The Educator's Notebook

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

Educator’s Notebook #385 (July 10, 2022)

    • Larry Cuban
    • 07/09/22

    “Lastly, there’s one more beneficial side-effect that comes from peer observation: having your students see you together. Something powerful happens when students see their teachers together. You become larger than the sum of your parts, stronger not only in number, but because this simple show of cooperation tells them you are united, which is an important message to send to kids. In the same way that children feel more secure when their parents are getting along, students feel something similar when they see us support each other.”

    • Larry Cuban
    • 07/06/22

    “Oh, and he also wanted us to observe each other using the strategies in our teaching. People FREAKED OUT. Not about having to read another book or try new strategies. It was the peer observation. Lost their ever-loving minds. “I don’t want someone else in my room looking for mistakes!” They said, all in a tizzy. “And I don’t want to be the observer either! Who am I to tell someone else what they’re doing wrong?” Eventually, because it was mandated, they had to get over it. But their initial response showed a lack of understanding for how truly amazing peer observation can be. If we can get past the discomfort, opening our doors to other teachers can be a fantastic source of professional development.”





    • NPR
    • 06/30/22

    “Kwame Christian is the director of the American Negotiation Institute. He offers a simple, three-step technique to engage in tough discussions while keeping the conversation cool: 1) Acknowledge and validate the emotion. Recognize how everybody is feeling about the situation, even if it's difficult. 2) Get curious with compassion. Ask lots of questions and genuinely listen to the answers. 3) Engage in joint problem-solving. Once both parties have acknowledged how they're feeling and identified why there's an issue, come up with solutions together — so that there is buy-in from both sides.”

    • Middle Web
    • 05/11/22






    • The Paris Review
    • 07/06/22

    “Some writers write in the name of Art in general—James Salter for instance: “A great book may be an accident, but a good one is a possibility, and it is thinking of that that one writes. In short, to achieve.” Eudora Welty said she wrote “for it, for the pleasure of it.” Or as Joy Williams puts it, in a wonderfully strange essay called “Uncanny the Singing that Comes from Certain Husks,” “The writer doesn’t write for the reader. He doesn’t write for himself, either. He writes to serve … something. Somethingness. The somethingness that is sheltered by the wings of nothingness—those exquisite, enveloping, protecting wings.””

    • LA Review of Books
    • 07/03/22

    “Nearly a century old, it’s still avidly read and discussed in MFA circles, thanks to its author’s meticulous dissection of the devices of fiction, likely more valuable than any of the most recent craft books on the shelves. Unquestionably, it has been a kind of ur-text for many fledgling novelists because it discloses so clearly what one writer calls the “narrative math” that underpins all fiction.”

    • New Yorker
    • 06/30/22
    • KQED
    • 10/04/21



    • e-Literate
    • 07/08/22
    • New York Times
    • 07/03/22

    “For 3-D printing, whose origins stretch back to the 1980s, the technology, economic and investment trends may finally be falling into place for the industry’s commercial breakout, according to manufacturing experts, business executives and investors.”

    • Fast Company
    • 07/03/22
    • Nautilus
    • 07/01/22

    “I suggest much of what large pre-trained models do is a form of artificial mimicry. Rather than stochastic parrots, we might call them stochastic chameleons. Parrots repeat canned phrases; chameleons seamlessly blend in new environments. The difference might seem, ironically, a matter of semantics. However, it is significant when it comes to highlighting the capacities, limitations, and potential risks of large pre-trained models.”




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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