The Educator's Notebook

A weekly collection of education-related news from around the web.

Educator’s Notebook #73 (April 5, 2015)

    • KQED
    • 04/03/15

    The worlds of Richmond High School and Marin Academy are only one bridge away from each other, but they rarely collide. That was until a theater project asked students from both schools to interview each other, and perform each other’s lives on stage… You have to learn to move the way that person moves, and follow the exact words that person said — even the ums, the ahs, the likes. So each student met with a student from the other school, and they basically ripped their hearts out, knowing full well that these interviews would end up on stage for everyone to see, performed by the student that interviewed them.”

    • New York Times
    • 03/27/15

    This is no gimmick. The medical school at U.C.L.A. has adopted perceptual modules as part of its standard curriculum, to train skills like reading electrocardiograms, identifying rashes (there are many varieties, which all look the same to the untrained eye) and interpreting tissue samples from biopsies. The idea is that you can learn to quickly identify abnormalities. Such modules are equally applicable in any field of study or expertise that involves making subtle distinctions.”

    • Harvard Graduate School of Education
    • 03/23/15

    As a growing body of research is showing, the developing brain relies upon the consistent ‘serve and return’ interactions that happen between a young child and a primary caregiver… When these interactions occur regularly, they provide the scaffolding that helps build ‘key capacities — such as the ability to plan, monitor, and regulate be­havior, and adapt to changing circumstances — that enable children to respond to adversity and to thrive.’”
















Every week I send out articles I encounter from around the web. Subject matter ranges from hard knowledge about teaching to research about creativity and cognitive science to stories from other industries that, by analogy, inform what we do as educators. This breadth helps us see our work in new ways.

Readers include teachers, school leaders, university overseers, conference organizers, think tank workers, startup founders, nonprofit leaders, and people who are simply interested in what’s happening in education. They say it helps them keep tabs on what matters most in the conversation surrounding schools, teaching, learning, and more.

Peter Nilsson


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