Author Archives: Bill Zoellick
Back in September I wrote about the different understandings of what makes “authentic science learning” authentic and therefore engaging for students. Since writing that post, my Schoodic Institute colleagues and I have started a project that involves students in forest ecology and … Continue reading
“Authentic” science learning is generally considered to be a good thing that might help engage students who are otherwise not interested in science. But … what makes science education authentic?
Last Friday I was participating in a panel discussion about connecting informal science learning and classroom science–and the question of connecting informal science to standards came up. It’s a perfectly reasonable question. After all, teachers are expected to pay a … Continue reading
As I was reading this morning I ran across this: As the great nineteenth-century mathematical physicist Lord Kelvin famously said, “If you cannot measure it, you cannot improve it.” We need real-time data to understand our performance: are we getting … Continue reading
Last week I joined a group of science and math teachers to talk about how the new school year was going. One of the teachers is working in a school where the administrative directive is to shift to “proficiency based” and … Continue reading
How do we measure progress as we improve schools? In a blog post this past week week Brian Drayton noted that while you can look at the improvement in performance of a business by looking at its bottom line, this doesn’t … Continue reading
The other day I picked up a month old (November 10) New Yorker while waiting for an appointment and started reading an article by James Surowiecki titled “Better All the Time.” I learned that in 1976 Kermit Washington, a former college basketball star … Continue reading