The rationales for these buildings are varied: Employers are dissatisfied with graduates’ preparation, students are unhappy with outdated teaching methods, and colleges want to attract students whose eyes are on postgrad venture capital and whose scalable ideas might come in handy on campus. And so universities of all sizes, both public (Wichita State, University of Utah, University of Iowa) and private (Cornell, Northwestern, Stanford), have opened or are planning such facilities.”
It’s not just that young children don’t need to be taught in order to learn. In fact, studies show that explicit instruction, the sort of teaching that goes with school and “parenting,” can be limiting. When children think they are being taught, they are much more likely to simply reproduce what the adult does, instead of creating something new.”
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