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:
http://www.abigslice.com/icecreamdifference.html

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:
http://www.1-800-shaved-ice.com/chart23.html

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

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.

Almost Advocating Self-Directed Learning

This blog post presents four myths about self-directed learning:
http://www.nureva.com/blog/debunking-4-myths-about-self-directed-learning#comment-388326484
When I pointed out another one in the comments the author posted it. But when I further suggested resources that show how self-direction can be used as the whole enchilada she did not post that comment. So, here it is:

For more substantial examples of self direction in action I suggest you look at democratic schools and unschooling. Instead of just 20% time for self-direction these are more like 100%. When kids of any age are given the opportunity and support to make real decisions for themselves then great things can and do happen.
Links:

This article addresses unschoolers: http://ww2.kqed.org/mindshift/2014/09/02/how-do-unschoolers-turn-out/

This is the website for one of the most well-known democratic schools in the USA http://www.sudval.org/