The Educator's Notebook

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

Educator’s Notebook #286 (May 12, 2019)

    • ASCD
    • 05/09/19

    “I recently interviewed over 40 teens in grades 6 through 12 and asked them, What do you need from schools to feel supported both academically and socially? I share their responses, both honest and illuminating, here.”

    • New York Times
    • 05/06/19

    The more weak ties a person has (neighbors, a barista at the neighborhood coffee shop or fellow members in a spin class), the happier they feel. Maintaining this network of acquaintances also contributes to one’s sense of belonging to a community, researchers found.”


    • ASCD
    • 05/09/19

    “A compelling curriculum that puts character at the core promotes equity, empowers students through active learning protocols, and studies character through real-world and literary examples. Such curriculum creates opportunities to connect texts to local issues, takes students out into the community, and builds students' capacity to give back to their community.”

    • Quartz
    • 05/08/19

    ““Right now it’s like this,” works as a mantra… It doesn’t solve any practical problems. But it does get you into the right mental state to contemplate your situation calmly. It helps make you responsive, not reactive.”









    • Medium
    • 04/24/19

    “The progression from a (nearly) innate theory of mind to a fixation on stories — narrative — was made in only a few short steps. We went from explaining how and why we did things in the present, to explaining how and why we did things in the past, to explaining how and why others did things in the present, then the past, and finally to explaining how others did things with, to, against, and for still others.”






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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