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Time is a resource we still haven't figured out how to use wisely. This blog post addresses some of the questions about how we schedule learning in school.

Some evidence that 100% "time on task" might actually be counterproductive if you want to develop creativity.

Thanks Chris. I'm currently reading Jonah Lehrer's "Imagine: How Creativity Works." lots of tie-ins with this research (Kounios is one of his main sources). I wonder if we can build such mind- wandering into our classes...do physics labs allow for "deliberate zoning out time"? Probably not.

A website, University of Kent, outlines some steps for managing time, doing lists, creating action steps.

Do we care enough about allowing time for teachers to collaborate in schools? Granted the emphasis is on teaching students. I get that, but what about the need for teachers to share, exchange, grow in their work, etc. That is harder to accomplish in isolation.

This goes back to the discussion of creating PLNs and PLNCs. Richard Byrne gave a good presentation on this a while back (http://www.slideshare.net/rbyrnetech/constructing-a-pln-3465767). Robert Jacobs' blog - Education Innovation - has been writing on this topic for years. I still refer back to this 2009 article from time to time. http://educationinnovation.typepad.com/my_weblog/2009/07/welcome-to-the-revolution-the-professional-networked-learning-collaborative.html

""Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.""

"So, learning math is somewhat like learning to read: we can do it, but it takes time and effort, and requires mastering increasingly complex skills and con- tent. Just about everyone will get to the point where they can read a serious newspaper, and just about everyone will get to the point where they can do high school-level algebra and geometry-even if not everyone wants to reach the point of comprehending James Joyce's Ulysses or solving partial differential equations."

The great challenge for journalists is also the challenge for educators. We do need to look for the new ways to learn and share and reach each of our students. We cannot afford to teach the same old stuff in the same old way and expect that to be sufficient for our new students in this new time. Thanks to Bo A. for the lead to this article.

Loving this question for all the math reasons, but I'm also pretty psyched about the idea of using scratch-off stickers!

Admittedly, peer grading is not the same as grading by an expert who really knows the material. But it is better than nothing! In fact, done conscientiously, using a well designed rubric, it's a lot better than you might think, particularly when the results are compared with grading by an instructor who has a large number of assignments to grade in a limited amount of time! In some studies, students were observed to learn better when they were asked to actively assess their answers and those of their peers according to the instructor's rubric. In particular, students who self-graded using a rubric outperformed students who were graded by instructors.

The NY Times has launched a new section discussing NYC schools. Some interesting info in here.

Thanks for this resource Beth. I have an interest in this work. Bob

Great find. I've listened to the entire discussion linked in Devlin's talk and it is fantastic.

While this research is interesting and may have something to say to all educators, I can't imagine teaching without the art of "asking good questions." Good questions ignite critical thinking on the part of students.

While focused on teaching reading to elementary students, the points raised here apply also to mathematics teaching ... reducing everything to a single way and a single answer is stifling, minimizing, and counterproductive.

Managing your Twitter account can be a full-time job. Apps are a great way to use Twitter more efficiently, but with so many options, choosing the right tool is difficult. Below, we've handpicked seven of our favorite under-the-radar tools to take your Tweeting to the next level. 1.

A spectacular (yet-to-be-named) game for teaching formal logic!

Looks like an interesting game. All the information is there so the students need to use the cards to come up with an "answer" to a problem OR construct their own problems. I like this kind of game for learning. Are you familiar with SET. Not the same, but similar idea. Bob

Absolutely! SET rocks. Lots of possibilities with that. As long as we're posing excellent games, I think Blockus is magnificent!