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Therein lies the tension that makes wikiHow so spellbinding. It's a bare-bones SEO play, living and dying on the search queries of frustrated homemakers and maladjusted teens, but it's also, for better and often for worse, one of the web's foremost resources for the frustrated, annoyed, sad, or depressed. It lacks the scruples to compensate the army of contributors without whom its for-profit business model would quickly crumble, but thanks to the infinite idealism of those volunteer editors and a bounty of articles on navigating the terrors of adolescent social life, it is a place of startling warmth. It's one of those magical places where the collision between the web's structuring algorithms and its users' idiosyncratic humanity is on full display.

he campaigns can also embed code on their websites that allows Twitter to find people later on, so someone who visits Scott Walker’s donate page may later see ads on Twitter about donating to the campaign, regardless of whether that user ever mentioned Scott Walker on Twitter. Using Tailored Audiences, the Walker aide said the campaign has been able to draw donors, volunteers, petition signers, and others.

It’s learner-centered teaching—it’s those instructional strategies and approaches designed and used by teachers who want learners to be motivated, independent, and self-regulated.

We criticize students for their surface learning approaches and yet I see a lot of surface learning when it comes to teaching. Our infatuation with teaching techniques—the tips, tricks, and gimmicks that can make our teaching dance—yes, they’re important, but so are the assumptions and premises on which they rest. We quest for “right” answers to what we think are simple questions. “Should I call on students or let them volunteer?” The answer depends on a host of variables including; how you call on students, who you call on, when you call on them, and what’s the motivation behind calling on them. Thinking that good teaching results from having right answers trivializes the complexities that makes teaching endlessly fascinating.

learning about teaching. I have talked with teachers who admit they don’t do any pedagogical reading and others who don’t do any professional development activities. How can you expect to stay instructionally alive and well when you’re not taking actions that promote health? It’s not about needing to improve; it’s about wanting to grow. It’s about taking our love of learning and tackling teaching as a subject to be mastered, a skill to be developed.