Why Peer Teachers Learn More

Saturday, August 29, 2015
Why peerteachers learn more

We’re hard-wired to learn from our interactions with others. Not only do we get information from listening to other people, we also learn a lot from teaching. According to Rolf Ploetzner, and his co authors on the paper Learning by Explaining to Oneself and to Others, “In research on collaborative problem…

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Now-ism: Why Perfect Scores Don’t Matter And What To Focus On Instead

Monday, August 24, 2015

Education is what people do to you; learning is what you do to yourself.” These are the wise words of Joi Ito, Director of the MIT Media Lab. In a recent TED Talk, Ito reveals a revolutionary style of innovation that he and his colleagues discovered during a time when…

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Learning to Ask Better Questions: 12 Tricks

Sunday, August 23, 2015

There’s plenty of literature on how to ask other people questions, but what about directing questions to ourselves? We can ask our students all the tricky questions we can think of, hoping to boost their critical thinking skills, but the ability to ask questions oneself–rather than just answering them–separates true…

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Pedagogue or Peer: Addressing the Social Dynamic Between Tutor and Tutee

Sunday, August 16, 2015

Where did it come from? This blind respect young people give their elders, children their parents, followers a deity. These students didn’t know me. I didn’t have a master’s degree. They hadn’t read my book. I hadn’t written one. Throughout the semester, I would see one boy grooving at a…

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The Truth About Deliberate Practice

Sunday, August 16, 2015

It’s been six years since Malcolm Gladwell popularized the concept of deliberate practice in his book, Outliers. What made it so popular was the notion that, when approached correctly, practice could effectively replace talent. As long as you reached the magic mark of 10,000 hours of dedicated study, you could…

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The Power of “I Don’t Know”

Saturday, August 15, 2015
More and more, the only things that seem

We have a real problem with intellectual humility in this country. Or should I say, lack thereof. It’s frowned upon to be uncertain, to lack expertise, to meet a question with another question. If we don’t know the answer to something right away, it’s viewed as a weakness rather than…

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10 Core Competencies To Focus On

Saturday, August 8, 2015
blended study

Teachers and employers across the globe have at least one belief in common when it comes to educating our society: 21st century skills are no longer a luxury but a necessity. “The skills that are easiest to teach and easiest to test are now also the skills that are easiest…

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How To Bring the Joy Back Into Learning

Sunday, July 26, 2015

Last year, the Organisation for Economic Co-operation and Development (OECD) was publicly accused of “killing students’ joy for learning.” The OECD publishes the Programme for International Student Assessment (PISA), which is an assessment that allows educational performances to be examined on a common measure across 34 countries. A letter signed…

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How to Win a Nobel Prize, According To a Nobel Prize Winner – And What It Has To Do With Learning

Saturday, July 25, 2015

Not everyone is destined to win a Nobel Prize, but a close examination of past winners’ practices suggests we all have control over the way we approach learning and discovery. In 1986, esteemed mathemetician and computer scientist Richard Hamming delivered a talk to his former Bell Labs colleagues called “You…

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Why Straight-A Students Haven’t Learned As Much As You Think

Monday, July 20, 2015
not learning much

The moment I received my college diploma, I knew I was going to enter the workforce remembering at best a third of what I’d learned. Nearly everthing I’d read or heard about Existentialism, British Imperialism, and Japanese wood block prints would slip from my memory and flutter away with every…

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InformED is an Open Colleges blog about all things education.

We help educators stay up to date with the latest education technology, join the conversations in pedagogy and understand the psychology of a developing mind.

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