The Educator's Notebook

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

Educator’s Notebook #124 (March 27, 2016)

    • Washington Post
    • 03/25/16

    We’re now in the midst of the most far-reaching shift in media ever, as we rush to replace all manner of physical media with digital alternatives. The benefits are compelling. We’ve gained instant access to a seemingly infinite store of information. But there are losses, too. “Digital memory is ubiquitous yet unimaginably fragile,” Rumsey reports, “limitless in scope yet inherently unstable.” All media are subject to decay, of course. Clay cracks, paper crumbles. What’s different now is that our cultural memory is embedded in a complex and ever-shifting system of technologies. Any change in the system can render the record unreadable.”

    • Harvard Center for Education Policy Research
    • 03/25/16

    In this paper, we describe impacts on teacher and principal perceptions of the observation process. We report six sets of findings from the first year of implementation”

    • KQED
    • 03/22/16

    Van Haren often uses shadowing as a way to dig into data she may have come across in a different format. For example, she noticed that on the most recent student survey, Asian and Pacific Islander students reported very low levels of belonging to the school community. That concerned her, so for her shadow day she’s accompanying a student from that demographic to see how the school might accidentally be alienating this group.”

    • Steve Blank
    • 03/11/16

    We designed our class to do something different. We wanted the teams to tell the story of their journey, sharing with us their “Lessons Learned from our Customers”. They needed to show what they learned and how they learned it after speaking to 100+customers, using the language of class… The focus of their presentations is on how they gathered evidence and how it impacted the understanding of their business models.”

    • New York Times
    • 02/23/16

    The regime of information may well sport its specific truths, but it is locked out of the associations — subjective but also moral and philosophical — that bathe all literature… Art not only brings us news from the “interior,” but it points to future knowledge. A humanistic education is not about memorizing poems or knowing when X wrote Y, and what Z had to say about it. It is, instead, about the human record that is available to us in libraries and museums and theaters and, yes, online. But that record lives and breathes; it is not calculable or teachable via numbers or bullet points. Instead, it requires something that we never fail to do before buying clothes: Trying the garment on.”



















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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