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	<title>Edurati Review &#187; Kevin Washburn</title>
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	<link>http://eduratireview.com</link>
	<description>Where Education Policy Meets Pedagogy</description>
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		<title>The Environment of Achievement, Part 3</title>
		<link>http://eduratireview.com/2011/03/the-environment-of-achievement-part-3/</link>
		<comments>http://eduratireview.com/2011/03/the-environment-of-achievement-part-3/#comments</comments>
		<pubDate>Wed, 23 Mar 2011 21:46:50 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[CLASSROOM ENVIRONMENT]]></category>
		<category><![CDATA[DETERMINATION]]></category>
		<category><![CDATA[feedback]]></category>
		<category><![CDATA[learning]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=848</guid>
		<description><![CDATA[Hope. Humility. Determination. How do these characteristics contribute to an atmosphere of achievement? The dictionary describes determination as a “firmness of purpose,” “perseverance,” “intentness,” “a state of indefatigableness.” As with most tone-related aspects of the classroom, an atmosphere of determination begins with the teacher. I believe every great—and bygreat I mean not just instructive, but [...]]]></description>
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		<title>Smart MOVES</title>
		<link>http://eduratireview.com/2010/10/smart-moves/</link>
		<comments>http://eduratireview.com/2010/10/smart-moves/#comments</comments>
		<pubDate>Mon, 18 Oct 2010 13:49:47 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Education]]></category>
		<category><![CDATA[instructional time]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[fitness]]></category>
		<category><![CDATA[John Ratey]]></category>
		<category><![CDATA[neuroscience]]></category>
		<category><![CDATA[physical education]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=746</guid>
		<description><![CDATA[I’m convinced: our schools need to give fitness a place in the curriculum. Let me clarify one thing. By an emphasis on fitness, I’m not recommending more or longer recess periods (though they may help), nor more or longer physical education classes (though, again, they may help). I fear some schools may reach these conclusions [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Authors, Illustrators, and Teaching: Part 2</title>
		<link>http://eduratireview.com/2009/10/authors-illustrators-and-teaching-part_15-html/</link>
		<comments>http://eduratireview.com/2009/10/authors-illustrators-and-teaching-part_15-html/#comments</comments>
		<pubDate>Thu, 15 Oct 2009 20:15:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Jerry Pinkney]]></category>
		<category><![CDATA[Kate DiCamillo]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[National Book Festival]]></category>
		<category><![CDATA[Sharon Creech]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=105</guid>
		<description><![CDATA[Authors and illustrators get treated like rock stars at the National Book Festival. Readers crowd into tents, some literally with standing room only, to see and hear the people behind favorite narratives and artwork. The payoff is worth the effort. Many authors and illustrators are as interesting in person as they are on paper. In [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Authors, Illustrators, and Teaching: Part 1</title>
		<link>http://eduratireview.com/2009/10/authors-illustrators-and-teaching-part-html/</link>
		<comments>http://eduratireview.com/2009/10/authors-illustrators-and-teaching-part-html/#comments</comments>
		<pubDate>Thu, 01 Oct 2009 18:54:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[Charles Santore]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Kadir Nelson]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[narrative]]></category>
		<category><![CDATA[National Book Festival]]></category>
		<category><![CDATA[Nikki Grimes]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=103</guid>
		<description><![CDATA[Authors and illustrators recently challenged my thinking about teaching. The National Book Festival is an annual event held on the Mall in Washington, D.C. This year my wife and I attended for the first time. As I listened to various children’s authors and illustrators, I was struck by how much relevance the ideas they communicated [...]]]></description>
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		<title>Making the Shift, Part 4: From &quot;Target Future&quot; to Teaching</title>
		<link>http://eduratireview.com/2009/09/making-shift-part-4-from-target-future-html/</link>
		<comments>http://eduratireview.com/2009/09/making-shift-part-4-from-target-future-html/#comments</comments>
		<pubDate>Tue, 22 Sep 2009 14:59:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[executive function]]></category>
		<category><![CDATA[instructional design]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[Sons of Liberty]]></category>
		<category><![CDATA[Tim Hurson]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=101</guid>
		<description><![CDATA[In this series of posts, I’ve tried to raise awareness of executive function processes, examine their role in successful learning and thinking, and begin exploring how they can receive greater emphasis in education. In this final post, I want to investigate these ideas within the framework of a commonly taught topic. I’m choosing my verbs [...]]]></description>
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		<title>Making the Shift, Part 3: A Focus, a Form, and a Frame</title>
		<link>http://eduratireview.com/2009/09/making-shift-part-3-focus-form-and-html/</link>
		<comments>http://eduratireview.com/2009/09/making-shift-part-3-focus-form-and-html/#comments</comments>
