October 17 - October 25, 2015
The Deans for Impact synopsis of the cognitive science of learning is a terrific resource, made under advisement by Daniel Willingham, a respected name in the field. That said, there are some generalizations that blogger Steven Downes has pointed out aren't quite accurate. Still, it's a mostly strong collection of what is known about how the brain works.
Molly Worthen's NYT feature article on lectures makes a notable argument for the active skills promoted through lectures. It's a compelling and meaningful read that predictably generated a strong rebuttal from the blogosphere (also featured) and a number of posts satirizing polarized thinkpieces published in lofty journals.
These satires, included in the Pedagogy section, are wonderful.
And David Brooks' featured post, responding to "Most Likely to Succeed," hits on the obvious truth that there is a time for every method, an obvious fact that doesn't make headlines often enough.
Enjoy!
FEATURED ARTICLES
In Defense Of The Lecture: A Pedagogical, Historical, Mindful View
New York Times, 10/17/15
"There are sound reasons for sticking with the traditional model of the large lecture
course combined with small weekly discussion sections. Lectures are essential for
teaching the humanities' most basic skills: comprehension and reasoning, skills
whose value extends beyond the classroom to the essential demands of working life
and citizenship."
Rebuttal: The Lecture Doesn't Hold Up Against Active Learning
Josh Eyler, 10/20/15
"[The author] ignores decades worth of research and relies almost exclusively on
anecdote. It's hard to build a case that way. In what follows, I want to get to the
bottom of all of the assumptions that underpin Worthen's piece by closely reading
passages from the essay itself, which I've placed in bold font."
David Brooks: Balancing Old School With "Most Likely To Succeed"
New York Times, 10/16/15
"The documentary is about relationships, not subject matter. In the school, too,
teachers cover about half as much content as in a regular school. Long stretches of
history and other subject curriculums are effectively skipped. Students do not
develop conventional study habits. The big question is whether such a shift from
content to life skills is the proper response to a high-tech economy. I'd say it's at
best a partial response."
A Detailed, Referenced Synopsis Of The Cognitive Science Of Learning
Deans for Impact, 10/12/15 [report]
"The purpose of [this report: "The Science of Learning"] is to summarize the
existing research from cognitive science related to how students learn, and connect
this research to its practical implications for teaching and learning. This document
is intended to serve as a resource to teacher-educators, new teachers, and anyone in
the education profession who is interested in our best scientific understanding of
how learning takes place. This document identifies six key questions about learning
that should be relevant to nearly every educator. Deans for Impact believes that, as
part of their preparation, every teacher-candidate should grapple with -- and be
able to answer -- the questions in The Science of Learning."
ASSESSMENT
Fed Gov't: No More Than 2% Of Class Time To Be Spent Taking Tests
New York Times, 10/24/15
On The Challenge Of Measuring Learning [video]
EduCause/YouTube, 8/17/15
COGNITIVE SCIENCE
Stanford Researchers Explore Six Factors In Decision-Making
Stanford, 10/16/15
A Different Way Of Thinking About How Motivation Works
Farnam Street, 10/15/15
Exercise, Pills, Brain Games? How The Brain Can Get Smarter
New York Times, 10/16/15
Waking From Sleep: More To Do With Temperature Than Light?[video]
New York Times, 10/16/15
DIVERSITY/INCLUSION
BlackLivesMatter And The Civil Rights Movement Of Today
Wired, 10/1/15
A New Collaborative Admissions Process To Improve Diversity
New York Times, 10/18/15
How To Be A Male Ally For Women At Work (Via The Tech Industry)
LinkedIn, 10/19/15
3 Reasons Why Diverse Schools Are Better For White Kids
NPR, 10/19/15
EARLY CHILDHOOD
Early Childhood Apps That Actually Help Learning
Brilliant Blog, 10/19/15
HIGHER ED
Colleges Do Teach Critical Thinking Skills, Despite The Fuss
Chronicle of Higher Education, 10/20/15
HUMANITIES
Revisiting The Salem Witch Trials
Atlantic, 11/1/15
Digital Public Library Of America Releases "Primary Source Sets"
Digital Public Library of America, 10/20/15
Covering Shakespeare: Jeannette Winterson Rewrites Winter's Tale
The Millions, 10/20/15
How Self-Driving Cars Are Pushing Ethical Dilemmas
MIT Technology Review, 10/22/15
LEADERSHIP
Top Five Drivers Of Parental Engagement
Gallup, 10/20/15
PEDAGOGY
"How To Write An Essay About Teaching That Will Not Be Published..."
The Little Professor, 10/18/15
Satire Of The Innovation/Disruption/Buzzword Media World Today
The Tattooed Professor, 10/19/15
Teachers And Researchers Identify 19 High Leverage Practices
TeachingWorks, 10/1/15
Writing Brings Out Reason More Than Speech
Stanford, 10/16/15
Revisiting Gamification, And How To Do It Right
The Next Web, 10/16/15
PROFESSIONAL DEVELOPMENT
The Data On First-Year Teacher Induction: What Helps?
Kappan, 5/1/12
The First Year Of Teaching: A Chronology Of Moods
New Teacher Center, 8/17/11
READING/WRITING
The Origin Of Ellipses?
Guardian, 10/20/15
TECH
Audrey Watters On The History Of The Robot As Private Tutor
Hack Education, 10/22/15
300,000+ Kids Enrolled In Schools Fully Online. Is This Good?
Politico, 10/1/15
Have Ideas For A Tech Startup? Here Are Your Accelerators
EdSurge, 10/21/15
OTHER
A Playful Take On The Pleasure Of Community [video]
School of Life/YouTube, 10/14/15
Autonomous DeLorean Driving Precision Donuts. That's All.
