“The more time children spend in structured, parent-guided activities, the worse their ability to work productively towards self-directed goals.”
“Students who lack the self-discipline (or handwriting ability) to look away from the screen and take paper notes will not learn as much, or as well, in college. But that’s their responsibility. What’s going to happen when (if) all these laptop-policed students get jobs?”
“When people really get a chance to think, to have the space… they can quite easily discern between the things that are essential to them and those that are not. The problem is not our ability to discern, it’s that we don’t have the space to take the time to discern.”
“Talented people want to contribute. To make a difference. They want to know they have a chance to do something important. Tapping into this requires encouraging trial and error.”
Copyright
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