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Archive for the ‘US education’ Category

Grit, Determination, Persistence: The Value of Long-Term Effort in Developing Talent

Thursday, August 6th, 2009

By Rick Grbavac

An article by science and tech writer Jonah Lehrer in the online Boston Globe describes studies that point to the fact that grit and perseverance are better predictors of success than intelligence.  I found it interesting that, because IQ is relatively quick and easy to identify, researchers focused their attention on raising IQ and disregarded focusing on values of long-term development of talent.

Carol S. Dweck, psychologist at Stanford University, has said, ” One of the most important elements is teaching kids that talent takes time to develop, and requires continuous effort.” She refers to this as a “growth mindset.” Dweck compares this view with the “fixed mindset,” the belief that achievement results from abilities we are born with. “A child with the fixed mindset is much more likely to give up when they encounter a challenging obstacle, like algebra, since they assume that they’re just not up to the task,” says Dweck.

“..talent takes time to develop, and requires continuous effort.” If you want to develop the high-performing organization, it is not done with the fire hose approach.  It takes some time to develop the skills, grit and determination to be successful.

Lehrer goes on to say that praise for determination, trying, effort and grit are much better in the long run rather than praising for intelligence.  This research has great relevance for our education system and for our business talent development.  It also supports Cerebyte’s drip approach to becoming great at just about anything.

Training Brains for Improvement in Reading – and Work Performance, too

Thursday, July 16th, 2009

By Michael McCauley

Researchers recently set out to answer a question that dogs educators and parents:

Why are some kids better readers than others?

They used functional Magnetic Resonance Imaging  (fMRI) to study the brain activity of both high and low performing readers.  Brain activity turned out to be significantly different in the two groups.  

This raised another question: Could the brains of the low performing readers be somehow “trained” to mimic the same brain activity as the high performers? The researchers set about developing a software program, called “Fast ForWord,” to specifically address this question.  It turns out that language acquisition has to do with how the brain “hears” and interprets sounds. The software was designed to deliver acoustically modified speech that helped students learn. Over time, new synapses were formed in the brains of the learners, allowing improved language processing. The results were staggering. Initial students that used the software in one-hour daily labs showed significant improvement; there was an  average reading level gain of eight months in 29 days.

This research has implications for early learning, but it also has implications for businesses. It demonstrates in a very tangible and measurable way that the brain is trainable. The tired adage that “old dogs can’t learn new tricks” doesn’t apply any more. Given the right stimulus, we can now “train” the brains of lower performers to mimic the activity of top performers, even at an early age. A similar approach can be used to help lower performers in business think and act like the highest performers.

The Teaching Method Called “Creative Disruption”

Wednesday, August 13th, 2008

By RG

The way the US school system educates our kids is basically flawed. We spend more per child ($9000) than nearly every other country, but our results are comparatively poor. How can this be? An article by Clayton Christensen (he wrote The Innovator’s Dilemma), Michael Horn, and Curtis Johnson last week that suggests that individualized teaching, supported by computer-based learning, might be an answer.

But who makes sure kids really get it? Testing well isn’t everything. We need to be sure that students grasp concepts and principles and can make decisions based on them in the future. Students – whether kids or adults – need a mentor to validate that they are understanding concepts and principles. This is where conventional teaching and training falls down.

True understanding comes from:

  • focusing on great content
  • validation from a mentor that they really “get it”
  • appliying new learning to real situations
  • practicing the new thing until neuro pathways are set.

There needs to be both high tech and high touch for really effective learning.

 
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