		<pubDate>Mon, 07 Sep 2009 20:03:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[executive function]]></category>
		<category><![CDATA[focus]]></category>
		<category><![CDATA[form]]></category>
		<category><![CDATA[frame]]></category>
		<category><![CDATA[instructional design]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[Lynn Meltzer]]></category>
		<category><![CDATA[target future]]></category>
		<category><![CDATA[Tim Hurson]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=98</guid>
		<description><![CDATA[Let’s begin with a story. Once upon a time, twenty years in the future, Jaime works in the office of an influential nonprofit. The organization is regularly consulted by local and state officials on matters related to the nonprofit’s focus. One day the organization’s leader explains that the governor just called to request an analysis [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Making the Shift, Part 1: No More Objectives</title>
		<link>http://eduratireview.com/2009/08/making-shift-part-1-no-more-objectives-html/</link>
		<comments>http://eduratireview.com/2009/08/making-shift-part-1-no-more-objectives-html/#comments</comments>
		<pubDate>Thu, 06 Aug 2009 17:23:00 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[architecture of learning]]></category>
		<category><![CDATA[Education Reform]]></category>
		<category><![CDATA[Einstein]]></category>
		<category><![CDATA[imagination]]></category>
		<category><![CDATA[objectives]]></category>
		<category><![CDATA[story]]></category>
		<category><![CDATA[target future]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[Tim Hurson]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=87</guid>
		<description><![CDATA[The following statement preoccupied my thoughts for several hours: “As a result, a large gap separates the skills and strategies taught in school from the executive function processes needed for success there and in the workplace.” The basis for this conclusion, the cause, is education’s focus “on the content, or the what, rather than the [...]]]></description>
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		<item>
		<title>Thinking in the Seams: Engaging Interdisciplinary Thinking</title>
		<link>http://eduratireview.com/2009/07/thinking-in-seams-engaging-html/</link>
		<comments>http://eduratireview.com/2009/07/thinking-in-seams-engaging-html/#comments</comments>
		<pubDate>Wed, 29 Jul 2009 16:04:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[architecture of learning]]></category>
		<category><![CDATA[cross-disciplinary thinking]]></category>
		<category><![CDATA[interdisciplinary thinking]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[Marc Lynch]]></category>
		<category><![CDATA[multi-disciplinary thinking]]></category>
		<category><![CDATA[NPR]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=81</guid>
		<description><![CDATA[It was ingenious. So much so that some listeners wished to be high school history teachers so they could “borrow” the analogy. Even though my first listen was is in a semi-awake state, I understood enough to be informed, entertained, and left wanting to hear it all again. What caught my ear and interest was [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>TMI! Information Overload and Learning</title>
		<link>http://eduratireview.com/2009/07/tmi-information-overload-and-learning-html/</link>
		<comments>http://eduratireview.com/2009/07/tmi-information-overload-and-learning-html/#comments</comments>
		<pubDate>Mon, 06 Jul 2009 17:51:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[comprehension]]></category>
		<category><![CDATA[Daniel Willingham]]></category>
		<category><![CDATA[data manager]]></category>
		<category><![CDATA[elaboration]]></category>
		<category><![CDATA[Jonah Lehrer]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[thinking]]></category>
		<category><![CDATA[TMI]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=74</guid>
		<description><![CDATA[“Too much information—TMI!” More than just a retort when conversations turn personal, TMI also describes a common student experience. When one period of steady information flow follows another, the rising data tide does not lift all boats. It overwhelms them. We can maintain a quick and steady pace when we enter information into a database [...]]]></description>
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		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>&quot;What&quot; and &quot;Where&quot; Enable Learning and Higher Thinking</title>
		<link>http://eduratireview.com/2009/06/what-and-where-enable-learning-and-html/</link>
		<comments>http://eduratireview.com/2009/06/what-and-where-enable-learning-and-html/#comments</comments>
		<pubDate>Tue, 02 Jun 2009 18:39:00 +0000</pubDate>
		<dc:creator>Kevin Washburn</dc:creator>
				<category><![CDATA[auditory]]></category>
		<category><![CDATA[comprehension]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Gregory Berns]]></category>
		<category><![CDATA[instructional design]]></category>
		<category><![CDATA[Kevin Washburn]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[parietal lobe]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[temporal lobe]]></category>
		<category><![CDATA[visual]]></category>

		<guid isPermaLink="false">http://eduratireview.com/?p=57</guid>
		<description><![CDATA[By Dr. Kevin Washburn, Contributing Editor While their research and associated technology can be complicated, the discoveries of neuroscientists often reveal simple principles of brain functioning. For example, neuroscientists recently traced the flow of auditory data through the brain. As sound waves spark our nervous system into action, auditory data gets sent from lower functioning [...]]]></description>
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