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	<title>Lesson Upgrades &#187; Empathy</title>
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	<description>Education for the 21st Century</description>
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		<title>How Teen Experiences Affect Your Brain for Life &#8211; Newsweek</title>
		<link>http://lessonupgrades.com/general/how-teen-experiences-affect-your-brain-for-life-newsweek/</link>
		<comments>http://lessonupgrades.com/general/how-teen-experiences-affect-your-brain-for-life-newsweek/#comments</comments>
		<pubDate>Fri, 24 Dec 2010 15:26:01 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[General]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[brain compatible learning]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1475</guid>
		<description><![CDATA[This is a great article that helped me to remember the unique situation of the students I teach every day. As research indicates, our brains are only about 80% complete by adolescence.  So many of the &#8220;adult&#8221;-like actions that we expect from teenagers, like thinking about consequences for their action, are not connected and developed yet within their brain structures. And even more alarmingly, our brains may be permanently affected by trauma that we receive as adolescents.  So if our kids are getting picked on or bullied, not only are there the immediate and long-term psychological effects, there are actual physical effects that can be passed down to the next generation.  Yes &#8211; There is evidence that the brain adapts to high school drama and changes its physical structure.  Then when that victim of bullying has kids of their own, they pass down DNA that creates the same physical brain traits that resulted from the parents&#8217; high school experience. Wow!  I always kept an eye on my kids for signs of bullying or other abuse, but I always did it for their own sake.  Now I know that not only am I protecting my students, I am protecting their children [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Empathy:  It&#8217;s on the decline, how can we help?</title>
		<link>http://lessonupgrades.com/daniel-pink/empathy-its-on-the-decline-how-can-we-help/</link>
		<comments>http://lessonupgrades.com/daniel-pink/empathy-its-on-the-decline-how-can-we-help/#comments</comments>
		<pubDate>Sun, 03 Oct 2010 12:44:07 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Blooms Taxonomy]]></category>
		<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[21st Century Skills]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[Free Lesson Plans]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1171</guid>
		<description><![CDATA[&#8220;College kids today are about 40 percent lower in empathy than their counterparts of 20 or 30 years ago, as measured by standard tests of this personality trait.&#8221; This statement solidifies the need for teachers to develop empathy, one of Dan Pink&#8217;s aptitudes from A Whole New Mind.  How are students going to compete in a global economy if they are lacking in empathy?  Will they be able to design products that are meaningful to the world market?  And even more importantly, what will become of the &#8220;have-nots&#8221; in the world as this next generation begins to play a more central role in business and government policy? But before we attack our young people, take a minute yourself to take the same quiz and see how you compare with 14,000 college students.  I got a 53/70, which ranks me as slightly more empathetic than the average 51/70. So we all could use a little more empathy, but how do you teach it?  Can you teach it? We can &#8220;teach&#8221; empathy.  I hesitate to say that we are &#8220;teaching&#8221; empathy, because I personally believe that it is an innate human trait to be empathetic towards others.  I prefer to think about [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Lesson Plan for Avatar and Empathy</title>
		<link>http://lessonupgrades.com/daniel-pink/lesson-plan-for-avatar-and-empathy/</link>
		<comments>http://lessonupgrades.com/daniel-pink/lesson-plan-for-avatar-and-empathy/#comments</comments>
		<pubDate>Mon, 24 May 2010 01:45:23 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1135</guid>
