“Many teens in our focus groups described flirting with a crush by liking their photos or posting a comment on their social media profile. These interactions have their own unwritten – but widely understood – rules. Everything from one’s choice of emoji to the spelling of the word “hey” can carry a deeper meaning.”
If debate is equal parts rhetorical flourish and strategy, it’s worth asking whether circumstance forced the prisoners to devise an approach — in which limited resources demanded sharper focus and more rigorous planning — that resulted in superior lines of argumentation.”
After thirty years of constant reform and little improvement, it’s clear that there’s a fundamental flaw in how the education field goes about effecting change. Quick fixes, sweeping transformations, and mandates aren’t working. Ongoing professional development isn’t working either. What might work much better is a sustained, systemic commitment to improvement—and a willingness to start with a series of small pilots instead of leaping into large-scale implementation. Guided by “improvement science” pioneered in the medical field, Learning to Improve shows how education could finally stop its reform churn.”
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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