Thursday, 1 January 2015

Child poverty in the U.S. is among the worst in the developed world

http://www.washingtonpost.com/blogs/wonkblog/wp/2014/10/29/child-poverty-in-the-u-s-is-among-the-worst-in-the-developed-world


The United States ranks near the bottom of the pack of wealthy nations on a measure of child poverty, according to a new report from UNICEF. Nearly one third of U.S. children live in households with an income below 60 percent of the national median income in 2008 - about $31,000 annually.
In the richest nation in the world, one in three kids live in poverty. Let that sink in.
The UNICEF report pegs the poverty definition to the 2008 median to account for the decline in income since then - incomes fell after the great recession, so measuring this way is an attempt to assess current poverty relative to how things stood before the downturn.
With 32.2 percent of children living below this line, the U.S. ranks 36th out of the 41 wealthy countries included in the UNICEF report. By contrast, only 5.3 percent of Norwegian kids currently meet this definition of poverty.
More alarmingly, the share of U.S. children living in poverty has actually increased by 2 percentage points since 2008. Overall, 24.2 million U.S. children were living in poverty in 2012, reflecting an increase of 1.7 million children since 2008. "Of all newly poor children in the OECD and/or EU, about a third are in the United States," according to the report. On the other hand, 18 countries were actually able to reduce their childhood poverty rates over the same period.
The report finds considerable differences in childhood poverty at the state level. New Mexico, where more than four in ten kids live in poverty, has the highest overall rate at 41.9 percent. In New Hampshire only one in eight kids lives in a poor household, the lowest rate in the nation. Poverty rates are generally higher in Southern states, and lower in New England and Northern Plains states.
Map: Childhood poverty rates, by state
"Between 2006 and 2011, child poverty increased in 34 states," according to the UNICEF report. "The largest increases were found in Nevada, Idaho, Hawaii and New Mexico, all of which have relatively small numbers of children. Meanwhile Mississippi and North Dakota saw notable decreases."
There are some limits to the usefulness of benchmarking poverty in relation to a country's median income. The median income in the U.S. is going to be very different than that in say, Estonia. So it means something very different to say that a given person is making 60 percent of median income in the former as opposed to the latter.
It's also important to note that a household income of $30,000 puts you in roughly the richest 1.23 percent of the world's population. The report doesn't deal with the type of extreme poverty you see in the poor and developing worlds, where roughly 2.7 billion people are trying to get by on less than two dollars per day.
But UNICEF's relative poverty measure is still useful in that economies are relative, too. Thirty thousand dollars goes much, much further in Eritrea than it does in Kansas. And while you might be able to get by - barely - raising a family on $30,000 in rural Kansas, try doing that in any of the nation's pricey urban and suburban areas, where many of America's poor actually live.
For the richest country in the world to also have one of the world's highest childhood poverty rates is, frankly, an embarrassment. Like our high infant mortality rate, child poverty in the U.S. reflects the failure of policymakers to seriously grapple with the challenges facing the most vulnerable members of society.

