What If We Replace ‘Business’ with ‘Education’?

Daniel Pink on incentives and performance:

Some highlights:

As long as the task required only mechanical skill, bonuses worked as they would be expected: the higher the pay, the better the performance.

But once the tasked called for even rudimentary cognitive skill, a larger reward led to poorer performance.

To provide intrinsic motivation, you need to provide:

  • Autonomy
  • Mastery
  • Purpose

There is a mismatch between what science knows and what [education] does. Those 20th century rewards, those motivators that we think are a natural part of [education], do work but only in a surprisingly narrow band of circumstances.

Thing 7a – The Power of TED

I love the TED videos.

TED stands for Technology, Entertainment, Design. It started out (in 1984) as a conference bringing together people from those three worlds. Since then its scope has become ever broader.

The annual conference now brings together the world’s most fascinating thinkers and doers, who are challenged to give the talk of their lives (in 18 minutes).

I subscribe to them in iTunes (opens in iTunes), update whenever I sync my iPod and usually watch them in the taxi to work or while taking my mind off the drudgery of the gym. There are so many times I have an “A-ha!” moment, thinking about how this amazing new thing relates to my curriculum. Then, more often than not, I forget about it until it’s too late.

Apparently, I’m not the only one who does this. There are quite a few TED resources out there. More importantly, there is Larry Ferlazzo, who has put together The Best Teacher Resources for TED.

Some of the most useful blog posts I’ve found are merely launching points to related posts. It highlights the collective consciousness of Web 2.0. My Personal Learning Network reads for me, vetting “The Best of the Web” that coincides with my interests. (Of course, there is always the hated “echo chamber” effect that one needs to be careful of.)