When I first started teaching, I devoured parts of books like a starved teacher. And by parts of books, I mean parts of books. I would start to read, grab some ideas and then get too busy to read on. After a few years, I stopped. Not that I did not need to keep growing, I just had changed my focus to reading blogs instead of books.
Lately, though, I have been turning back to books. For finding the time to read an entire piece of work as I try to grow and become better. I have highlighted the things that make me think, discussed ideas with others (Voxer is great for a small book discussion) and reflected until my brain hurt.
And I am changed. I have these ideas that seem to want to burst out of me, that I cannot wait for students to digest along with me, so that we can become better together. So what have made a difference to me?
"Talking about race as a white teacher is a skill that needs to be practiced. It necessitates an awareness of how one’s racial identity plays out in the classroom and school community. An ahistorical approach and a lack of precision in the language used to discuss race can result in conversations that reduce racism to charged interactions between individual white people and individual people of color. The memo points to a larger failure of schools—which are an extension of a white society that doesn’t have to talk about race—to equip all teachers to talk about race, and to ensure that white teachers are asked to critically examine the effects of their whiteness in relation to students of color."
Too few students take computer science Advanced Placement courses, federal officials said in a conference call with reporters last Friday, and too few teachers are prepared to instruct these classes. And 22 states do not allow students to count computer science toward a diploma, according to officials in the U.S. Department of Education, even as nine out of 10 parents in a Gallup poll reported that they want their children to take these courses.
The leaders of tomorrow will be well versed in dead philosophers, according to a new database of college syllabi. The Open Syllabus Project, a collection of over 1 million curricula from English-language colleges and universities over the past 15 years, released its data on Friday (Jan. 22). Plato, Hobbes, Machiavelli, and Aristotle overwhelmingly dominate lists in the US,...
Public libraries are a relatively new phenomenon. Before the 1880s, when Andrew Carnegie started funding the more than 1,600 library buildings that bear his name, most libraries in America were subscription-based, with members funding and shaping the collections. As free public libraries sprouted up across the United States, membership libraries mostly died off, but 19 non-profit membership libraries still exist, and are reinventing themselves as cultural centers and the coolest coworking spaces you could dream of.
As a champion of the popular flipped learning method developed by Eric Mazur , this phrase always hits me hard when I hear it from fellow educators. And I do hear it.
Over the years, I’ve run into many different accounts of experiments in innovative teaching, not just Peer Instruction, gone awry. I have heard many refrains about clickers, “I tried clickers and it was a disaster.” About flipped learning with videos, “I tried it but my students didn’t watch the videos.” And even about the student engagement all-star, project-based learning: “I gave it a shot but my students perform better when I lecture.”
Of course, there are sundry reasons why one venture toward innovative teaching succeeds and another stumbles. I don’t claim to have the one answer or a lock on the perfect explanation. In this 3-part series, I will offer possibilities to consider if your teaching improvement efforts have come up shorter than you expected starting with reason #1 why I think flipped classrooms fail.
President Obama just unveiled his “Computer Science for All Initiative.” Following up on the State of the Union Address, in which he announced his intention to offer “every student the hands-on computer science and math classes that make them job-ready on day one,” the initiative includes $4billion in funding for [...]
Marc Tucker explains how states can make high school graduation a meaningful indication that the graduate is truly ready for college and career and in so doing create new, more effective systems of accountability for our schools.
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A Pew Research Center survey of parents of 13- to 17-year-olds finds that today’s parents1 take a wide range of actions to monitor their teen’s online lives and to encourage their child to use technology in an appropriate and responsible manner.
Moreover, digital technology has become so central to teens’ lives that a significant share of parents now employ a new tool to enforce family rules: “digitally grounding” misbehaving kids. Some 65% of parents have taken their teen’s cellphone or internet privileges away as a punishment.
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