“In 2021, schools have the opportunity to stop initiatives that either no longer fit strategically or that are distractions from core work. Schools will decide if/how to keep pandemic changes as part of larger strategic goals, such as rethinking schedules, allowing for remote work, shifting grading and assessment practices, later start times, etc. Schools will make time to reset their strategic goals while reflecting on what they have learned from the emergency initiatives that got them through the past 10 months.”
“Writing improves learning by consolidating information in long-term memory, researchers explain. Plus, five engaging writing activities to use in all subjects.”
“We’re in an incredible moment and we can do things that have lasting change that goes five, 10, 30 years down the line. There is a moral case for diversity and inclusion. And there’s a business case: long-term value is tied to diversity and diversity is tied to innovation. But the last two years have told us there is a democracy case, too. Our democracy is not sustainable if we don’t embrace equal opportunity and upward mobility.”
“Servant leadership sounds something like this: How are you doing? What do you need? How can I help you be successful? Then listen, and serve their needs.”
“Fourth, there is the question of how to catch students up on what they missed during the pandemic. This is a serious problem… The right choice here is to get very specific on what needs to be made up and what does not; teams of teachers and administrators could work together to decide what is essential to keep and what can be pared. We should take a page from the Japanese tidying expert and Marie Kondo the curriculum, discarding the many topics that have accumulated like old souvenirs, while retaining essential knowledge and topics that spark joy. Such an approach would responsibly prepare students for the future, without exacerbating many of the conditions that turn students off from school.”
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