Vital to education: Non-cognitive skills

 

Depression 4
Depression 4 (Photo credit: Wikipedia)

I found Back to School (by the This American Life Team) an eye-opening podcast that makes a huge amount of sense. In part it asks, how much can we expect teachers to do?

Awareness of the importance of affective factors on cognitive abilities has been long-known, but this podcast focuses on “studies that show how poverty-related stress can affect brain development, and inhibit the development of non-cognitive skills”.

There is a “growing body of research that suggests….how ‘non-cognitive skills’ — qualities like tenacity, resilience, impulse control — are being viewed as increasingly vital in education”. And, one of the positive points discussed was how non-cognitive skills can be taught to older students “who have gone much longer without learning things like self-control, conscientiousness and resilience”.

The implications for curriculum design, facilitation and support of students of all ages, as well as assessment practices are huge. Would be good to hear your thoughts.

 

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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