The Educator's Notebook

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

Educator’s Notebook #313 (November 17, 2019)

    • KQED
    • 11/11/19

    “She recommends starting a reading routine with infants, even though it may seem like they aren’t getting much out of books at that age… And there’s no reason this protected time has to stop as children grow older.”

    • Harvard Graduate School of Education
    • 11/02/19

    “The study found that low-stakes peer evaluations resulted in improvements in teacher job performance, as measured by test scores. The study found improvements for both the observed teacher and the teacher doing the observation.”













    • NPR
    • 11/10/19

    “We don't light a fire in the hallway to practice fire drills. When we're teaching stranger danger, we don't put a child on a street corner and have someone grab them and scare them. We are able to teach these things through ways where we talk them through it and then we walk them through it and they respond accordingly.”


    • Brookings
    • 11/13/19

    “To become “We” requires a suspension of human nature’s tribal instincts in favor of a shared future. Such a belief is predicated in part on shared information… Coming together in an environment of shared information—an information commons—is a key component of moving from tribes to the larger Unum. When the algorithms of social media follow the money, they discourage the search for Unum and undermine the communal “We.” By delivering different information to each tribe—in secret—the algorithms keep users online for as long as possible, maximizing ad sales. In doing so, they gnaw away at the heart of “We the people.””

    • Social Media Today
    • 11/09/19

    “Instagram's hidden like counts test has sparked much debate in the social media industry, with some seeing it as a major win for platform health, and others questioning the impacts it will have on engagement, influencer marketing, etc.”





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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