“The assumption that teaching is highly individualistic has often been used to resist efforts at specifying — or, some fear, prescribing or oversimplifying — what accomplished teachers actually do in the classroom. Yet, if we cannot describe the work that teachers do in some detail, then we risk resorting to vague generalities about it, leaving individuals to formulate their own idiosyncratic ideas about good teaching. And without clear definitions of good teaching, it becomes difficult to ensure equity for students across the tens of thousands of classrooms in our country.”
“The practice of using single point rubrics is slowly but surely catching on. The simplicity of these rubrics — with just a single column of criteria, rather than a full menu of performance levels — offers a whole host of benefits.”
“Think about the last time you asked someone for something. Maybe you were nervous or worried about what the person would think of you. Chances are that you didn't stop to think about the pressure you exerted on that person. Psychologists say we are often consumed with our own perspective, and fail to see the signs that others are uncomfortable, anxious or afraid.”
“Curiosity is not influenced by long-term learning goals. That’s why, even though I’m a psychologist who loves his work, I still might be bored at a talk on psychology. But Internet content that promises quick and easy information draws my attention even if, after the fact, it doesn’t seem worth my time.”
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