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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.
Mylien Duong is the Senior Director of Research at the Constructive Dialogue Institute. What follows is a conversation between Mylien and R.E.A.L.® founder Liza Garonzik about CDI’s groundbreaking new report on Polarization in K-12 Classrooms. This conversation has been lightly edited for clarity. Liza: Tell us, what is the Constructive Dialogue Institute? Where did it…
Sarah Odell is the Director of Faculty Practice and Research at the Hewitt School’s Center for Gender and Ethical Leadership in Society. We recently spoke with her about the power of research in schools. The interview that follows has been lightly edited for clarity. Tell us a little about your role at Hewitt. I run…
Have you noticed that kids today aren’t talking to each other? We have. We see that today’s teens are connecting with each other, certainly — they spend hours interacting with one another from behind the comfort (and, at times, the agony) of their screens. Yet when kids are off-screen, together, they struggle to talk —…
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.