe given, and he shall have abundance; but from him that hath not shallbe taken away even that which he hath”
Matthew Effect in education was first coined by Walberg and Tsai in 1983 were they looked at cumulative advantages of educative factors.
They found that early educative experience predicts current educative activities and motivation, and all three factors contribute to the prediction of achievement.
Keith Stanovich used this idea to describe how early acquiring of reading skills leads to later successes in reading as the learner grows, while failing to learn to read before the third or fourth year of schooling may be indicative of lifelong problems in learning new skills.
This may be occurring because children who fall behind in reading would read less, increasing the overall gap between them and their peers.
Later, when students need to read in order to learn new information, their reading difficulty will create difficulty in most other subjects.
In this way they fall further and further behind in school, and ultimately dropping out at a much higher rate than their peers.
Stanovich, K. E. (2009). Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. Journal of Education, 189(1–2), 23–55. https://doi.org/10.1177/0022057409189001-204
Merton, Robert K. Robert K. Merton: Sociology of Science and Sociology as Science. Edited by Craig Calhoun, Columbia University Press, 2010. JSTOR, www.jstor.org/stable/10.7312/calh15112.