A Natural Fix for ADHD

http://www.nytimes.com/2014/11/02/opinion/sunday/a-natural-fix-for-adhd.html

ATTENTION deficit hyperactivity disorder is now the most prevalent psychiatric illness of young people in America, affecting 11 percent of them at some point between the ages of 4 and 17. The rates of both diagnosis and treatment have increased so much in the past decade that you may wonder whether something that affects so many people can really be a disease.
And for a good reason. Recent neuroscience research shows that people with A.D.H.D. are actually hard-wired for novelty-seeking — a trait that had, until relatively recently, a distinct evolutionary advantage. Compared with the rest of us, they have sluggish and underfed brain reward circuits, so much of everyday life feels routine and understimulating.
To compensate, they are drawn to new and exciting experiences and get famously impatient and restless with the regimented structure that characterizes our modern world. In short, people with A.D.H.D. may not have a disease, so much as a set of behavioral traits that don’t match the expectations of our contemporary culture.
From the standpoint of teachers, parents and the world at large, the problem with people with A.D.H.D. looks like a lack of focus and attention and impulsive behavior. But if you have the “illness,” the real problem is that, to your brain, the world that you live in essentially feels not very interesting.
One of my patients, a young woman in her early 20s, is prototypical. “I’ve been on Adderall for years to help me focus,” she told me at our first meeting. Before taking Adderall, she found sitting in lectures unendurable and would lose her concentration within minutes. Like many people with A.D.H.D., she hankered for exciting and varied experiences and also resorted to alcohol to relieve boredom. But when something was new and stimulating, she had laserlike focus. I knew that she loved painting and asked her how long she could maintain her interest in her art. “No problem. I can paint for hours at a stretch.”
Rewards like sex, money, drugs and novel situations all cause the release of dopamine in the reward circuit of the brain, a region buried deep beneath the cortex. Aside from generating a sense of pleasure, this dopamine signal tells your brain something like, “Pay attention, this is an important experience that is worth remembering.”
The more novel and unpredictable the experience, the greater the activity in your reward center. But what is stimulating to one person may be dull — or even unbearably exciting — to another. There is great variability in the sensitivity of this reward circuit.
Clinicians have long known this to be the case, and everyday experience bears it out. Think of the adrenaline junkies who bungee jump without breaking a sweat and contrast them with the anxious spectators for whom the act evokes nothing but terror and dread.
Dr. Nora D. Volkow, a scientist who directs the National Institute on Drug Abuse, has studied the dopamine reward pathway in people with A.D.H.D. Using a PET scan, she and her colleagues compared the number of dopamine receptors in this brain region in a group of unmedicated adults with A.D.H.D. with a group of healthy controls. What she found was striking. The adults with A.D.H.D. had significantly fewer D2 and D3 receptors (two specific subtypes of dopamine receptors) in their reward circuits than did healthy controls. Furthermore, the lower the level of dopamine receptors was, the greater the subjects’ symptoms of inattention. Studies in children showed similar changes in dopamine function as well.
These findings suggest that people with A.D.H.D are walking around with reward circuits that are less sensitive at baseline than those of the rest of us. Having a sluggish reward circuit makes normally interesting activities seem dull and would explain, in part, why people with A.D.H.D. find repetitive and routine tasks unrewarding and even painfully boring.
Psychostimulants like Adderall and Ritalin help by blocking the transport of dopamine back into neurons, thus increasing its level in the brain.
Another patient of mine, a 28-year-old man, was having a lot of trouble at his desk job in an advertising firm. Having to sit at a desk for long hours and focus his attention on one task was nearly impossible. He would multitask, listening to music and texting, while “working” to prevent activities from becoming routine.
