A Quote by Randi Weingarten
When student performance shows increases on test scores, that improvement is not associated with an increase in 'fluid intelligence' - that is, using logical thinking and problem solving in novel situations, rather than recalling previously learned facts and skills.
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Environment-based education produces student gains in social studies, science, language arts, and math; improves standardized test scores and grade-point averages; and develops skills in problem-solving, critical thinking, and decision-making.
Fluid intelligence doesn't look much like the capacity to memorise and recite facts, the skills that people have traditionally associated with brainpower.
Facts and data, rather than opinion, are the two cornerstones of problem solving, and yet they are consistently withheld from the people by American media. We must have facts and data in order to recognize where there is a problem!
Very few of us trust our immediate connection with nature, or the intuitive intelligence of our body. All too easily, we align ourselves with the logical world of Masculine intelligence. As a culture, we have become so Masculine that we are much more comfortable with analytical problem-solving than with ecstatic dancing!
Too many problem-solving sessions become battlegrounds where decisions are made based on power rather than intelligence.
Cognitive skills such as big-picture thinking and long-term vision were particularly important. But when I calculated the ratio of technical skills, IQ, and emotional intelligence as ingredients of excellent performance, emotional intelligence proved to be twice as important as the others for jobs at all levels.
As soon as a thought or word becomes a tool, one can dispense with actually 'thinking' it, that is, with going through the logical acts involved in verbal formulation of it. As has been pointed out, often and correctly, the advantage of mathematics - the model of all neo-positivistic thinking - lies in just this 'intellectual economy.' Complicated logical operations are carried out without actual performance of the intellectual acts upon which the mathematical and logical symbols are based. ... Reason ... becomes a fetish, a magic entity that is accepted rather than intellectually experienced.
Let's teach boys at school the personally and economically valuable skills of self-expression and emotional intelligence, of mediation and problem-solving.
You can increase your problem-solving skills by honing your question-asking ability.
Scientific research and other studies have demonstrated that arts education can enhance American students' math and language skills and improve test scores which in turn increase chances of higher education and good jobs in the future.
The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right? There are so many things that kids care about, where they excel, where they try hard, where they learn important life lessons, that are not picked up by test scores.
We must prepare people to be nimble enough to adapt to an ever-evolving marketplace. And we must help them develop skills that will be valued no matter what tomorrow's jobs are - skills like creativity, critical thinking, problem solving, and collaboration.
I found so much fun in the light shows and the multimedia shows of the hippies. That was when I was a student in the 1960s, and I was in New York, so I learned how to deal with writing, recording sound of other people, performance art - because that was a new territory, and I liked everything that was new and provocative. That interested me more than becoming anything specific.
Test scores and measures of achievement tell you where a student is, but they don't tell you where a student could end up.
In online learning environments, it is often hard to tell whether a student is struggling. By the time test scores are lagging, it's often too late - the student has already quit.
...methods are more important than facts. The educational value of a problem given to a student depends mostly on how often the thought processes that are invoked to solve it will be helpful in later situations. It has little to do with how useful the answer to the problem may be. On the other hand, a good problem must also motivate the students; they should be interested in seeing the answer. Since students differ so greatly, I cannot expect everyone to like the problems that please me.
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