“The findings are striking for such a simple intervention. How simple? The writing exercises were given just three times in each school year. Pencils, paper, and one hour of time spread out over seven or eight months—even doable virtually. It’s hard to get much simpler than that. Why wouldn’t schools want to jump on this even while the mechanisms at work here are being evaluated?”
“Flipped learning was shown to be more effective than lecture-based learning across most disciplines. However, we found that flipped pedagogies produced the greatest academic and intra-/interpersonal benefits in language, technology, and health-science courses. Flipped learning may be a particularly good fit for these skills-based courses, because class time can be spent practicing and mastering these skills. Mathematics and engineering courses, on the other hand, demonstrated the smallest gains when implementing flipped pedagogies.”
“He saw the damage done by a teaching model that focussed on error and that proposed simplistic, mechanical “fixes” to student writing. This was an ostensibly scientific approach to writing composition that equated students with their “deficits”—and implicitly encouraged students to identify with them… Mike, on the other hand, provided writing studies with a heart: he modelled a deep compassion that asked teachers to understand students as whole people, with very mixed feelings about academic writing, who are nonetheless trying to do a very difficult thing. He had a keen gift for uncovering, through intensive one-on-one work with writers, the deep (and often poignant) logic behind surface errors. His work heralded a paradigm shift in the way that writing is taught in our educational system, from elementary school through college. A former classmate wrote to me that Mike had taught him that “every piece of writing, from freshman comp to Samuel Beckett . . . represents a complex, fascinating, almost miraculous set of intellectual and imaginative processes.””
“In practice, restorative practices typically consist of both proactive elements (defining shared values, building character, and developing a sense of community) and reactive elements (counseling students individually for minor infractions and providing them with group counseling or community circles for more serious infractions).”
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