The Educator's Notebook

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

Educator’s Notebook #221 (February 4, 2018)

    • New Yorker
    • 02/05/18

    Filling out surveys isn’t something you can always do, so it came to my mind that maybe there could be an easier way to give feedback, and to send the data directly to people who are interested in the results… We saw that, if you make it easy, people will give feedback every day, even if you don’t give them a prize for doing it.”

    • New York Times
    • 02/01/18

    To participate, students had to complete three tasks: 1. Do a personal 24- to 48-hour news audit in which you record all the news you get now, where it comes from and how well it meets your needs and interests. 2. Change your “news diet” to make it better meet your needs. Tinker with sources, content and platforms to address what you discovered in your news audit. 3. In a personal essay (500 words or fewer) or video (one minute or shorter), reflect on your experiences before and after you experimented with your news diet, and sum up how you see the role of news in your life now.”

ASSESSMENT

ATHLETICS

CHARACTER

COGNITIVE SCIENCE

CREATIVITY

    • Austin Kleon
    • 02/02/18

    To say that Keats influenced Wilde is not only to credit Keats with an activity of which he was innocent, but also to misrepresent Wilde by suggesting he merely submitted to something he obviously went out of his way to acquire. In matters of influence, it is the receptor who takes the initiative, not the emitter. When we say that Keats had a strong influence on Wilde, what we really mean is that Wilde was an assiduous reader of Keats.”

CURRICULUM

    • Center for Curriculum Redesign
    • 02/02/18

    Although Calculus is helpful for the 20-30% of bachelor’s degree students who enter college with a STEM major and are expected to take Calculus, what is the experience of the other 70-80%? …Currently, even in the best case scenario, students are still spending the majority of their time on material they will never use again once they choose a specialization. Knowledge taught in schools must be reorganized such that it is relevant to all students, while at the same time giving each student the opportunities to study in depth the prerequisite knowledge they will need for whatever career trajectory they choose. This is a balance well worth striving for.”

    • New York Times
    • 01/26/18

DIVERSITY/INCLUSION

HUMANITIES

LANGUAGE

LEADERSHIP

PD

PEDAGOGY

STEM

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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