Stanford, 10/20/15
Terry Gross And The Art Of Conversation
New York Times, 10/25/15
What It Means To Be An Insider Or An Outsider (via Politics)
Farnam Street, 10/14/15
Molly Worthen's NYT feature article on lectures makes a notable argument for the active skills promoted through lectures. It's a compelling and meaningful read that predictably generated a strong rebuttal from the blogosphere (also featured) and a number of posts satirizing polarized thinkpieces published in lofty journals.
These satires, included in the Pedagogy section, are wonderful.
And David Brooks' featured post, responding to "Most Likely to Succeed," hits on the obvious truth that there is a time for every method, an obvious fact that doesn't make headlines often enough.
Enjoy!
FEATURED ARTICLES
In Defense Of The Lecture: A Pedagogical, Historical, Mindful View
New York Times, 10/17/15
"There are sound reasons for sticking with the traditional model of the large lecture
course combined with small weekly discussion sections. Lectures are essential for
teaching the humanities' most basic skills: comprehension and reasoning, skills
whose value extends beyond the classroom to the essential demands of working life
and citizenship."
Rebuttal: The Lecture Doesn't Hold Up Against Active Learning
Josh Eyler, 10/20/15
"[The author] ignores decades worth of research and relies almost exclusively on
anecdote. It's hard to build a case that way. In what follows, I want to get to the
bottom of all of the assumptions that underpin Worthen's piece by closely reading
passages from the essay itself, which I've placed in bold font."
David Brooks: Balancing Old School With "Most Likely To Succeed"
New York Times, 10/16/15
"The documentary is about relationships, not subject matter. In the school, too,
teachers cover about half as much content as in a regular school. Long stretches of
history and other subject curriculums are effectively skipped. Students do not
develop conventional study habits. The big question is whether such a shift from
content to life skills is the proper response to a high-tech economy. I'd say it's at
best a partial response."
A Detailed, Referenced Synopsis Of The Cognitive Science Of Learning
Deans for Impact, 10/12/15 [report]
"The purpose of [this report: "The Science of Learning"] is to summarize the
existing research from cognitive science related to how students learn, and connect
this research to its practical implications for teaching and learning. This document
is intended to serve as a resource to teacher-educators, new teachers, and anyone in
the education profession who is interested in our best scientific understanding of
how learning takes place. This document identifies six key questions about learning
that should be relevant to nearly every educator. Deans for Impact believes that, as
part of their preparation, every teacher-candidate should grapple with -- and be
able to answer -- the questions in The Science of Learning."
ASSESSMENT
Fed Gov't: No More Than 2% Of Class Time To Be Spent Taking Tests
New York Times, 10/24/15
On The Challenge Of Measuring Learning [video]
EduCause/YouTube, 8/17/15
COGNITIVE SCIENCE
Stanford Researchers Explore Six Factors In Decision-Making
Stanford, 10/16/15
A Different Way Of Thinking About How Motivation Works
Farnam Street, 10/15/15
Exercise, Pills, Brain Games? How The Brain Can Get Smarter
New York Times, 10/16/15
Waking From Sleep: More To Do With Temperature Than Light?[video]
New York Times, 10/16/15
DIVERSITY/INCLUSION
BlackLivesMatter And The Civil Rights Movement Of Today
Wired, 10/1/15
A New Collaborative Admissions Process To Improve Diversity
New York Times, 10/18/15
How To Be A Male Ally For Women At Work (Via The Tech Industry)
LinkedIn, 10/19/15
3 Reasons Why Diverse Schools Are Better For White Kids
NPR, 10/19/15
EARLY CHILDHOOD
Early Childhood Apps That Actually Help Learning
Brilliant Blog, 10/19/15
HIGHER ED
Colleges Do Teach Critical Thinking Skills, Despite The Fuss
Chronicle of Higher Education, 10/20/15
HUMANITIES
Revisiting The Salem Witch Trials
Atlantic, 11/1/15
Digital Public Library Of America Releases "Primary Source Sets"
Digital Public Library of America, 10/20/15
Covering Shakespeare: Jeannette Winterson Rewrites Winter's Tale
The Millions, 10/20/15
How Self-Driving Cars Are Pushing Ethical Dilemmas
MIT Technology Review, 10/22/15
LEADERSHIP
Top Five Drivers Of Parental Engagement
Gallup, 10/20/15
PEDAGOGY
"How To Write An Essay About Teaching That Will Not Be Published..."
The Little Professor, 10/18/15
Satire Of The Innovation/Disruption/Buzzword Media World Today
The Tattooed Professor, 10/19/15
Teachers And Researchers Identify 19 High Leverage Practices
TeachingWorks, 10/1/15
Writing Brings Out Reason More Than Speech
Stanford, 10/16/15
Revisiting Gamification, And How To Do It Right
The Next Web, 10/16/15
PROFESSIONAL DEVELOPMENT
The Data On First-Year Teacher Induction: What Helps?
Kappan, 5/1/12
The First Year Of Teaching: A Chronology Of Moods
New Teacher Center, 8/17/11
READING/WRITING
The Origin Of Ellipses?
Guardian, 10/20/15
TECH
Audrey Watters On The History Of The Robot As Private Tutor
Hack Education, 10/22/15
300,000+ Kids Enrolled In Schools Fully Online. Is This Good?
Politico, 10/1/15
Have Ideas For A Tech Startup? Here Are Your Accelerators
EdSurge, 10/21/15
OTHER
A Playful Take On The Pleasure Of Community [video]
School of Life/YouTube, 10/14/15
Autonomous DeLorean Driving Precision Donuts. That's All.
Stanford, 10/20/15
Terry Gross And The Art Of Conversation
New York Times, 10/25/15
What It Means To Be An Insider Or An Outsider (via Politics)
Farnam Street, 10/14/15