In Digital Detox: The Politics of Disconnecting, Trine Syvertsen studies the politics of disconnection as a practice of resistance to the intrusion of digital technologies into everyday life, locating it within the context of neoliberal self-regulation. The book offers a highly accessible overview of the digital detox phenomenon and the politics of the attention economy,…Book Review: Digital Detox: The Politics of Disconnecting by Trine Syvertsen — Impact of Social Sciences
Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes A Set of Global EstimatesThe Impact of COVID-19 and the Education Response — Education, economics and public policy
In the United States, the multiple-choice question is probably the most prolific type of question students encounter. As early as kindergarten, learners are made to choose among responses A, B, or C. This sort of responding to a number of choices doesn’t end for most until they are through with university schooling. But, just because…Confidence Weighted Multiple-Choice Questioning — The Effortful Educator
There is a gap between those researching practices in education and those implementing that research (teachers). This gap doesn’t really serve anyone and only adds to the disconnect between researchers and classroom teachers. Both ‘sides’ would greatly benefit from listening to the other. A teacher is a veritable treasure trove of expertise. Why would those…Ask A Researcher #3 – Dr. Joe Kim — The Effortful Educator
The “Still relevant” part of the title refers to a book I wrote called “Letters from John Dewey/Letters from Huck Finn”. The first part of the book is a collection of columns I wrote for a blog called Edspresso that described my experience in a math methods course I was taking in ed school at night, when I was on my way to becoming credentialed.
I was looking through one of the old posts and found this one particularly beguiling:
In the afterglow of celebration and in between semesters I am getting ready for my next class: Human Development and Learning. I am a bit concerned about one aspect of the course as described in the syllabus:
“The course examines the processes and theories that provide a basis for understanding the learning process. Particular attention is given to constructivist theories and practices of learning, the role of symbolic competence as…
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Just received a message at my school email address from someone claiming to be the Head of Deeper Learning at some outfit called Thrively.
She stated: “Over the past few months, the ability of independent schools to deliver a personalized, strengths-based, academically rigorous and deeply engaging remote education has become critical to their mission.”
Uh, “strengths-based”? That’s one I’ll have to add to the ever-growing list of things that are “based”.
She went on:
“In preparation for the unknown parameters of Fall, many schools are considering 3-tiered plans: remote learning, traditional school, and a hybrid of remote/physical models while addressing:
- Social-emotional health of our students and families
- Student engagement and personalized, differentiated instruction
- Making learning deeper and more meaningful for our students”
Then she gets to the point:
“Please connect me with your principal so that we can explore how Thrively can support your work. Here is my calendar (link…
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Paul A. Kirschner & Mirjam Neelen Testing terrifies many students. We call this test anxiety. How can we best deal with this? MORE TESTING. You might think we’re crazy as it sounds contradictory… Fighting fear for tests by facing those fears through more testing?! Yet, it works. Retrieval practice (using ‘no-stakes’ practice tests) is the […]Terrified of Testing? Tackle It Through Testing! — 3-Star learning experiences
Way back when, when I was first developing my language training program for people with autism (then called the GrammarTrainer, now called the SentenceWeaver), a linguistic colleague of mine recommended I get in touch with a certain psycholinguist at the University of Wisconsin. Her recommendation stemmed from the GrammarTrainer’s approach to teaching English. While the […]A footnote about academics who support Facilitated Communication — Catherine & Katharine
This is Chapter 15 in a series called “Out on Good Behavior: Teaching Math While Looking Over Your Shoulder” by Barry Garelick, a second-career math teacher in California. He has written articles on math education that have appeared in The Atlantic, Education Next, Education News and AMS Notices. He is also the author of three books on math education. Says Mr. Garelick: “At its completion, this series will be published in book form by John Catt Educational, Ltd. If it is made into a movie I will be played by either Jeff Bridges or Harrison Ford. The part of Ellen will be played by Jamie Lee Curtis; Diane will be played by Helen Mirren.”
As usual, your efforts at disseminating information about this series will be greatly appreciated!
Those who read Education Week are probably familiar with the breathless reporting that Catherine Gewertz did when Common Core was being adopted by state after state. Her latest breathless report about math education is about how “talking about math” helps students learn it. Or something to that effect.
“Research suggests that when students talk more about their math thinking, they are more motivated to learn and they learn more. Talking about math thinking can also serve as a stealth form of assessment, giving teachers insight into what students have mastered and where they still need help.”
First question: What research?
Second question: Have you ever worked with middle schoolers? Articulation of what they did is not their strong suit.
Oh, you have an answer for what I just brought up? OK, let’s hear it.
“Learning to say things like, “When Robert uses this strategy, it makes me think of…
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