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	<title>Lesson Upgrades &#187; Drive</title>
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	<link>http://lessonupgrades.com</link>
	<description>Education for the 21st Century</description>
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		<title>How Can We Make Student Work Meaningful?</title>
		<link>http://lessonupgrades.com/daniel-pink/how-can-we-make-student-work-meaningful/</link>
		<comments>http://lessonupgrades.com/daniel-pink/how-can-we-make-student-work-meaningful/#comments</comments>
		<pubDate>Thu, 14 Oct 2010 19:45:22 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1352</guid>
		<description><![CDATA[How much of our students&#8217; days are filled with abstract concepts?  How often do kids actually get to work with their hands? This article in the New York Times caught my eye after a day of teaching intangible, purely conceptual material.  What did my students actually apply that day?  In Dan Pink&#8217;s words, what meaning did my students get?  What worthwhile cause did I convey? How many times in a day are you asked by your students &#8220;Why do we have to do this?&#8221; or &#8220;Is this for a grade?&#8221;  Students increasingly need immediate gratification in order to be motivated.  They no longer learn for the sake of learning, if they ever did.  So how do we motivate the next generation? In his book Drive, Dan Pink discusses purpose as a key component of &#8220;Motivation 2.0&#8243;.  If you want someone to be motivated, you need them to feel that a greater  purpose is being served than just the completion of a task.  So our students need to feel like they are actively creating meaningful knowledge that will make the world a better place.  Something beyond filling in the answers and getting a grade. Or maybe the answer lies in the [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Learn like a kindergartner: High Tech, Dan Pink, and A Love of Learning</title>
		<link>http://lessonupgrades.com/daniel-pink/design/learn-like-a-kindergartner-high-tech-dan-pink-and-a-love-of-learning/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/learn-like-a-kindergartner-high-tech-dan-pink-and-a-love-of-learning/#comments</comments>
		<pubDate>Tue, 14 Sep 2010 04:18:42 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Play]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1241</guid>
		<description><![CDATA[Remember &#8220;Everything I Need To Know I Learned in Kindergarten&#8221;? Well imagine that concept with the technology of today. That is what Professor Mitch Resnick discusses in this hour-long video about technology and learning.  Learn like a kindergartner. Don&#8217;t you remember those times?  When you wanted to go to school?  Things were new and fun.  We were motivated to learn.  We were excited about new experiences. As the &#8220;new&#8221; of the school year begins to wear off for some of us, this video reminds us of what education can be. Technology adds an element of play to learning.  And AWNM reflects the importance of this aptitude in the modern economy.  So why not infuse a little &#8220;playful&#8221; element to your classroom? Technology can also enhance our mastery and result in added autonomy, which are two of the key factors in motivation as stated by Dan Pink in Drive.  What about incorporating that old favorite of kindergarten, the &#8220;sensory station&#8221;? This week I&#8217;m going to take a bit of time and try to think like a kindergartner.  I&#8217;m going to reflect back on those simpler, innocent times and see what I can share with my students.  Maybe they can re-experience some [...]]]></description>
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		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>6 Word Stories: A Template for Videos</title>
		<link>http://lessonupgrades.com/daniel-pink/story/6-word-stories-a-template-for-videos/</link>
		<comments>http://lessonupgrades.com/daniel-pink/story/6-word-stories-a-template-for-videos/#comments</comments>
		<pubDate>Thu, 22 Apr 2010 16:52:13 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[Story]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[Free Lesson Plans]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1021</guid>
		<description><![CDATA[I recently created a 6 Word Stories Video Template for using six word stories as video summaries.  It really does make for a quick and easy upgrade for watching videos. As I have mentioned before, I like to use six word stories to enhance the story aptitude from A Whole New Mind by Daniel Pink.  I have always struggled to get students to appreciate and understand an entire video.  The faithful &#8220;video guide&#8221; usually results in students only paying attention long enough to write the word in the blank.  But when you use 6-word stories, students seem to be a bit more engaged.  They have to pay attention to the entire video in order to offer a six word summary.  And my experience shows that students really enjoy the challenge of creating their own six word story.  They can take away their own meaning from the video, and they can create a phrase that can easily be memorized. I would like to offer a general observation on AWNM and the classroom.  When I consciously design lessons around Dan Pink&#8217;s aptitudes, I try to &#8220;cross over&#8221; between the visual and the written.  I have students use pictures to summarize words, and [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Pay for Grades: Should Parents Bribe Kids in School? &#8211; TIME</title>
