Thinking is not learning. Thinking is part of the learning process but not all of it. Just striving for lots of thinking or even deep thinking in classrooms won’t necessarily result in learning. Maybe that’s obvious to you. It wasn’t to me for a long time and I suspect in that regard I’m not unique among…
I’ve been working a bit with New York Red Bulls to help their youth coaches teach players to watch more productively and learn more while they’re away from the game…though in fact learning to watch is just as critical once players are back. I wrote previously about some ways you could do that: specifically by asking…
Even if something is valuable the dosage matters. Too much of a good thing is no longer a good thing. In the end, nothing worthwhile survives excess. I’ve always felt this keenly about synchronous remote interactions–conference calls back in the day and now zoom calls. I can’t speak for anyone else but I start to fade…
My TLAC colleagues and I have always loved Deans of Students—we think they do some of the most important work in any school and have always thought it was a major problem that they are asked to do such critical and challenging work without access for the most part to quality training and resources. In response…
In our work supporting remote teaching, we’ve been using the term Dissolve the Screen to describe one of the key tools we see successful teachers using. To “dissolve the screen” is to heighten students’ awareness of the back-and-forth exchange that still exists between their teacher and themselves so they feel it more strongly. To connect this…