Eventually he quit his job and threw himself into a start-up company, which has him on the road in constantly changing environments. He is much happier and — little surprise — has lost his symptoms of A.D.H.D.
Photo
Credit Matt Leines
My patient “treated” his A.D.H.D simply by changing the conditions of his work environment from one that was highly routine to one that was varied and unpredictable. All of a sudden, his greatest liabilities — his impatience, short attention span and restlessness — became assets. And this, I think, gets to the heart of what is happening in A.D.H.D.
Consider that humans evolved over millions of years as nomadic hunter-gatherers. It was not until we invented agriculture, about 10,000 years ago, that we settled down and started living more sedentary — and boring — lives. As hunters, we had to adapt to an ever-changing environment where the dangers were as unpredictable as our next meal. In such a context, having a rapidly shifting but intense attention span and a taste for novelty would have proved highly advantageous in locating and securing rewards — like a mate and a nice chunk of mastodon. In short, having the profile of what we now call A.D.H.D. would have made you a Paleolithic success story.
In fact, there is modern evidence to support this hypothesis. There is a tribe in Kenya called the Ariaal, who were traditionally nomadic animal herders. More recently, a subgroup split off and settled in one location, where they practice agriculture. Dan T. A. Eisenberg, an anthropologist at the University of Washington, examined the frequency of a genetic variant of the dopamine type-four receptor called DRD4 7R in the nomadic and settler groups of the Ariaal. This genetic variant makes the dopamine receptor less responsive than normal and is specifically linked with A.D.H.D. Dr. Eisenberg discovered that the nomadic men who had the DRD4 7R variant were better nourished than the nomadic men who lacked it. Strikingly, the reverse was true for the Ariaal who had settled: Those with this genetic variant were significantly more underweight than those without it.
So if you are nomadic, having a gene that promotes A.D.H.D.-like behavior is clearly advantageous (you are better nourished), but the same trait is a disadvantage if you live in a settled context. It’s not hard to see why. Nomadic Ariaal, with short attention spans and novelty-seeking tendencies, are probably going to have an easier time making the most of a dynamic environment, including getting more to eat. But this same brief attention span would not be very useful among the settled, who have to focus on activities that call for sustained focus, like going to school, growing crops and selling goods.
You may wonder what accounts for the recent explosive increase in the rates of A.D.H.D. diagnosis and its treatment through medication. The lifetime prevalence in children has increased to 11 percent in 2011 from 7.8 percent in 2003 — a whopping 41 percent increase — according to the Centers for Disease Control and Prevention. And 6.1 percent of young people were taking some A.D.H.D. medication in 2011, a 28 percent increase since 2007. Most alarmingly, more than 10,000 toddlers at ages 2 and 3 were found to be taking these drugs, far outside any established pediatric guidelines.
Some of the rising prevalence of A.D.H.D. is doubtless driven by the pharmaceutical industry, whose profitable drugs are the mainstay of treatment. Others blame burdensome levels of homework, but the data show otherwise. Studies consistently show that the number of hours of homework for high school students has remained steady for the past 30 years.
I think another social factor that, in part, may be driving the “epidemic” of A.D.H.D. has gone unnoticed: the increasingly stark contrast between the regimented and demanding school environment and the highly stimulating digital world, where young people spend their time outside school. Digital life, with its vivid gaming and exciting social media, is a world of immediate gratification where practically any desire or fantasy can be realized in the blink of an eye. By comparison, school would seem even duller to a novelty-seeking kid living in the early 21st century than in previous decades, and the comparatively boring school environment might accentuate students’ inattentive behavior, making their teachers more likely to see it and driving up the number of diagnoses.
