LILA ~ Learning Innovations Laboratory at the Harvard Graduate School of Education

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  1. Reflections on Learning & Performance

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    A big idea that I took away was the role of curiosity and safe risks to support individual and group learning. And I’m wondering how the opposite of curiosity and safe risk -- confidence and “safe routines” – might work against learning and support performance.
  2. Complexity in problems does not lend itself to taking the problem apart

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    I was so taken with this talk just an hour later and discussing ETS’s Opportunity in America Initiative, I used Tobias’s image of a complex problem not lending itself to taking itself apart — an approach which we tend to use in problem solving. My colleague Irwin Kirsch said that this reminded him of a recent speech by David Brooks in which Karl Popper was cited. Some years ago Popper gave a rather famous lecture in which he contrasted problems that are like clocks — mechanical, easily fixed through taking apart and then putting them back together — and problems...
  3. Sue Borchardt

    “…experts, in contrast, keep paying attention top-down, intentionally counteracting the brain’s urge to automatize routines.”

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    Hi all — I saw this quote recently on Maria Popova’s wonderful weekly Brain Pickings Newsletter. I seemed an interesting idea to play off the ideas we heard from Wendy Wood on her habit research. “…paying attention top-down, intentionally counteracting the brain’s urge to automatize routines.” sounds a lot like a superhabit.   Here’s a link to the full article: Debunking the Myth of the 10,000-Hours Rule: What It Actually Takes to Reach Genius-Level Excellence

Harvard Graduate School of Education