02 June 2015

Altering Perception Experiment Videos & the Hidden Curriculum of Power Distribution

Upside Down Goggles BBC

This is why democratic schooling is so foreign to most people. It is literally disorienting to support children to have so much autonomy when we have grown up in environments that did everything they could to control children (and anybody else at the bottom of a hierarchical power structure.) Instead of inverting vision democratic schools invert the power structure.

Right-Left reversal

Susannah Fine Inversion Glasses

High School Project (momentary use)

Rhett & Link Inversion Glasses Challenge (momentary use)

19 April 2015

Frozen Desserts Guide

Ever wondered about the differences between ice cream, sorbet, sherbet, italian ice, granitas, and gelato? I used to work at Elevated Ice Cream in Port Townsend, WA. But that was years ago and I have a hard time keeping the various distinctions straight as time has gone by. The conversation came up to day so I had to consult the Oracle and got this:

I also consulted wikipedia for more information on granitas, italian ices, and shave ice.
Here's a nice infographic  on the differences between shave ice and snow cones:

In descending order of fat:
Premium Ice Cream 11-16% fat (Elevated had a custom 12% mixture as their base and mix their own flavors.)
Regular Ice Cream 10-11% fat
Economy 10% fat
The source has more distinctions of Ice Cream, but that's enough for me.

Gelato 20% air instead of 60% air (not sure which grade of ice cream)

Sherbet up to 2% fat

Sorbet whipped no fat 

Italian Ice is made the same way as Ice Cream that is mixing while freezing with no fat. 

Granita Varies in texture from smooth to coarse and is made in various ways from mixing to shaving.

Shave Ice shaved from a block with flavoring

Snow Cone crushed ice with flavoring

06 April 2015

Motivating Styles Diagram

I was reviewing some old files and ran across this diagram of motivating styles that I made last year.
This is a great way to reinterpret idea of parenting styles. The old narrative about authoritarian versus permissive with some thing moderate in between has always frustrated me. This has the advantage of providing clear behavioral guidelines. Though this is written for teachers I am certain that parent's can adapt them effectively.

Teacher's Guide to Motivation

High Autonomy Support

Nurtures Inner Motivational Resources
* Interest, Enjoyment, Sense of Challenge
* Creates Opportunities for Initiative

Informational Language
* Informational, Flexible
* Provides Choices, Options
* Identifies Value, Meaning, Use, Benefit, Importance of Requests

Acknowledges & Accepts Students’ Negative Affect
* Listens Carefully, Openly, Understandingly
* Accepts Negative Affect, Complaints are OK

Low Autonomy Support
Relies on Extrinsic Sources of Motivation
* Offers Incentives, Consequences, Directives
* Makes Assignments, Seeks Compliance

Controlling Language
* Pressuring, Ego-Involving
* Should, Must, Have to, Got to
* Neglects Value, Meaning, Use, Benefit, Importance of Requests

Counters & Tries to Change Students’ Negative Affect
* Blocks/Counters Expressions of Negative Affect
* Negative Affect is Not OK, Is Unacceptable, Is Something to be Changed/Fixed

During Lesson Introduction
High Structure
Clear, Understandable, Explicit, Detailed Directions
* “What to do” is Clear
* Well Organized
* Frames Upcoming Lesson Well
Low Structure
Absent, Unclear, Ambiguous, Confusing Directions
* “What to do” is Absent, Confusing
* Poorly Organized
* No Clear Frame for Upcoming Lesson

During Lesson
High Structure
Strong Guidance
* Much Guidance, Leadership
* Clear Action Plan, Clear Goal
* Many Control-Establishing Hints
Low Structure
Weak Guidance
* Little Guidance, Leadership
* No Action Plan, No Goal
* Few Control-Establishing Hints

During Feedback
High Structure
Skill-Building, Instructive
* Constructive, Informative
* Competence-Relevant Information
Low Structure
None, Ambiguous
* None, Off-Task, Rambling
* Competence-Irrelevant Information

Source: Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.