Not all the news is so bad. Curiously, the prevalence of adult A.D.H.D. is only 3 to 5 percent, a fraction of what it is in young people. This suggests that a substantial number of people simply “grow out” of it. How does that happen?
Perhaps one explanation is that adults have far more freedom to choose the environment in which they live and the kind of work they do so that it better matches their cognitive style and reward preferences. If you were a restless kid who couldn’t sit still in school, you might choose to be an entrepreneur or carpenter, but you would be unlikely to become an accountant. But what is happening at the level of the brain that may explain this spontaneous “recovery”?
To try to answer that question, Aaron T. Mattfeld, a neuroscientist at the Massachusetts Institute of Technology, now at Florida International University in Miami, compared the brain function with resting-state M.R.I.s of three groups of adults: those whose childhood A.D.H.D persisted into adulthood; those whose had remitted; and a control group who never had a diagnosis of it. Normally, when someone is unfocused and at rest, there is synchrony of activity in brain regions known as the default mode network, which is typically more active during rest than during performance of a task. (In contrast, these brain regions in people with A.D.H.D. appear functionally disconnected from each other.) Dr. Mattfeld found that adults who had had A.D.H.D as children but no longer had it as adults had a restoration of the normal synchrony pattern, so their brains looked just like those of people who had never had it.
WE don’t yet know whether these brain changes preceded or followed the behavioral improvement, so the exact mechanism of adult recovery is unclear.
But in another measure of brain synchrony, the adults who had recovered looked more like adults with A.D.H.D., the M.I.T. study found.
In people without it, when the default mode network is active, another network, called the task-positive network, is inhibited. When the brain is focusing, the task-positive network takes over and quiets the default mode network. This reciprocal relationship is necessary in order to focus.
Both groups of adult A.D.H.D. patients, including those who had recovered, displayed simultaneous activation of both networks, as if the two regions were out of step, working at cross-purposes. Thus, adults who lost most of their symptoms did not have entirely normal brain activity.
What are the implications of this new research for how we think about and treat kids with A.D.H.D.? Of course, I am not suggesting that we take our kids out of school and head for the savanna. Nor am I saying we that should not use stimulant medications like Adderall and Ritalin, which are safe and effective and very helpful to many kids with A.D.H.D.
But perhaps we can leverage the experience of adults who grew out of their symptoms to help these kids. First, we should do everything we can to help young people with A.D.H.D. select situations — whether schools now or professions later on — that are a better fit for their novelty-seeking behavior, just the way adults seem to self-select jobs in which they are more likely to succeed.
In school, these curious, experience-seeking kids would most likely do better in small classes that emphasize hands-on-learning, self-paced computer assignments and tasks that build specific skills.
This will not eliminate the need for many kids with A.D.H.D. to take psychostimulants. But let’s not rush to medicalize their curiosity, energy and novelty-seeking; in the right environment, these traits are not a disability, and can be a real asset.
Correction: November 16, 2014
An opinion essay on Nov. 2 about the treatment of attention deficit hyperactivity disorder omitted an attribution for part of the description of an M.I.T. study comparing patterns of brain activity in adults who had recovered from childhood A.D.H.D. and adults who had not. The description of one finding — about the similarity of the two groups on one measure of brain synchrony — came from a news release from the McGovern Institute for Brain Research at M.I.T.
Richard A. Friedman is a professor of clinical psychiatry and the director of the psychopharmacology clinic at the Weill Cornell Medical College.

