The Educator's Notebook

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

Educator’s Notebook #369 (August 29, 2021)

    • Hechinger Report
    • 08/25/21

    “Among the timely solutions the researchers have identified: having a structured daily routine and limiting passive screen time during the pandemic protects kids against depression and anxiety. Research is clear on the link between mental health and academics. Kids struggling with fears or having trouble regulating their emotions are more likely to experience challenges in school.”

    • KQED
    • 02/22/21

    “For example, stretch mistakes are positive and may occur when a person is trying something difficult and doesn’t get it right the first time. Similarly, with aha-moment mistakes there are sparks of realization that happen when someone understands they’re missing important information. On the more negative side, sloppy mistakes are the ones made in a rushed or a distracted state of mind. Lastly, high-stakes mistakes are the ones that everyone wants to avoid because they cause harm.”

ADOLESCENCE

COGNITIVE SCIENCE

CREATIVITY

CURRICULUM

HUMANITIES

LEADERSHIP

PEDAGOGY

READING/WRITING

STEM

SUSTAINABILITY

TECH

WORKPLACE

Z-OTHER

    • Hollywood Reporter
    • 08/25/21

    “This is especially important considering the assault against intelligence and critical thinking the country has faced in recent years. The introduction of the scientific method in the 17th century lifted humanity out of the fetid and superstitious Dark Ages into the bright and vibrant Age of Enlightenment. The simple idea that we objectively gather verifiable evidence before reaching conclusions is the infrastructure of our civilization, both in our scientific achievements and social advancements. It’s the basis of our legal code and our moral code.”

    • Diane Ravitch
    • 08/22/21

Issues

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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