Most teachers will be familiar with Khan Academy, or similar learning programs, that offer a mixture of 1) problems to solve and 2) instructional supports that students can use to learn how to solve the problems. Common instructional supports in online learning environments include partial hints (e.g., click here for a hint to get you … Continue reading Does More Learning Happen When Students are in the Driver’s Seat?
In a couple weeks, I will be conducting my first research study at a school in Seattle. Here's a slightly edited version of the post I wrote for their community newsletter. In 1885, Hermann Ebbinghaus discovered that we tend to forget the things we learn at a highly predictable rate. What made the discovery of the … Continue reading My Research
I am happy my community is back on campus; a beautiful learning space where teachers utilize their physical presence to guide attention and support students towards new understandings. I also realize, having been fooled too may times by COVID, that it’s possible that we’ll be forced to shift once again into a hybrid model (and … Continue reading Shifting to Online (again)? Check out this Poster
A reoccurring theme (e.g., here, here, and here) of this blog is that we can improve education by leveraging findings from the science of learning. Most people in the field seem to agree with this statement, but it's not uncommon to find people who are convinced that there is no science of learning. The reasons … Continue reading Is there a “Science of Learning” and what is in it?
As a school leader, I'm often asked to read things that contain strong claims about the nature of learning. I was recently asked what I thought about a blog post by Robert Kaplinsky. I don't know anything about Mr. Kaplinsky, and I don't aim to disparage him or his work, but I was struck by … Continue reading A Fence at the Top or an Ambulance at the Bottom?
I read an interesting article about collaboration and worked examples today. Worked examples, for those not in the know, are teaching objects that explicitly show students the steps for how to solve a particular type of problem, such as the one below for how to add fractions: Example of a worked example, shared with me … Continue reading Do We Learn Best Collaboratively or Individually?
I am the Director of Educational Technology at an independent school, which in normal times means I do a lot of coaching and strategizing around technology-enhanced instruction. I chair a department and a committee of pedagogically savvy EdTech coordinators and teachers, and we work on ways to improve the academic program. However, due to some … Continue reading Solving Problems is an Inefficient Way to Learn How to Solve Problems
I'm excited to announce that I am contributing a chapter on assessment and feedback for the upcoming book, Amplified Learning: A Global Collaborative! The book has quite an interesting concept: Each chapter begins by capturing the experiences of the contributing teacher through vignettes and examples before transitioning into the supporting research on a particular topic … Continue reading 5 Research Articles for Amplifying Assessment and Feedback
This week I led a reading group session at my school on the article, "Have Technology and Multitasking Rewired How Students Learn?" by Daniel Willingham (here). Having led a lot of these, I'm convinced that reading groups are a more effective and enjoyable form of professional learning than ones that do not focus on a … Continue reading 5 EdTech Myths We Should Leave Behind
When I first started teaching 9 years ago, there was a palpable buzz in the air around a pedagogical approach called "Genius Hour," also known as "20 Percent Time." This is where students choose a project that excites them, such as crocheting or building a rocket, and work on that project, unguided, every week during … Continue reading Why the Genius Hour Fad Died