		<description><![CDATA[There has been quite a bit of interest generated amongst my colleagues for a lesson plan using Avatar.  I plan on using an activity this week for the movie Avatar that will develop Dan Pink&#8217;s aptitude of empathy, so I thought I would share it with you. This lesson plan involves using Dr. Milton Bennett&#8217;s Developmental Model of Intercultural Sensitivity and applying the concept of intercultural competence to the movie Avatar. According to Dr. Bennett, people go through a number of different stages as they learn about and hopefully adapt to different cultures.  Using the six stages from Dr. Bennett, I created this chart for students to complete during the movie Avatar.  I plan on discussing Bennett&#8217;s DMIS model for the first 30 minutes of class, and then have students fill out the chart as they watch Avatar. It sounds like a pretty easy, clean-cut lesson plan for Avatar, and I always enjoy developing Dan Pink&#8217;s aptitude of empathy in students, especially with an activity over something the love. But Milton Bennett&#8217;s model is complex, and my American History students do not have much formal training in cultural studies.  So I am preparing myself for a number of questions and [...]]]></description>
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		<slash:comments>2</slash:comments>
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		<title>Futurity.org – Strong racial identity intensifies empathy</title>
		<link>http://lessonupgrades.com/daniel-pink/futurity-org-%e2%80%93-strong-racial-identity-intensifies-empathy/</link>
		<comments>http://lessonupgrades.com/daniel-pink/futurity-org-%e2%80%93-strong-racial-identity-intensifies-empathy/#comments</comments>
		<pubDate>Thu, 13 May 2010 10:16:23 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1093</guid>
		<description><![CDATA[This article highlights some interesting research into empathy and offers a strategy that may help us develop empathy towards others. According to the research, our &#8220;ability to identify with another person dramatically changes how much we can feel the pain of another and how much we&#8217;re willing to help.&#8221; The case in point is the ability of African-Americans to more fully empathize with the victims of Hurricane Katrina, a large portion of which are African-American. One of the study&#8217;s authors, Joan Chiao, provides a universal concept that she believes should be taken from the study: “We think this is really interesting because it suggests mechanisms by which we can enhance our empathy and altruistic motivation simply by finding ways in which we have commonality across individuals and across groups,” As teachers this study should really be a call to arms.  Since I teach history and cultural studies, this statement resounds intensely with me.  Developing empathy in my students requires that they find commonalities with the people we are studying.  That may be a person from the past or a person from another culture. In one professional development session it was explained to me as a Venn Diagram.  Imagine two circles [...]]]></description>
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		<item>
		<title>50 Incredible, Historical Speeches You Should Watch Online &#124; Online Universities</title>
		<link>http://lessonupgrades.com/daniel-pink/story/50-incredible-historical-speeches-you-should-watch-online-online-universities/</link>
		<comments>http://lessonupgrades.com/daniel-pink/story/50-incredible-historical-speeches-you-should-watch-online-online-universities/#comments</comments>
		<pubDate>Fri, 30 Apr 2010 10:41:18 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[Story]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=1066</guid>
		<description><![CDATA[There&#8217;s no better example of story, empathy, and meaning than in a great speech.  You&#8217;ll have to forgive my inner history geek here, but this collection is a truly amazing insight into human history. The collection spans political, presidential, and cultural episodes in our history, and highlights the men and women who gave a voice to those events. John F. Kennedy, Ronald Reagan, Barack Obama, Martin Luther King, Lou Gehrig, and Nelson Mandella are just a sampling of these incredible speakers. Check it out.  I would love to hear your thoughts.  Which presidential speech do you think is the most meaningful?  Which speech in society and culture did you find most moving? 50 Incredible, Historical Speeches You Should Watch Online &#124; Online Universities. Share]]></description>
		<wfw:commentRss>http://lessonupgrades.com/daniel-pink/story/50-incredible-historical-speeches-you-should-watch-online-online-universities/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<item>
		<title>Marzano&#8217;s Instructional Strategies and Dan Pink</title>
		<link>http://lessonupgrades.com/general/marzanos-instructional-strategies-and-dan-pink/</link>
		<comments>http://lessonupgrades.com/general/marzanos-instructional-strategies-and-dan-pink/#comments</comments>
