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Summaries of the newest research related to student-led discussion. Think of it as teacher-approved SparkNotes (with better citations) for papers published by top schools of education, research-based websites, and think tanks.
A study of Bryn Mawr and Haverford Colleges inspires us to imagine co-creating curriculum with our students.
Hernández, Laura E. and Linda Darling-Hammond, Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale. This week’s Footnotes focuses on Hernández and Darling-Hammond’s 2019 report on deeper learning for the Learning Policy Institute. This concise report offers research-based action plans for implementing Deeper Learning in public and charter school networks. Using the examples of…
If students learn more from succeeding than failing, how can we reframe what it means to fail?
What do peer-generated questions accomplish in the learning process… and what are their limitations?
A group of teacher-researchers suggest that video might be teachers’ key to better professional development as discussion practitioners.
Two recent articles push us to expand the formality of language and setting that counts as “engagement” in discussion-based courses.
Even without sophisticated video games at our disposal, we find Shute and Ventura’s embrace of games for formative assessment inspiring and wonder, after reading, what it might look like for teachers to enact “stealth” assessments in existing classrooms without sophisticated technology.
We often use metaphors to describe what we do in the classroom. Do those metaphors help us, or do they hurt us?
Experienced online teachers show a preference for, and a desire for more, student-centered practices. Their voices can remind innovators where to focus.
Active learning, at least at first, benefits extroverts more than introverts. What can we do about it?