By Rebecca Chopp. I prefer the term “thrive” because I feel “success” is too easily interpreted in the context of grades, honors, awards, and other forms of external recognition. The word “thrive” draws attention to how each individual flourishes within a community context and lets us pay attention to the development of social and moral character as well as knowledge and wisdom. More...

By Linda Hall. Students clearly tend to like “like.” But can they be weaned? First, though, let’s check in with a few grown-ups.
John McWhorter, in a New York Times article (“Like, Degrading the Language? No Way”), argues that the word “often functions to acknowledge objection while underlining one’s own point. … What’s actually happening is that casual American speech is, in its ‘like’ fetish, more polite than it was before.” More...

By Paul Hanstedt. I’m just going to come right out and say it: I like teaching gen ed. I like it a lot. In fact, I like it more than my major classes. OK, so if my dean calls, I’m going to say I didn’t really mean that. But honestly—just between me and you, Chronicle readers—I do. More...

By Stephen Downes - Stephen's Web. Using Webb's Depth of Knowledge to Increase Rigor
Gerald Aungst, Edutopia, 2014/09/11
Just another example of a case in education research where a pointless taxonomy is developed and named after someone (one wonders how far education would advance if this practice were no longer allowed). Webb's "Depth of Knowledge" taxonomy is purported to "categorize tasks according to the complexity of thinking required to successfully complete them." In this case, "complexity" appears to be a completely arbitrary measure, especially as it applies to the difference between "strategic thinking" and "extended thinking". More...