		<link>http://lessonupgrades.com/daniel-pink/pay-for-grades-should-parents-bribe-kids-in-school-time/</link>
		<comments>http://lessonupgrades.com/daniel-pink/pay-for-grades-should-parents-bribe-kids-in-school-time/#comments</comments>
		<pubDate>Fri, 16 Apr 2010 02:14:38 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Drive]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=995</guid>
		<description><![CDATA[This article is an interesting read, and a great example of the motivation science highlighted in Dan Pink&#8217;s book Drive. In a number of experiments aimed at getting kids to do better in school, students were paid for certain outcomes.  Some students were paid for attendance, grades, and even test scores.  But the results were mixed. As Dan Pink outlines in Drive, the motivation to perform low-skill, simple tasks was positively affected by the extrinsic motivator of money.  But when students were assessed on longer term, high-skilled tasks such as standardized tests, there was no noticeable improvement. It is a lengthy article, but it provides an excellent example of using extrinsic motivators in education.  As we try to apply the concepts of autonomy, mastery, and purpose to education, this article is a great reminder that we should be careful using extrinsic &#8220;carrots&#8221; as a motivator. Pay for Grades: Should Parents Bribe Kids in School? &#8211; TIME. Share]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>High school puts its eggs in a high-tech basket &#8211; chicagotribune.com</title>
		<link>http://lessonupgrades.com/daniel-pink/design/high-school-puts-its-eggs-in-a-high-tech-basket-chicagotribune-com/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/high-school-puts-its-eggs-in-a-high-tech-basket-chicagotribune-com/#comments</comments>
		<pubDate>Wed, 31 Mar 2010 10:22:28 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=927</guid>
		<description><![CDATA[It looks like this Chicago school is going to implement quite a few of Dan Pink&#8217;s right-brain aptitudes, even though they did not call them by name. The article highlights a school that is implementing a new curriculum supported by Partnership for 21st Century Skills.  They will move to a collaborative, inquiry-based learning model with real world applications.  Empathy, design, symphony, and meaning.  And that&#8217;s just from A Whole New Mind. But let&#8217;s add some elements from Dan&#8217;s new book, Drive.  As the article highlights the move from teacher-led instruction to student-based projects, it seems they are allowing autonomy to flourish.  And by focusing on real-world applications, purpose becomes apparent.  I will assume that students will also experience mastery as they continue to focus on their individual interests. As you read through the article, it is interesting to see the full-scale implementation of 21st Century Skills, and of course the ideas of Dan Pink.  But I continued to reflect on how I could adopt some of these practices into my traditional classroom.  Could I provide students more autonomy?  Am I keeping their sense of purpose alive?  What about meaning and empathy? There are any number of small upgrades that can [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Land O&#8217;Lakes students prepare sign language videos for the deaf &#8211; St. Petersburg Times</title>
		<link>http://lessonupgrades.com/daniel-pink/land-olakes-students-prepare-sign-language-videos-for-the-deaf-st-petersburg-times/</link>
		<comments>http://lessonupgrades.com/daniel-pink/land-olakes-students-prepare-sign-language-videos-for-the-deaf-st-petersburg-times/#comments</comments>
		<pubDate>Tue, 30 Mar 2010 03:07:09 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=922</guid>
		<description><![CDATA[This article from the St. Petersburg times really highlights Dan Pink&#8217;s meaning and purpose. Students take the sign language that they learn in the classroom and create videos for deaf patrons of theme parks. So not only are students motivated by having a purpose in their studies, but they are also developing the right brain aptitude of meaning.  They are helping others and learning some irreplaceable life lessons.  What a great way to prepare students for a fulfilling life. Land O&#8217;Lakes students prepare sign language videos for the deaf &#8211; St. Petersburg Times. Share]]></description>
		<wfw:commentRss>http://lessonupgrades.com/daniel-pink/land-olakes-students-prepare-sign-language-videos-for-the-deaf-st-petersburg-times/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Aurora Sentinel: Aurora school district eyes new diploma for student with college credits</title>
		<link>http://lessonupgrades.com/daniel-pink/aurora-sentinel-archives-news-metro-aurora-aurora-school-district-eyes-new-diploma-for-student-with-college-credits/</link>
		<comments>http://lessonupgrades.com/daniel-pink/aurora-sentinel-archives-news-metro-aurora-aurora-school-district-eyes-new-diploma-for-student-with-college-credits/#comments</comments>
		<pubDate>Tue, 09 Mar 2010 12:00:43 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=829</guid>
