The Educator's Notebook

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

Educator’s Notebook #343 (August 30, 2020)

    • Inside Higher Ed
    • 08/24/20

    “These books decry the generational chauvinism that assumes that today’s educational system is superior to all that came before, that the kind of courses and pedagogies we offer are the best imaginable, and that our current curriculum — which combines excessive requirements without a clearly defined sense of what a graduate should know or do — is satisfactory. It isn’t.”

    • New York Times
    • 08/13/20

    “To ensure that kids keep progressing on both the academic and social-emotional fronts, it’s critical that educators provide live teacher-led video conference sessions. These need to optimize both academic coverage and social interaction. A baseline would be two or three 30-to-45 minute sessions in each of the core academic subjects each week… These sessions need to drive conversations between students and teachers and among the students themselves. Teachers should do cold calling to ensure students are on their toes and to pull them out of their screens. Teachers need to constantly ask students to work on questions together and share their thinking. Ideally, virtual breakout sessions will allow students to debate and help each other.”





    • Inside Higher Ed
    • 08/19/20

    “To prepare students to participate in a globally interdependent world, Bok identifies several bodies of knowledge that student need to acquire: in global problems, international relations, foreign languages and literature, and comparative and regional studies. His advice is rather than mandating a particular course or two, institutions might require students develop genuine competence in one of those areas. As for helping students develop stronger moral character, Bok suggests that colleges strengthen enforcement of academic honesty policies, offer courses in moral reasoning aligned with particular majors or professions, and embed ethical problems in courses across the curriculum.”








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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