Problems in this “non-profit” organization’s structure and the dubious value of its products (in monetary and post-secondary terms) make me mostly agree with the article. However, I know many AP teachers who bring wonderful content and ideas to life in classes that happen to be AP.
Category Archives: Everything Else
Bookmarked: Educational Leadership Weekly (weekly)
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Learning to ‘Think Wrong’ Could Be the Key to the Right Answers | Creativity on GOOD
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Educational Leadership Introduces New iTunes U Courses | InService Blog
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rebootED Episode 5: Finland’s Education System As Explained by Jarkko Myllari – RebootEd
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Educational Leadership:Students Who Challenge Us:Eight Things Skilled Teachers Think, Say, and Do
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The root of intrinsic is the Latin intrinsecus, a combination of two words meaning within and alongside. It’s likely that our students are intrinsically motivated—just motivated to follow their own interests, not to do what we want them to do. Teachers’ challenge is to work alongside our students, to know their interests and goals, and to develop trusting relationships that help students connect their learning to their goals in a way that motivates from within.
How can teachers do this? It’s helpful to consider this question in three parts: What skilled teachers think, what they say, and what they do.
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With so many ideas for education innovation and reform here at home, why should the United States pay attention to what school systems around the globe are doing? Veteran journalist Dan Rather recently posed that question to Linda Darling-Hammond, an expert in school redesign and teacher quality who was President Obama’s education adviser for his first presidential campaign.
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In a democracy, “we all benefit or we all hurt,” says Darling-Hammond, “depending on the education other people’s kids get.”
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KIPP gains survive new scrutiny, with a footnote – Class Struggle – The Washington Post
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We Should Embrace Confusion | Autodizactic
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The video below, from Yes to the Mess author Frank Barrett, touches on the idea of disruption of routine as a catalyst to innovation, that wimpiest of buzzwords.
Still, if your goal is to get folks – let’s say teachers and students – thinking differently and creatively about their learning, it’s an interesting line of thinking. More important than Barrett’s point about disruption, though, is the point he (mostly indirectly) makes about the role of confusion in helping people think differently.
It connected nicely with a passage from John Holt’s How Children Learn, which I’d re-visited for class this past week:
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Notes on Writing This Week (weekly)
Listen to a Finnish Perspective on Education
Jarkko Myllari of Finland says critical thinking & teacher autonomy should be a nation’s focus rather than punitive accountability and testing like in the US. Hear an hour with him on the RebootED podcast https://t.co/xWiOC3Y9
Listen to a Finnish Persp…
New Look
I was fed up with rows, thought my room was too small to accommodate a U-shape design, but with some tweaking and the removal of some unneeded big furniture, I think I’ve found the right arrangement. Feels good to not have that nagging feeling of bad design in my room anymore!
Notes on Writing This Week (weekly)
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Starting a Writing Center – International Writing Centers Association
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On Memoir, Truth and ‘Writing Well’ : NPR
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Most people embarking on a memoir are paralyzed by the size of the task. What to put in? What to leave out? Where to start? Where to stop? How to shape the story? The past looms over them in a thousand fragments, defying them to impose on it some kind of order. Because of that anxiety, many memoirs linger for years half written, or never get written at all.
What can be done?
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Bookmarked: Educational Leadership Weekly (weekly)
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EBSCOhost: Principals’ Communication Inside Schools: A Contribution to School Improvem…
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The thesis of this study stems from the idea that school leadership does not exist without communication. Through communication, the principal leads and unifies his or her staff members in the work necessary for academic results and school improvement. This study focuses primarily on in-school communications between principals and teachers about pedagogical and school improvement issues, and attempts to address three questions:
* Can different aspects of the communication process, such as structure, culture, and message content, be used as analytic tools to understand communication between teachers and principals inside schools?
* In what ways, if any, do teachers’ and principals’ communications inside schools focus on teaching and learning?
* In what ways, if any, does the communication process inside schools encourage professional interpretation and learning?
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