The Educator's Notebook

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

Educator’s Notebook #120 (February 28, 2016)

    • New York Times
    • 02/28/16

    First, on the good teams, members spoke in roughly the same proportion, a phenomenon the researchers referred to as ‘‘equality in distribution of conversational turn-taking.’’ On some teams, everyone spoke during each task; on others, leadership shifted among teammates from assignment to assignment. But in each case, by the end of the day, everyone had spoken roughly the same amount… Second, the good teams all had high ‘‘average social sensitivity’’ — a fancy way of saying they were skilled at intuiting how others felt based on their tone of voice, their expressions and other nonverbal cues.”

    • KQED
    • 02/24/16

    McGonigal defines stress as “what arises in your body, in your brain and in your community when something you care about is at stake.” She acknowledges that stress can make some people feel paralyzed and might lead them to underperform. She calls that reaction a “threat response” to stress, but says if educators can help students to have a “challenge response” to stress, which includes the realization that they have the resources to handle the situation, the stress can actually energize students to do better.”

    • Medium
    • 02/24/16

    Browsing through the bids posted on Studypool is revealing — it’s not uncommon to see students expecting to have their assignments fully completed in exchange for money. Everything from high school math quizzes to college-level essays. Negative reviews for tutors indicate that the work they did for the student got a bad grade or was flagged as suspicious.”

ADOLESCENCE

ATHENA

COGNITIVE SCIENCE

CREATIVITY

CURRICULUM

DIVERSITY/INCLUSION

PD

PEDAGOGY

TECH

Z-OTHER

Issues

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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