“Good feedback provides us with the information, the motivation, and the structure to learn deeply. As Grant Wiggins argues in “Seven Keys to Effective Feedback,” if we spent less time teaching and more time giving feedback and supporting students in applying it, students would learn more. While we know that feedback matters, we also struggle with how to ensure that it is effective while still being sustainable. One way to navigate this tension is to think of feedback not as a single, one-way communication from teacher to student, but rather as an ecosystem made up of different strategies that work together.”
“Cultivating a genius isn’t just about introducing someone to a set of facts or skills and believing in them. Muhammad distilled what matters into the five tenets of the Historically Responsive Literacy framework: identity, skills, intellectualism, criticality and joy.”
“The team found that for all three career types, work tended to be more diverse just before a true hot streak than expected from the randomly selected points. However, once success had begun, individuals switched, sticking to a narrower than expected approach. That, the team says, suggests “that individuals become substantially more focused on what they work on, reflecting an exploitation strategy during hot streak”. But the researchers found that neither exploring new approaches nor exploiting one were alone linked to hot streaks. Instead it is the combination that is important.”
“Social and affective neuroscience are revealing more clearly than ever before the interdependence between cognition and emotion in the brain, the importance of emotion in guiding successful learning, and the critical role of teachers in managing the social environment of the classroom so that optimal emotional and cognitive learning can take place.”
“We should strive to be good at our jobs—to work deeply, to be reliable, to lead with vision. But, if our employers need more output for each unit of input they employ, we should be more comfortable in replying that, although we understand their predicament, solving it is not really our problem.”
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