Five U.S. innovations that helped Finland’s schools improve but that American reformers now ignore

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/07/25/five-u-s-innovations-that-helped-finlands-schools-improve-but-that-american-reformers-now-ignore/

Finnish educator and scholar Pasi Sahlberg is one of the world’s leading experts on school reform and educational practices. The author of the best-selling Finnish Lessons: What Can the World Learn About Educational Change in Finland?”and a former director general of Finland’s Center for International Mobility and Cooperation, Sahlberg is now a visiting professor of practice at the Harvard Graduate School of Education. He has written a number of important posts for this blog, including “What if Finland’s great teachers taught in U.S. schools,” and “What the U.S. can’t learn from Finland about ed reform.”
In this post Sahlberg writes about what constitutes real education innovation, a topic that was the subject of a recent eport by the Organization of Economic Cooperation and Development, about which I wrote and questioned here. Sahlberg notes how U.S. innovation has helped many successful education systems around the world even as Americans ignore those very same reforms. This is important reading.
By Pasi Sahlberg
An intriguing question whether innovation in education can be measured has an answer now. The Organization of Economic Cooperation and Development in its recent report “Measuring Innovation in Education: A New Perspective, Educational Research and Innovation” measures Innovation in Education in 22 countries and 6 jurisdictions, among them the U.S. states Indiana, Massachusetts and Minnesota.
One conclusion of the OECD’s measurement of innovation between 2003 and 2011 is that “there have been large increases in innovative pedagogic practices across all countries … in areas such as relating lessons to real life, higher order skills, data and text interpretation and personalization of teaching.” The United States did not do very well when compared to other participating countries overall. “Not surprising,” some commented, pointing to tougher accountability measures and an obsession with standardized testing in most parts of the country.
It was surprising, however, to see the OECD’s list of the top five U.S. “innovations in pedagogic practice”: 1) more observation and description in secondary school science lessons; 
2) more individualized reading instruction in primary school classrooms;
 3) more use of answer explanation in primary mathematics;
 4) more relating of primary school lessons to everyday life; and
 5) more text interpretation in primary lessons. “Innovation in organizational policy and practice” included mostly different aspects of student assessment and testing. Good innovation sometimes means doing less of something in order to make time for experimentation with new pedagogical strategies.
An interesting observation that anyone interested in what current high-performing school systems have in common is that they all, some more than the others, have derived critical lessons from abroad. Singapore, one of the most successful reformers and highest performers in global education, has been sending students to study education in U.S. universities and encouraged university professors to collaborate in teaching and research with their American colleagues. Japan, Hong Kong and South Korea have done the same. More recently China has also benefited from education innovation from the United States and other Western education systems. Even those running school systems above the 49th parallel in North America admit that U.S. research and innovation have been instrumental in making education in Canada world-class.
Finland is no exception. If you want to discover the origins of the most successful practices in pedagogy, student assessment, school leadership, and school improvement in Finland, you only need to visit some schools there and have a conversation with teachers and principals. Most of them have studied psychology, teaching methods, curriculum theories, assessment models, and classroom management researched and designed in the United States in their initial teacher education programs. Primary school teacher education syllabi in Finnish universities include scores of books and research articles written by U.S. scholars. Professional development and school improvement courses and programs often include visitors from the U.S. universities to teach and work with Finnish teachers and leaders. So common is the reliance on U.S. ideas in Finland that some have come to call the Finnish school system a large-scale laboratory of American education innovation.
The relatively low overall rating of “innovation in education” in the United States raises an interesting question: Where are all those great ideas in the United States that other countries have been able to utilize to improve the performance of their school systems during the last century? It is interesting that, according to the OECD, the United States exhibits only modest innovation in its education system but, at the same time, it is the world leader in producing research, practical models and innovation to other countries.
Five significant American educational ideas have been instrumental in accelerating Finland’s success in teaching and learning:
John Dewey’s Philosophy of Education
The roots of Finland’s pedagogical ideas date back to the 1860s when Uno Cygnaeus, who is sometimes referred as the father of basic education in Finland, said that in an ideal classroom, pupils speak more than the teacher. He was also a fan of practical aspects of education and insisted that both boys and girls must learn all the practical skills that people need in everyday lives. It is understandable that the pragmatic, child-centered educational thinking of John Dewey has been widely accepted among Finnish educators. Dewey’s philosophy of education forms a foundation for academic, research-based teacher education in Finland and influenced also the work of the most influential Finnish scholar professor Matti Koskenniemi in the 1940s. All primary school teachers read and explore Dewey’s and Koskenniemi’s ideas as part of their courses leading to the master’s degree. Many Finnish schools have adopted Dewey’s view of education for democracy by enhancing students’ access to decision-making regarding their own lives and studying in school. Some visitors to Finland, among them the late Seymour Sarason, have observed that the entire Finnish school system looks like John Dewey’s laboratory school in the U.S.

2. Cooperative Learning
Unlike in most other countries, cooperative learning has become a pedagogical approach that is widely practiced throughout Finnish education system. Finland’s new 9-year comprehensive launched in early 1970s was built on an idea of regular small-group learning of students coming from different family backgrounds. But it was the national curriculum reform in 1994 that brought cooperative learning as it is known now to most Finnish schools. Before that, all the main researchers and trainers of cooperative learning, including David Johnson, Roger Johnson and Elizabeth Cohen, had visited Finland to train trainers and teachers on their methods of teaching. Their books and articles were translated into Finnish and shared openly with all schools. The 1994 National Curriculum included a requirement that all schools design their own curricula in a way that would enhance teaching and learning according to constructivist educational ideas. Although cooperative learning was not mentioned as an obligatory pedagogical practice in schools, there were several recommendations for teachers to include elements of cooperative learning into their regular teaching. Ever since, cooperative learning has become an integral part of initial teacher education in Finland and one of the most popular themes in professional development of teachers and school leaders in Finland.

