The Educator's Notebook

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

Educator’s Notebook #426 (October 15, 2023)

    • EdWeek
    • 10/09/23

    “To help educators explain the conflict and guide students in how to talk about emotionally charged, violent events like this in measured, respectful ways, Education Week has collected several resources. Those resources are intended to help students understand historical context, process current events, and use media literacy skills to analyze news coverage and social media responses and misinformation about the conflict.”

    • Cult of Pedagogy
    • 10/01/23

    “I’ve gathered some of the most common efforts among teachers everywhere that aren’t met with the same amount of effort and success from their students, and for each one, I offer a small tweak that can make big improvements. Sometimes the tweak is a shift in semantics, other times it might be a slight change in how information is presented, and in some cases, it focuses on how teachers react when students lean on them to “help” instead of doing the heavy lifting themselves. The instructional methods are sorted into six categories: grouping structures, giving directions, assigning roles, support during student collaboration, the teacher’s primary role, and the learning tasks.”



    • New York Times
    • 10/10/23

    “More than the economics, the key factor can only be what happened to us at the start of this century: first, the plunge through our screens into an infinity of information; soon after, our submission to algorithmic recommendation engines and the surveillance that powers them. The digital tools we embraced were heralded as catalysts of cultural progress, but they produced such chronological confusion that progress itself made no sense. “It’s still one Earth,” the novelist Stacey D’Erasmo wrote in 2014, “but it is now subtended by a layer of highly elastic non-time, wild time, that is akin to a global collective unconscious wherein past, present and future occupy one unmediated plane.” In this dark wood, today and yesterday become hard to distinguish. The years are only time stamps. Objects lose their dimensions. Everything is recorded, nothing is remembered; culture is a thing to nibble at, to graze on.”





    • Justin Cerenzia
    • 10/10/23
    • EdSurge
    • 09/26/23

    “What the science of embodied cognition shows is that the more we can sort of externalize our thoughts and our thinking processes, get them out of our head and express them through our bodies or learn through our bodies and our senses, the better our learning will be. So I think we need to bring some of that early education spirit of having the body be part of learning into middle school, high school, college, all of that, because we are embodied creatures. We can't be anything but embodied creatures, even as adults. And so embodied cognition suggests that this head-first or brain-bound approach to learning is really misguided.”




    • GQ
    • 10/09/23
    • New York Times
    • 09/24/23

    “As an academic with expertise in the history of science, I am struck by just how much overlap there is between social justice parenting’s fixation on phenotypes and that found in 19th- and early-20th-century race science, lending credence to John McWhorter’s observation that antiracism might be better understood as a kind of “neoracism” that peddles new forms of race essentialism under the guise of liberation.”









    • Campus Safety
    • 10/05/23

    “While this data is important and may be intimidating, we want to emphasize that active shooter events in schools are still extremely rare. There are many layers to keeping schools secure and students and staff safe. Active shooter response should only be part of your campus safety plan — not all of it. Additionally, this data includes all incidents where a firearm was discharged — not just mass shootings.”






    • Larry Cuban
    • 10/11/23
    • New York Times
    • 10/10/23

    “These disparate findings leave some questions unanswered. “How on earth can you get a more than 30 point spread between them?” Mr. Bloom asked. “It all comes down to how workers are managed. If you set up fully remote with good management and incentives, and people are meeting in person, it can work. What doesn’t seem to work is sending people home with no face-time at all.””

    • New York Times
    • 09/27/23

    ““Though we’ve never had an official dress code, the events over the past week have made us all feel as though formalizing one is the right path forward,” Mr. Schumer said on Thursday from the Senate floor, where he sported a navy jacket and a buffalo silhouette pattern tie, adhering to the newly official dress code while also supporting his favorite football team.”

    • Gallup
    • 09/08/23


A.I. Update



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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