The Educator's Notebook

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

Educator’s Notebook #338 (June 14, 2020)

    • New York Times
    • 06/13/20

    “Work began in January with the deciphering of the SARS-CoV-2 genome. The first vaccine safety trials in humans started in March, but the road ahead remains uncertain. Some trials will fail, and others may end without a clear result. But a few may succeed in stimulating the immune system to produce effective antibodies against the virus. Here is the status of all the vaccines that have reached trials in humans, along with a selection of promising vaccines still being tested in cells or animals.”

    • EdSurge
    • 06/09/20

    “It’s not clear how much more efficient teaching can be, and how much faster people can achieve mastery of skills and knowledge. But as Herbert Simon challenged more than 50 years ago, more educators could at least be open to learning from the data and evidence that is theirs for the taking just about every time they interact.”

    • Medium
    • 06/04/20

    “If there is one thing every token black friend knows, it is that we are not to provoke serious discussions of racial issues among our white crowd. We should only offer an opinion on such matters when invited to do so by our white peers. Further, we should ensure that the opinion is in line enough with the shared opinion of our white friends, as to not make it too awkward or ostracizing. It doesn’t need to be, and shouldn’t be this way. Many of us are eager to share our stories, and we have been waiting for the invitation to do so.”

    • ASCD
    • 05/01/20

    “The way individuals make meaning is cognitive and emotional at once—like a good story. And deep, meaningful thinking actually taps into basic survival processes, in essence making the thinker feel more alive, like their work is personal, and like what they think and do matters. No wonder adolescents can become so inspired and motivated when their work feels connected to big, life-relevant ideas!”







    • CNN
    • 06/10/20

    “For older middle schoolers and high schoolers, recess and free play can take the form of frequent break times, self-determined passion projects and learning to solve real problems in their communities. As the American Academy of Pediatrics has noted, Cognitive processing and academic performance depend on regular breaks from concentrated classroom work. This applies equally to adolescents and to younger children.”

    • Norman Eng
    • 05/17/20

    “As Spring 2020 comes to a close, I decided to take stock. What worked in my online class during COVID-19 and what didn’t, from a teaching perspective? What can I take away for next semester? So, I conducted an informal survey last week with my students. Thirty-four responded.”








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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