3. Multiple Intelligences
The spirit of 1970s school reform in Finland included another idea that derives from U.S. universities and scholars: development of the whole child. The overall goal of schooling in Finland was to support child’s holistic development and growth by focusing on different aspects of talent and intelligence. After abolishing all streaming and tracking of students in the mid-1980s, both education policies and school practices adopted the principle that all children have different kinds of intelligences and that schools must find ways how to cultivate these different individual aspects in balanced ways. Howard Gardner’s Theory of Multiple Intelligences became a leading idea in transferring these policy principles to school practice. Again, the 1994 National Curriculum emphasizes that school education must provide all students with opportunities to develop all aspects of their minds. As a consequence, that curriculum framework required that all schools have a balanced program, blending academic subjects with art, music, crafts, and physical education. This framework moreover mandated that all schools provide students with sufficient time for their self-directive activities. Gardner’s influence has also been notable in the Finnish system by conferring a broader definition of “talent.”. Today, Finnish teachers believe that over 90 percent of students can learn successfully in their own classrooms if given the opportunity to evolve in a holistic manner.

4. Alternative Classroom Assessments
Without frequent standardized and census-based testing, the Finnish education system relies on local monitoring and teacher-made student assessments. A child-centered, interaction-rich whole-child approach in the national curriculum requires that different student assessment models are used in schools. Furthermore, primary school pupils don’t get any grades in their assessments before they are in fifth grade. It was natural that Finnish teachers found alternative student assessment methods attractive. And it is ironic that many of these methods were developed at U.S. universities and are yet far more popular in Finland than in the United States. These include portfolio assessment, performance assessment, self-assessment and self-reflection, and assessment for learning methods. Teacher education programs in Finland include elements of study of educational assessment and evaluation theories and also provide all students with practical knowledge and skill of how to use alternative student assessment methods in the classroom.
5. Peer Coaching
Another surprising aspect of Finnish education is that it lacks much of that change knowledge that is normally expected to guide policy-makers and education authorities in planning and implementing desired reforms in education. Research and development of system-wide educational reform and change hasn’t belonged to the academic repertoire of Finnish academia. The number of research papers related to that field has therefore remained minimal. Instead, Finnish education experts have relied on foreign sources of expertise and knowledge. A good example of an innovation designed in the U.S. is peer coaching that evolved in the 1980s and 1990s as a result of research and development work of Bruce Joyce and his colleagues. He also visited Finland to train trainers and education leaders on how the impact of professional development of teacher can be enhanced. Peer coaching—that is, a confidential process through which teachers work together to reflect on current practices, expand, improve, and learn new skills, exchange ideas, conduct classroom research and solve problems together in school—became normal practice in school improvement programs and professional development in Finland since the mid-1990s.
For me, just like for many of my Finnish colleagues, the United States is home to a great deal of educational research and innovation. Why doesn’t this show in international comparisons, like the recent review of innovation in education by the OECD? We visitors to the United States often wonder why innovations that have brought improvement to all successful education systems have not been embedded in the U.S. school system. One reason may be that the work of the school in the United States is so much steered by bureaucracies, test-based accountability and competition that schools are simply doing what they must do in this situation. Many visitors from the United States to Finland conclude their observations by saying that Finnish education looks like the U.S. education in the 1970s and 1980s.
My message to my colleagues in the United States is: This is the only education system in the world that is self-sufficient in terms of ideas, knowledge, research and innovation—and financial resources. All others, more or less, depend on knowledge and ideas generated in the United States. It is hard to accept the conclusion of the OECD’s measurement that the greatest American innovation in organizational policy and practice is student assessment, including standardized testing.
The question should not be: “How to have more innovation in education?” The real question is: “How to make the best use of all existing educational ideas that are somewhere in American schools and universities?” The answer is not to have more charter schools or private ownership of public schools to boost innovation.
The lesson from the most successful education systems is this: Education policies should not be determined by mythology and ideology but guided by research and evidence from home and abroad.



