Even if the consequence of a situation is not your fault, you can learn from the event by making it your responsibility. This is what Adam calls internalization.
Too many of us blame others for our shortcomings. I flunked because the teachers sucks. We lost because our coach screwed up. I’m fat because of McDonald’s. You get the idea…
What Adam suggests is recognizing that some things do suck, but owning the experience helps us to avoid making similar mistakes in the future. Through internalization, we can make sense of the bad experiences that may come our way through no fault of our own.
It has been said the becoming a victim of circumstance may not be your fault. But staying a victim is.
Join the nation!
Some people deny that their problems exist in the first place. And because they deny reality, they must constantly delude or distract themselves from reality. This may make them feel good in the short term, but it leads to a life of insecurity, neuroticism, and emotional repression.
Some choose to believe that there is nothing they can do to solve their problems even when they in fact they could. Victims seek to blame others for their problems or outside circumstances. This may make them feel good in the short term, but it leads them to a life of anger, helplessness and despair.
Hard work beats talent when talent doesn’t work hard.
This is my first post of the year, so it should be pretty insightful, right? Not really. Just the same old advice.
If things aren’t going your way, try to be reflective. Professor Cornwall says we must continually explicate the obvious for adolescents, so here I go again. The three reason students struggle in math are…
In this 2011 TED video, Sal Khan describes a classroom of the future wherein students and instructors collaborate on more difficult and intriguing problems. How does he propose accomplishing this? By flipping the classroom, of course.
What’s a flipped classroom?
The flipped classroom is so-called, because the learning and the doing are flipped. For example, a teacher assigns a video lecture for homework — ostensibly one of Sal’s videos. The student watches the lecture at home, then reports to the classroom ready to tackle the tough stuff — the assignments. This allows students to engage in more challenging problems under the guidance of the content expert.
What are the benefits?
Three seasons ago, I flipped my Stats class — both at Sayre and at Elmira College (where I’m a freelance adjunct). Using the flipped classroom has enabled me to make extensive use of Minitab in the computer lab. Had the students not previewed the content with the curated video content, this would not have been possible. Given the “STEM” nature of students’ futures, Minitab use now will provide a leg up whether entering college or the workforce.
Another advantage to the flipped classroom is that students spend more time on the task of problem-solving. In classical instructional pedagogy, most of the students’ time is spent being lectured to. Very little real-world problem solving gets done in the classroom, and the instructor doesn’t know until its too late whether learning has occurred.
There is a caveat. Sal Khan and I and other advocates of the flipped classroom assume that students all want to learn and will invest the time in the designated preview activities. Some public schools (unwittingly) train students not do anything that does not count. What question makes teachers cringe? “Are you collecting this?
In the beginning, I had to “pay students” to consume the Stats preview content. How was this accomplished? I call them Quick Quizzes, but they’re just short frequent assessments designed for student accountability. When students know they are being quizzed regularly on the content, they are “forced” (at first) to plug in. Then it becomes second nature. This is essential, because we all know that life doesn’t offer rewards for merely showing up. Successful people have learned how to internalize learned content and work without oversight.
Have you experimented with flipped classroom?