The Educator's Notebook

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

Educator’s Notebook #241 (June 24, 2018)

    • Inside Higher Ed
    • 06/19/18

    “In a joint statement, they said that they were responding to the diminished utility of AP courses and the desirability of developing our own advanced courses that more effectively address our students’ needs and interests. Collectively, we believe a curriculum oriented toward collaborative, experiential, and interdisciplinary learning will not only better prepare our students for college and their professional futures, but also result in more engaging programs for both students and faculty. We expect this approach will appeal to students’ innate curiosity, increase their motivation, and fuel their love of learning.”

    • Hechinger Report
    • 06/18/18

    “Vermont’s experiment in experiential learning goes back a number of years, but it took off in 2013, when the legislature passed a law that lets students meet state graduation standards through work-based experiences.”

ATHLETICS

CHARACTER

    • Quartz
    • 06/19/19
    • Slate
    • 06/18/18

    “Bostyn wonders if people who are presented with standard trolley hypotheticals give biased answers because they’re worried about their reputations. They might think that if they told the experimenter they’d flip the switch or push the stranger off the bridge, it would make them seem cold and calculating. To avoid that outcome, they tilt their responses in the opposite direction. But when they’re confronted with a real-life version of the same dilemma, and one with real-life stakes, they might ignore that social anxiety and enact their truer, more utilitarian moral judgment.”

    • Stanford
    • 06/18/18

COGNITIVE SCIENCE

CREATIVITY

DIVERSITY/INCLUSION

HUMANITIES

LANGUAGE

LEADERSHIP

READING/WRITING

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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