		<pubDate>Sat, 24 Apr 2010 10:55:07 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[General]]></category>
		<category><![CDATA[Lesson Plans]]></category>
		<category><![CDATA[Marzano Strategies]]></category>
		<category><![CDATA[Play]]></category>
		<category><![CDATA[Story]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[A Whole New Mind]]></category>
		<category><![CDATA[Free Lesson Plans]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=976</guid>
		<description><![CDATA[This is a great site for resources on Robert Marzano&#8217;s instructional strategies. If you are familiar with Marzano, then you will find this site particularly interesting as it connects instructional technology resources with each of his strategies.  If you are not familiar with Marzano, each strategy is briefly defined so that you can implement the technology while knowing which instructional strategy you are using. I also sorted out a few of Marzano&#8217;s strategies and applied them to Dan Pink&#8217;s aptitudes from A Whole New Mind.  Here are a few of the obvious connections that I made after reviewing the strategies on the Marzano website: #3 Complex Cognitive Tasks (Symphony) #4 Cooperative Learning (Empathy) #8 Graphic Organizers, #12 Non-linguistic Representations (Design) #11 Interactive Games, #12 Kinesthetic Activities (Play) #19 Summarizing (Story/Design) I&#8217;m sure there are any number of parallels that can be drawn between Marzano and Dan Pink&#8217;s aptitudes, but I thought these were the easiest to implement. So if your district is asking you to utilize the Marzano startegies, don&#8217;t worry.  You can still develop your students&#8217; right-brain aptitudes at the same time! Marzano&#8217;s Instructional Strategies. Share]]></description>
		<wfw:commentRss>http://lessonupgrades.com/general/marzanos-instructional-strategies-and-dan-pink/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
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		<item>
		<title>Futurity.org – Web access alone won’t bridge digital divide</title>
		<link>http://lessonupgrades.com/daniel-pink/design/futurity-org-%e2%80%93-web-access-alone-won%e2%80%99t-bridge-digital-divide/</link>
		<comments>http://lessonupgrades.com/daniel-pink/design/futurity-org-%e2%80%93-web-access-alone-won%e2%80%99t-bridge-digital-divide/#comments</comments>
		<pubDate>Mon, 12 Apr 2010 11:25:34 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[Symphony]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=987</guid>
		<description><![CDATA[This is something that most of us would assume, but here is the data to back it up. Just providing access to the internet will not necessarily benefit students.  They must know how to use it. The study surveyed freshmen from the University of Illinois to test their &#8220;internet know-how&#8221;.  Students from lower socio-economic backgrounds had considerably less skill in using the internet than those students that were &#8220;better off&#8221; economically. I know that as a teacher I get frustrated with the capabilities of my students to use technology in an effective, research-based manner.  After all, they can use their I-Phones and I-Pods well enough. But that only makes them efficient consumers of technology, not effective users.  So even though I assume that all of my students are digitally savvy does not make it so. This is where Dan Pink&#8217;s right-brain aptitudes from A Whole New Mind become a necessity.  Students may be able to access the information, but can they find the relevant patterns?  Symphony.  Do they know how to look at a web page and understand the organization?  Design.  What about the slanted viewpoints of a blogger?  Empathy. So I&#8217;m always glad to read articles like this one.  [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Bloom&#8217;s Taxonomy and Dan Pink</title>
		<link>http://lessonupgrades.com/general/blooms-taxonomy-and-dan-pink/</link>
		<comments>http://lessonupgrades.com/general/blooms-taxonomy-and-dan-pink/#comments</comments>
		<pubDate>Thu, 08 Apr 2010 10:37:00 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Blooms Taxonomy]]></category>
		<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Design]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[General]]></category>
		<category><![CDATA[Meaning]]></category>
		<category><![CDATA[Play]]></category>
		<category><![CDATA[Story]]></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=950</guid>
