1. Preparing Students to Learn Without Us (Richardson)- furthers the argument to personalize learning and build around passions and interests.
But now more than ever, Tucker (along with the rest of us) lives in a moment when personalizing the learning experience is not just a possibility—it's almost an expectation. We personalize our playlists through Rhapsody and iTunes, our reading through Amazon and Twitter, and our search results on Google and Bing.
But in the midst of this culture of customization, what about education? Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
2. How to Predict a Student's SAT Score: Look at the Parents Tax Return (Pink)- suggested evidence that socioeconomic status is a driving force behind educational attainment and performance
My hypothesis about that something — a guess rather than an assertion — is that the households in the top tier often have two parents with graduate degrees. That is, they’re rich and they’re well-educated and that’s a hard combo to beat. If that turns out to be true, it suggests that one of the most influential, but least remarked upon, social forces in America is assortative mating by education level.
3. Instructional Segregation (Reilly)- thoughts about sorting students into tracks based on "ability
When we position students as being 'low ability'--a practice that often is used to explain instructional segregation--we also tend to believe that these students' 'inner resources' are not robust enough to warrant independent learning and instead these learners are given some 'proven' program designed to make up what is perceived as missing.
4. Engaging With Criticism (Godin)- considerations about designing a system for feedback
If you need to find out how your audience is receiving your work, it's worth considering how you've structured the interactions around criticism. Sometimes a customer has a one-off problem, a situation that is unique and a concern that has to be extinguished on the spot. More often, though, that feedback you're getting represents the way a hundred or a thousand other customers are also judging you.
5. What Does Teaching Creativity Look Like? (Dwyer)- do you see yourself as a creative person?
Schools are places where students are supposed to acquire knowledge—but to create, a person must "forget the knowledge." If you're not able to leave what you think you know behind, you can't approach problems with a fresh perspective. Students must also be taught to "desire success but embrace failure," and to "listen to experts but know how to disregard them."