“Currently nearing the end of its second school year, this high school is the end product of a group of brave, forward-thinking educators who saw what education could be, and instead of trying to work within the system, asked themselves, “Why don’t we just build it?””
“A different interpretation of adolescence emerged in the 2000s, stemming from two important new findings. Neuroscientists showed that puberty ushers in a period of exuberant neuronal growth followed by a pruning of neural connections that is second only to the similar process that occurs in the first three years of life. They also showed that the maturation of the adolescent brain is not linear. The limbic system, a collection of brain areas that are sensitive to emotion, reward, novelty, threat and peer expectations, undergoes a growth spurt while the brain areas responsible for reasoning, judgment and executive function continue their slow, steady march toward adulthood. The resulting imbalance in the developmental forces helps to explain adolescent impulsivity, risk taking, and sensitivity to social reward and learning.”
“In my research, I’ve found that “temptation bundling”—linking something you enjoy with pursuing a valuable goal that might be a bit of a drag—can be a powerful way to achieve more without exerting much self-control.
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