I’ve written about people creating interesting new careers as part of the 21st century. Shaun is another fascinating example…
I’m reading Teaching With the Brain in Mind and realized how my weekly Puzzlements mailer has some great connections to a brain-friendly classroom! The author, Eric Jensen, writes about creating a safe classroom in which the brain can learn. Here are a few notes I’ve made. Novelty Jensen explains how the brain loves new things. […]
For a few years, I delivered a keynote about the possible 21st-century careers awaiting our students. When I speak about this topic, people respond by wanting to help kids “find their passions.” But I think the word “passion” is a problem. Here’s why. “Passion” Is Unreasonable When we call something a “passion,” it implies lifelong […]
I’ve been speaking recently about a topic dear to my heart: the exciting, 21st careers that await our students. But it’s easy to get caught up in what I call The Three Step Story: Get good grades Go to a good college Get a good job I wrote about this in Success Isn’t A Straight […]
If the designers have done their jobs, the player should always feel slightly challenged, but never overwhelmed. As teachers, we should aim for the same goal: students who are stimulated but not frustrated.
What happens when a student never gets called over to work with the teacher?
It’s conference season, and that means we’ll all be settling in for a few sessions. I’ve put together a free resource to try to make those sessions more enjoyable for both presenter and attendee.
I love the prompts of depth and complexity and the content imperatives. But some teachers are being asked to use eight new prompts that just aren’t as good as the classics.
The “smart” label we give kids often really means “things are easy for you.” What are the ramifications of this dangerous praise?
We praise kids for being “smart”, but what do we actually mean by it? What are we actually praising? It’s a surprisingly tricky word to figure out.