The Educator's Notebook

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

Educator’s Notebook #332 (April 12, 2020)

    • New York Times
    • 04/07/20

    “The secret to good writing is good editing. It’s what separates hastily written, randomly punctuated, incoherent rants from learned polemics and op-eds, and cringe-worthy fan fiction from a critically acclaimed novel. By the time this article is done, I’ll have edited and rewritten each line at least a few times. Here’s how to start editing your own work”

    • Austin Kleon
    • 04/06/20

    “Before this, I would stand outside my first grader’s school, waiting, and when he would walk outside when the bell rang, for a minute, I got to see him in his own world, for a brief few steps, until he saw me and entered our shared world again.”



    • Aeon
    • 04/06/20
    • William Chase
    • 03/31/20

    “Why haven’t I joined the throng of folks making charts, maps, dashboards, trackers, and models of COVID19? Two reasons: (1) I dislike reporting breaking news, and (2) I believe this is a case of “the more you know, the more you realize you don’t know” (a.k.a. the Dunning-Kruger effect, see chart below). So, I decided to watch and wait. Over the past couple of months I’ve carefully observed reporting of the outbreak through scientific, governmental, and public (journalism and individual) channels. Here’s what I’ve seen, and why I’m hoping you will join me in abstaining from analyzing or visualizing COVID19 data.”

    • Deans for Impact
    • 04/28/16

    “It could be that the whole idea of learning-styles research is misguided because its basic assumption—that the purpose of instructional design is to make learning easy—may just be incorrect… If students do not have to work hard to make sense of what they are learning, then they are less likely to remember it in six weeks’ time.”






    • New York Times
    • 04/09/20
    • Harvard Business Review
    • 04/07/20
    • Association For Learning Technology
    • 03/17/20

    “The results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni in their online learning. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. Students need an online instructor who is organised and communicative in the online classroom, and faculty need a solidly designed online classroom, with engaged students who are timely in their work. An analysis of the findings with specific application to online teaching and learning is presented in this article.”






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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