The Educator's Notebook

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

Educator’s Notebook #190 (July 2, 2017)

    • Quartz
    • 06/29/17

    The debate started when Peter Bone, a Conservative MP, enquired as to why a tie-less MP had been allowed to ask a question the previous day. In days gone by, this would have been viewed as an impertinent… Watch the video above to see John Bercow, the Speaker of Britain’s House of Commons, wrangle with the notion of updating a centuries-old tradition of formal wear. The glorious exchange includes whether women should also be obliged to wear ties.”

    • Nautilus
    • 05/25/17

    In fact, of the approximately 86 daily changes in an employee’s work activity, the workers themselves generated 65 of them internally, with the vast majority involving “checking in” with no obvious external alert or notification. Even without the “You’ve Got Mail” notification, these workers checked their email anyway and continued to check other sources of electronic communication and information without being externally directed to do so.”

ATHENA

CHARACTER

COGNITIVE SCIENCE

CREATIVITY

CURRICULUM

HUMANITIES

LANGUAGE

LEADERSHIP

PD

READING/WRITING

TECH

    • LA Review of Books
    • 06/29/17

    The question isn’t whether the subtleties of human thought will continue to lie beyond the reach of computers. They almost certainly will. The question is whether we’ll continue to appreciate the value of those subtleties as we become more dependent on the mindless but brutally efficient calculations of our machines.”

VISUAL DESIGN

WORKPLACE

    • Harvard Business Review
    • 06/26/17

    “[Steve Jobs] probably knew the Churchillian adage that we shape our buildings, and then they shape us. In fact, his raw instinct for manipulating space to influence behavior was well known since the days of designing the Pixar campus in 1998.”

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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