For all our talk about noncognitive skills, nobody has yet found a reliable way to teach kids to be grittier or more resilient. And it has become clear, at the same time, that the educators who are best able to engender noncognitive abilities in their students often do so without really “teaching” these capacities the way one might teach math or reading—indeed, they often do so without ever saying a word about them in the classroom. This paradox has raised a pressing question for a new generation of researchers: Is the teaching paradigm the right one to use when it comes to helping young people develop noncognitive capacities?”
“8. Bandwidth. This must come from the tech folks and refers to the speed and ability to process information. “I don’t have the bandwidth to tackle any new projects.” Replace with “Sticky dots.” E.g., “You want all the staff to get CPR training? That would be great, but we don’t have the sticky dots for that right now.” 9. Pick your brain. Gross. Replace with “Siphon your hard-earned knowledge for free.” E.g, “I know you don’t have a lot of sticky dots, but I’d love to get coffee and siphon your hard-earned knowledge for free.”
As silly as they might seem, Nosek said the badges served a well-established purpose, by giving researchers a visible means to communicate information about their identities, beliefs, values and behaviors. People use such signaling all the time… Badges give scientists a way to signal that they care about research transparency, Nosek said. And it appears that psychologists are eager to engage in such signaling… Nosek’s team reports that since Psychological Science adopted the badges, data sharing has risen nearly tenfold in papers it publishes, reaching nearly 40 percent of all papers published in the first half of 2015.”
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Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.
Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.
– Peter Nilsson