		<description><![CDATA[I was asked once by a colleague to relate Dan Pink&#8217;s Right-Brain aptitudes to Bloom&#8217;s taxonomy.  To be honest I have always preferred to apply Bloom&#8217;s Taxonomy through the verbs that are usually associated with his work.  My colleague and I threw out as many verbs as we could remember, and I wrote them on a whiteboard, categorizing them within the six AWNM aptitudes. Our list was very basic, but we launched a great discussion about higher level thinking skills and Daniel Pink&#8217;s Right-Brain skills. I would like to offer a version of that discussion here.  I took some time to recreate my previous conversation and wrote down a number of verbs from Bloom&#8217;s Taxonomy.  There were many verbs that could fit within multiple aptitudes, and my categorization is just one person&#8217;s opinion. (The Chart) But as I struggled to find the &#8220;perfect&#8221; category for each of Bloom&#8217;s verbs, I reflected on a statement by Dan Pink that I read in an interview with him.  To summarize, Dan Pink stated that it is essential to develop all of the aptitudes in an effort to stimulate the full creativity offered by our &#8220;Right-Brain&#8221; skills.  Furthermore, the six aptitudes are interconnected and [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<item>
		<title>History comes alive through program at Montgomery elementary school &#124; MyCentralJersey.com</title>
		<link>http://lessonupgrades.com/daniel-pink/history-comes-alive-through-program-at-montgomery-elementary-school-mycentraljersey-com/</link>
		<comments>http://lessonupgrades.com/daniel-pink/history-comes-alive-through-program-at-montgomery-elementary-school-mycentraljersey-com/#comments</comments>
		<pubDate>Tue, 06 Apr 2010 10:24:19 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Empathy]]></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=945</guid>
		<description><![CDATA[Another great use of empathy in the classroom. History is an excellent medium for developing empathy.  And these New Jersey elementary students have taken it to the next level. In the first part of the project they research historical figures.  They look into their early life and careers, following the figures throughout all of their contributions to society.  Seems standard enough. But then they upgrade that lesson to incorporate Dan Pink&#8217;s aptitude of empathy from AWNM. Students team up with a partner and write anonymous pen pal letters to each other, from the perspective of their historical figure! What a great idea.  And what an easy way to develop empathy.  You could take any small research project and add a simple upgrade to enhance empathy.  And think about the high-level thinking skills that are required to write from another person&#8217;s perspective.  Amazing. Even though this example is from an elementary school, I plan on using something similar with my high school kids.  There are any number of opportunities to enhance empathy in American History.  I can&#8217;t wait to take advantage of a few of them. History comes alive through program at Montgomery elementary school &#124; mycentraljersey.com &#124; MyCentralJersey.com. Share]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Schools are friending social media &#124; ScrippsNews</title>
		<link>http://lessonupgrades.com/daniel-pink/schools-are-friending-social-media-scrippsnews/</link>
		<comments>http://lessonupgrades.com/daniel-pink/schools-are-friending-social-media-scrippsnews/#comments</comments>
		<pubDate>Sun, 04 Apr 2010 11:11:25 +0000</pubDate>
		<dc:creator>Curt</dc:creator>
				<category><![CDATA[Daniel Pink]]></category>
		<category><![CDATA[Empathy]]></category>
		<category><![CDATA[A Whole New Mind]]></category>

		<guid isPermaLink="false">http://lessonupgrades.com/?p=940</guid>
		<description><![CDATA[Empathy in math?  That&#8217;s the point of this pilot program in Minnetonka, Minnesota. Elementary students are using new math software that takes advantage of social networking.  The goal: Forcing kids to interact instead of working alone.  In other words, developing the aptitude of empathy from A Whole New Mind. Social networking has long been seen as a hindrance to the educational process, not as a tool.  But this program may shift the scale in favor of using the platform to engage students. According to the article, the school district is having great success in utilizing the social media tools that are familiar with students.  They even incorporate some strategies into their card catalog, allowing students to create friend lists and book reviews. What a great tool for these students.  They can use a technology with which they are comfortable, and enhance their right-brain skills by developing empathy. Schools are friending social media &#124; ScrippsNews. Share]]></description>
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