The Educator's Notebook

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

Educator’s Notebook #278 (March 17, 2019)

    • Aeon
    • 03/11/19

    “Recent evidence would suggest that growth mindset interventions are not the elixir of student learning that many of its proponents claim it to be… It is hard to dispute that having a self-belief in their own capacity for change is a positive attribute for students. Paradoxically, however, that aspiration is not well served by direct interventions that try to instil it. Yet creating a culture in which students can believe in the possibility of improving their intelligence through their own purposeful effort is something few would disagree with. Perhaps growth mindset works best as a philosophy and not an intervention.”

    • Brookings
    • 03/08/19

    Take a deep breath and try again,” said the young man, encouraging me in true Yoda fashion. “UP, UP, UP,” I thought, fixing my mind on the drove. And, amazingly, up it went. Hovering here and there and lurching around a bit, but most certainly skyward. After 30 seconds of amazing drone control, I’d had enough. I stopped repeating “up” but the drone kept flying. “Close your eyes” said the young man. I did and the drone immediately fell to the table. Afterward, one thing struck me. The future belongs not just to those who can write algorithms but to those who can control their thoughts.”


    • New York Times
    • 03/15/19

    “High-intensity interval training — referred to as H.I.I.T. — is based on the idea that short bursts of strenuous exercise can have a big impact on the body. If moderate exercise — like a 20-minute jog — is good for your heart, lungs and metabolism, H.I.I.T. packs the benefits of that workout and more into a few minutes.”




    • Harvard Center for Education Policy Research
    • 03/16/19

    “At current levels of classroom implementation, we do not see evidence of differences in achievement growth for schools using different elementary math textbooks and curricula. It is possible that, with greater supports for classroom implementation, the advantages of certain texts would emerge, but that remains to be seen.”


    • Farnam Street
    • 03/01/19

    “Diversity is necessary in the workplace to generate creativity and innovation. It’s also necessary to get the job done. Teams with members from different backgrounds can attack problems from all angles and identify more possible solutions than teams whose members think alike.”







    • New Statesman
    • 03/06/19

    “The quality varies, but there is plenty of comically or offensively banal work to be found on Instagram: genuinely insightful or distinctive work is the exception, not the rule. The same tropes and themes appear again and again: lower-case platitudes in typewriter fonts; earnest insistence of the importance of self-love; writing in the second person; petals, rainbows and coffee stains sneaking on to pages. Most monetise their output by selling merchandise (from Atticus’s wine and Rupi Kaur canvas prints to r.h. Sin’s clothing range) and tour tickets.”







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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