The Educator's Notebook

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

Educator’s Notebook #243 (July 8, 2018)



    • Huffington Post
    • 06/28/18

    “A lot of people my age (not to sound like I am some uniquely sophisticated teen who is above such stupidity) are really enamoured with the surface level aesthetics of Gatsby — for instance, Gatsby themed parties where everyone dresses up in flapper dresses and suits are super common.”





    • Harvard Business Review
    • 07/03/18
    • RAIOT
    • 06/28/18

    “Writing screenplays—I wrote two—taught me to write dialogue. And it taught me economy. But then I began to yearn for excess… It was only after writing The God of Small Things that I felt the blood in my veins flow more freely. It was an unimaginable relief to have finally found a language that tasted like mine. A language in which I could write the way I think… Less than a year after The God of Small Things was published… I wrote my first political essay, “The End of Imagination.” My language changed, too. It wasn’t slow-cooked. It wasn’t secret, novel-writing language. It was quick, urgent, and public. And it was straight-up English.”


    • EdSurge
    • 07/03/18
    • ASCD
    • 06/28/18

    Coaches provide ample, ongoing opportunities for teachers to converse about their practice and collaborate regularly with teaching colleagues, while offering timely and descriptive feedback that helps teachers become more reflective practitioners… More importantly, instructional coaches are partners, guides, teachers, collaborators, and colleagues who support the learning community.”




    • Hechinger Report
    • 07/03/18

    “The idea is that math should be part of the vernacular. When your kid asks, “Can I have some gummy bears?” say, “How many?” She says seven, then you give her three. Then you say, “How many more do you need?” That sort of thing.”



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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