Category: Educational policy and teaching practices

… Like a little bit of beauty, rising from the muck? I think so.  I’ve been following the press about fidget devices (spinners and cubes), with quite a bit of interest, both personal and professional. The purpose of my blog is, after all, to comment on educational trends. As it turns out too though, I […]

  “Mindset” isn’t a curriculum. But if it isn’t a package that can be bought, studied, and implemented, then what is it? There are a couple of ways to answer that question. It is a theory about achievement motivation. But when you see the word “theory” that can be a cue to tune out, right? […]

“Mindset” is solid. The straw-man-arguments against it, are, well, flimsy. I don’t know about you, but I’ve been bothered by the backlash against the “growth Mindset” perspective in education. I admit that I found Dweck’s book Mindset a little lackluster, but for my own practice of teaching and writing, I haven’t been concerned because I’ve […]

Hello and Happy New Year! I haven’t much time for my usual long-winded expositions lately, sorry! But that doesn’t mean that I haven’t had some things on my mind. Instead of writing long pieces, I have been posting my thoughts on current news-stories over on my companion facebook page where a handful of like-minded folks […]

“Metacognition” – a current buzz word in education circles, yes, but unlike some it’s a buzz word with solid empirical backing. It really is worth thinking about. Metacognition’s definition is short and sweet: Meta- refers to “above” and Cognition- refers to “thinking, reasoning, and problem solving.” So the short definition really is something akin to […]