The Educator's Notebook

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

Educator’s Notebook #257 (October 14, 2018)

    • New York Times
    • 10/04/18

    Instead of trying to transform a task to match your style, transform your thinking to match the task. The best strategy for a task is the best strategy, irrespective of what you believe your learning style is.”

    • American Federation Of Teachers
    • 09/01/18

    With a strong cadre of teacher leaders in place and a professional culture where staff share effective practices across classrooms, teachers constantly explore new ways to meet the needs of their students. Beyond their impact on classroom instruction, these factors have also led to high levels of teacher retention.”






    • New York Times
    • 10/08/18

    “The issue isn’t the right of artists to imaginatively enter other lives. What’s being questioned is the concentration of cultural capital, and how members of the dominant class, who tend to receive more resources and broader access to the public, are rewarded for telling “difficult” stories — like those dealing with the subjugation and suffering of minorities and the poor — even when they misrepresent the people they’re claiming to speak for. Often theirs are the loudest, if not the only voices heard on the subject. No one should proscribe artists from trying to transcend the limits of their experience; the joy of art and literature has always been how they free us from those limits. The answer is not to have fewer stories, but more.”






    • Harvard Business Review
    • 10/12/18

    Peer coaching is about cultivating a network of allies that can provide mutual support in creating positive change to improve performance. In addition to its many benefits for learning, these relationships address the roots of loneliness at work.”






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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