That is, cast the net wide and try to gather information in whatever format it comes, but when you give out information, make sure it’s in a much better, more consistent and useful format than it came to you.

The correct way is: students should <span style="text-decoration: underline;">reword</span> the professor’s lecture, rather than simply copy the words down <span style="text-decoration: underline;">verbatim</span>.

<p>If students can learn to reword the professor’s lecture when taking notes on a laptop, then Mueller and Oppenheimer’s own data suggest&nbsp;that&nbsp;they’ll learn more. And yes, I do mean “learn more than people who take handwritten notes.”</p> <p>(Why? Because laptop note-takers can write <em>more words</em> than handwriters, and in M&amp;O’s research, more words lead to more learning.)</p>

<p>Dweck emphasizes that mindset interventions should not be one-time events.</p> <p>Anything that happens just once — “a chart at the front of the room, a lecture where you define the two mindsets” — isn’t likely to work.</p> <p>Instead, we should focus on “the policies and practices in the classroom. <em>It is not about teaching the concept alone</em>, it is much more about implementing practices that focus on growth and learning.” [emphasis added] </p>

<strong>You’re as likely to get a job interview m</strong><strong>eeting 50% of job requirements as meeting 90% of them.</strong>

You may have seen stories before about how women in particular&nbsp;<a href="https://hbr.org/2014/08/why-women-dont-apply-for-jobs-unless-theyre-100-qualified">don’t apply for jobs unless they’re 100% qualified</a>. We wondered if they were on to something – maybe there’s gender discrimination at play and hiring managers look for women to meet more of the requirements. Turns out,&nbsp;<strong>our findings apply just as much to women as to men</strong>, and actually, <strong>for women, the chances of getting an interview start increasing as soon as you meet 30% of requirements</strong>.

<p>these are the 13 most important elements:</p> <ol> <li><a href="#real">Keep it real</a></li> <li><a href="#relevant">Make it relevant</a></li> <li><a href="#structure">Follow a structured approach</a></li> <li><a href="#plan">Plan and analyze before you build</a></li> <li><a href="#objectives">Keep the learning objectives and outcomes in mind</a></li> <li><a href="#story">Tell a story</a></li> <li><a href="#context">Provide accurate context</a></li> <li><a href="#nuance">Find nuance in the scenario</a></li> <li><a href="#choice">Consider scenario choices carefully</a></li> <li><a href="#sme">Collaborate with your subject matter experts</a></li> <li><a href="#learner">Collaborate with your actual learners</a></li> <li><a href="#challenge">Challenge your learners</a></li> <li><a href="#consequences">Let learners experience consequences</a></li></ol>

<h3>Use your objectives&nbsp;to drive the action in your scenarios</h3> <blockquote><p>Align your scenario with your objectives. An engaging scenario that doesn’t help learners practice relevant decisions tied to your objectives is a waste of time and resources. Use scenarios to provide learners with a realistic context where they can make choices. In a scenario, the main character’s goal often reflects achieving or demonstrating the learning objective. Use your objectives to drive the action in your scenarios.</p></blockquote> <p>— <span style="text-decoration: underline;"><a href="https://www.syniadlearning.com/">Christy Tucker</a></span></p>

That is: when students <span style="color: #000000;"><b>didn’t&nbsp;</b></span>review a particular set of facts, they could still reason with them — as long as they <strong>had practiced</strong> doing that kind of reasoning.