		<description><![CDATA[As I spend half of my day at a high school technical center, I am always looking for examples of using focused learning to enhance Meaning in a student&#8217;s education. As I have mentioned before, one way I like to think of Dan Pink&#8217;s Meaning aptitude from A Whole New Mind is how I can create a meaningful experience for my students&#8217; education.  How can I take their experience in the classroom and provide a purpose beyond themselves? This article talks about a growing movement in education that connects academic learning to larger concepts outside of the classroom walls.  The specific method in this article is the offering of &#8220;pathways&#8221; program which will allow students to focus their learning and to receive college credit. But this Aurora school district is contemplating stepping things up by requiring that students complete advanced placement or concurrent enrollment programs in order to graduate. The technical center where I teach offers a large variety of college credit opportunities for students, and I can say that it is extremely successful.  Students seem to see a purpose in their studies.  They can see the meaning in what they are doing. And I can also attest to the [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>9th graders ask themselves: “What’s my sentence?” &#124; Daniel Pink</title>
		<link>http://lessonupgrades.com/daniel-pink/9th-graders-ask-themselves-%e2%80%9cwhat%e2%80%99s-my-sentence%e2%80%9d-daniel-pink/</link>
		<comments>http://lessonupgrades.com/daniel-pink/9th-graders-ask-themselves-%e2%80%9cwhat%e2%80%99s-my-sentence%e2%80%9d-daniel-pink/#comments</comments>
		<pubDate>Fri, 05 Mar 2010 23:08:32 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[Free Lesson Plans]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=805</guid>
		<description><![CDATA[I always like to check up on Dan Pink&#8217;s blog, and I encourage you to do so as often as you can. I really liked this activity, so I thought I would pass it along. In his newest book Drive, Dan Pink outlines an activity where you create one sentence to describe yourself.  This example he gives on his site talks about a ninth grade teacher that lead the activity with her students.  He has some great examples posted. I think this is a quick, easy lesson to upgrade any class.  You can add purpose to your students&#8217; motivation.  Great stuff! 9th graders ask themselves: “What’s my sentence?” &#124; Daniel Pink. Share]]></description>
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		<slash:comments>2</slash:comments>
		</item>
		<item>
		<title>Math for Primates Podcast</title>
		<link>http://lessonupgrades.com/daniel-pink/math-for-primates-podcast/</link>
		<comments>http://lessonupgrades.com/daniel-pink/math-for-primates-podcast/#comments</comments>
		<pubDate>Mon, 01 Mar 2010 12:38:15 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[Free Lesson Plans]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=778</guid>
		<description><![CDATA[This is a pretty cool blog and podcast series.  If you want your kids to find the relevance of math, there are some great ideas here. If you look through the examples that he provides on the site, you can get some practical upgrades for your math lesson plans.  I&#8217;ve always thought that in math, kids should easily be able to find Meaning in what they do.  And to keep them motivated, you are providing them with purpose, and hopefully leading them towards mastery, covering two of Dan Pink&#8217;s motivation principles from Drive. Be sure you look down through the episodes in the sidebar.  And if you scroll down enough you can click on the Math Education category.  They have a podcast focusing on math education, in particular middle school math education.  It is an interesting comparison between math education in Japanese middle schools versus U.S. middle schools.  Have fun! Math for Primates Podcast. Share]]></description>
		<wfw:commentRss>http://lessonupgrades.com/daniel-pink/math-for-primates-podcast/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Would-be engineers get ideas &#124; statesmanjournal.com &#124; Statesman Journal</title>
		<link>http://lessonupgrades.com/daniel-pink/would-be-engineers-get-ideas-statesmanjournal-com-statesman-journal-2/</link>
		<comments>http://lessonupgrades.com/daniel-pink/would-be-engineers-get-ideas-statesmanjournal-com-statesman-journal-2/#comments</comments>
		<pubDate>Sat, 27 Feb 2010 12:35:31 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Drive]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=773</guid>
		<description><![CDATA[As I was participating in a career and technical education conference this past week, I noticed a continuing theme: Students must see the purpose behind their education. Of course Dan Pink&#8217;s Meaning aptitude came right to mind.  In his book A Whole New Mind, Pink defines meaning as something larger than just oneself.  While I agree that students should contribute to the better good, I would like to expand Dan Pink&#8217;s definition. I think that in education, meaning can also be interpreted as something larger than the classroom.  Students get trapped in the artificially imposed compartmentalization of academia, without the benefit of seeing what lies beyond the school walls. But let&#8217;s change gears and think of it as a motivation principle also. Dan Pink states in his book Drive that people are motivated by realizing a purpose in what they are doing.  And providing a real-life example would definitely give students a purpose.  What a perfect opportunity for educators.  But how do we do it? This Oregon program is an excellent example.  Students are able to witness engineering in action.  They take the principles of science and math, and show students how they apply to real life.  And not only [...]]]></description>
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		<slash:comments>1</slash:comments>
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