The Educator's Notebook

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

Educator’s Notebook #81 (May 31, 2015)

    • Chronicle of Higher Education
    • 05/27/15

    “The credit hour is very good at telling us how long people have sat, not so good at telling us what they've actually learned. And in that model, time is pretty fixed… What they learn is variable… You flip that in a competency-based model. What happens is that learning becomes fixed and non-negotiable, and time becomes the variable.”

    • NPR
    • 05/26/15

    It's 33 degrees out. He's sitting in water. And he's going to figure out whether that becomes uncomfortable or not, [Eliza Minnucci, the teacher] says. I don't need to make a rule for him. He's going to figure that out. This is a place where he can learn to take care of himself.” Minnucci worries that U.S. schools have become too focused on academics and test scores and not enough on noncognitive skills such as persistence and self-control. There is growing attention on the importance of these skills, but Minnucci doesn't think traditional school is set up to teach them very well.”

    • Fast Company
    • 05/26/15

    “4. Stay small, avoid hype, and pick a boring name… The shortest lived group at Xerox PARC was Office of the Future, because Xerox executives would not leave them alone. I chose the most innocuous name for my own group, the Learning Research Group. Nobody knew what it meant, so they left us alone to invent-object oriented programming and the GUI.”

    • Fast Company
    • 05/12/15

    “Sharing information and creating strong horizontal relationships improves the effectiveness of everything from businesses to governments to cities. His research suggests that the collective intelligence of groups and communities has little to do with the intelligence of their individual members and much more to do with the connections between them.”














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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