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Schools Use Student Data to Find Signs of Trouble, Help Struggling Kids

Schools Use Student Data to Find Signs of Trouble, Help Struggling Kids

| April 10, 2014

More schools are collecting and using information about student attendance and grades to flag kids at risk of dropping out — often before anyone realizes they need help.

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More Progressive Ways to Measure Deeper Level of Learning

More Progressive Ways to Measure Deeper Level of Learning

| April 9, 2014 | 5 Comments

How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process. Schools that are pushing boundaries are learning that it takes time, a lot of conversation, and a willingness to let students participate in that evaluation.

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What We Really Need To Know About Ed Tech

What We Really Need To Know About Ed Tech

| April 8, 2014 | 4 Comments

Those “5 Things You Need to Know About EdTech” posts seem to crop up on Twitter every couple weeks — Tech isn’t the Point of EdTech, EdTech is about Learning, EdTech is Exciting. But for those who’ve heard and read it all before, here’s a completely different take on that headline.

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Teachers’ Most Powerful Role? Adding Context

Teachers’ Most Powerful Role? Adding Context

| April 7, 2014 | 16 Comments

When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.

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Facing Race Issues In the Classroom: How To Connect With Students

Facing Race Issues In the Classroom: How To Connect With Students

| April 4, 2014 | 2 Comments

Students’ racial identities play a big part in how they approach classroom relationships and learning, and teachers can learn strategies to make all their students feel comfortable and capable of learning.

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What Will Happen to ‘Big Data’ In Education?

What Will Happen to ‘Big Data’ In Education?

| April 3, 2014 | 6 Comments

Privacy concerns have put the breaks on many efforts to use “big data” in education. Why are people so skittish of education data when other kinds of digital information are readily accessible?

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Can Schools Be Held Accountable Without Standardized Tests?

Can Schools Be Held Accountable Without Standardized Tests?

| April 2, 2014 | 18 Comments

A Colorado school district is trying to prove to the state that its performance-based assessments of student learning work better than state standardized tests.

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To Advance Education, We Must First Reimagine Society

To Advance Education, We Must First Reimagine Society

| April 1, 2014 | 125 Comments

Why haven’t education reform efforts amounted to much? Because they start with the wrong problem, says John Abbott, director of the 21st Century Learning Initiative. Overhauling the educational paradigm means replacing the metaphor — the concept of the world and its inhabitants as machine-like entities — that has shaped the education system, as well as many other aspects of our culture.

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How Are Students’ Roles Changing in the New Economy of Information?

How Are Students’ Roles Changing in the New Economy of Information?

| March 31, 2014 | 15 Comments

Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect.

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The Difference Between Praise and Feedback

The Difference Between Praise and Feedback

| March 28, 2014 | 15 Comments

Parenting these days is patrolled by the language police. Sometimes it seems like the worst thing you could ever say to a kid is “Good job!” or the dreaded, “Good girl!” Widely popularized psychological research warns about the “inverse power of praise” and the importance of “unconditional parenting.” What are these researchers really getting at? Are the particular words we use to talk to our kids so important? And how do we convey positive feelings without negative consequences?

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