featured

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.

Continue Reading

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.

Continue Reading

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?

Continue Reading

Can Schools Be Held Accountable Without Standardized Tests?

Can Schools Be Held Accountable Without Standardized Tests?

| April 2, 2014 | 16 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.

Continue Reading

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.

Continue Reading

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 | 14 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.

Continue Reading

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?

Continue Reading

Cursive, Print, or Type? The Point is To Keep Writing

Cursive, Print, or Type? The Point is To Keep Writing

| March 26, 2014

The real fear among those who study kids and handwriting is not that our schools will stop teaching cursive; it’s that students aren’t writing enough.

Continue Reading

What’s Your Learning Disposition? How to Foster Students’ Mindsets

What’s Your Learning Disposition? How to Foster Students’ Mindsets

| March 25, 2014 | 8 Comments

Stanford psychologist Carol Dweck’s work on growth mindsets has dominated much of the attention around how students can influence their own learning. But there are other ways to help students tap into their own motivation, too. Here are a few other important mindsets to consider.

Continue Reading

How to Reinvent Project Based Learning to Be More Meaningful

How to Reinvent Project Based Learning to Be More Meaningful

| March 24, 2014 | 17 Comments

Project-based learning continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing.

Continue Reading