Wednesday, 31 December 2014

How to learn efficiently

http://lemire.me/blog/archives/2014/12/30/how-to-learn-efficiently/

I am convinced that much of the gap between the best college students and the worst is explained by study habits. Frankly, most students study poorly. To make matters worse, most teachers are incapable of teaching good study habits.
Learning is proportional with effort
Sitting in a classroom listening to a professor feels like learning… Reading a book on a new topic feels like learning… but because they are overwhelming passive activities, they are inefficient. It is even worse than inefficient, it is counterproductive because it gives you the false impression that you know the material. You can sit through lecture after lecture on quantum mechanics. At some point you will become familiar with the topics and the terminology. Alas you are fooling yourself which is worse than not learning anything.
Instead, you should always seek to challenge yourself. If some learning activity feels easy, it means that it is too easy. You should be constantly reminded of how little you know. Great lectures make it feels like the material is easy: it probably is not. Test yourself constantly: you will find that you know less than you think.
Some students blame the instructors when they feel confused. They are insistant that a course should be structured in such a way that it is always easy, so that they rarely make mistakes. The opposite is true: a good course is one where you always feel that you will barely make it. It might not be a pleasant course, but it is one where you are learning. It is by struggling that we learn.
On this note, Learning Style theory is junk: while it is true that some students have an easier time doing things a certain way, having it easier is not the goal.
There are many ways to challenge yourself and learn more efficiently:
  • Seek the most difficult problems, the most difficult questions and try to address them. It is useless to read pages after pages of textbook material, but it becomes meaningful if you are doing it to solve a hard problem. This is not news to Physics students who have always learned by solving problems. Always work on the toughest problems you can address.
  • Reflect on what you have supposedly learned. As an undergraduate student, I found that writing a summary of everything I had learned in a class was one of the best ways to study for an exam. I would just sit down with a blank piece of paper and try to summarize everything as precisely as possible. Ultimately, writing your own textbook would be a very effective way to learn the material. Teaching is a great way to learn, because it challenges you.
  • Avoid learning from a single source. Studying from a single textbook is counterproductive. Instead, seek multiple sources. Yes, it is confusing to pick up a different textbook where the terminology might be different, but this confusion is good for you.
If sitting docilely in a classroom is inefficient and even counterproductive, then why is it so common a practice? Why indeed!
Interleaved study trumps mass study
When studying, many people do not want to mix topics “so as not to get confused”. So if they need to learn to apply one particular idea, they study to the exclusion of everything else. That is called mass (or block) practice.
Course material and textbooks do not help: they are often neatly organized into distinct chapters, distinct sections… each one covering one specific topic.
What researchers have found is that interleaved practice is far superior. In interleaved practice, you intentionally mix up topics. Want to become a better mathematician? Do not spend one month studying combinatorics, one month studying calculus and so on. Instead, work on various mathematical topics, mixing them randomly.
Interleaved practice feels much harder (e.g., “you feel confused”), and it feels discouraging because progress appears to be slow. However, this confusion you feel… that is your brain learning.
Interleaved practice is exactly what a real project forces you to do. This means that real-world experience where you get to solve hard problems is probably a much more efficient learning strategy than college. Given a choice between doing challenging real work, and taking classes, you should always take the challenging work instead.

Thursday, 25 December 2014

Pendidikan Gaya Sugata Mitra

http://www.edutopia.org/blog/self-organized-learning-sugata-mitra
http://egwestcentre.com/research/holeinthewall/
http://www.hole-in-the-wall.com/
http://steve-wheeler.blogspot.com/2013/06/sugata-mitra-charlatan-or-genius.html

What is Wrong with the Americans


Sumber: http://www.tickld.com/x/wtf-is-wrong-is-wrong-with-americans-this-guy-nails-it



Tuesday, 23 December 2014

Flatiron School

http://flatironschool.com/school

The Flatiron School trains passionate, creative people in web and mobile development.

We bring together people with diverse perspectives and backgrounds who are passionate about technology—from investment bankers and spinal surgeons to cartoonists and sky-diving instructors. Flatiron School graduates now work as software developers in companies like The New York Times, Kickstarter, Etsy, and Google.

Our Web and iOS Immersive courses are 12 weeks, full-time, and train people for careers in software development. We partnered with New York City to launch the NYC Web Development Fellowship and provide free training to underrepresented groups in the tech community. We also offer part-time courses, corporate training, and a Pre-College Program for high school students.