Teachers of Significance

Pundits abound with promises that technology can "replace the middleman" in education.  Although I grate against the idea that a thoughtful, concerned, reflective, intelligent, passionate, caring adult--a teacher!--is the equivalent to a business owner who marks up merchandise for profit, the metaphor of the middleman forced me to think about just what, exactly, does the teacher add in a cloud-based, post-2007 , MOOC world, where a myriad of apps and sites (e.g. Khan Academy) can tailor feedback and where content has gotten so cheap (e.g. MIT's free courses, or sites like Coursera --featuring coursework from Stanford, UPenn, and Johns Hopkins--or nifty-looking courses like "Analytics in Course Design" through Dartmouth via Canvas ). Surely, teachers are not simply haggling with students for a better price on learning!  But just the same, I am asking myself what is the value-added I am bringing to my students that cannot be replaced. But if teachers are middle

Book Review If this book is filled with so much common sense--offer choice, give students a voice in their learning-- then why do I find myself invigorated by the potential of my students as I read it? We want to offer answers, students want questions. We offer safety, they love risk. We want them to play the role of the dutiful student, and they want to play a socially important role, an expert or daring personality. Basically, Armstrong drives home the point that the intense neuroplasticity of adolescent brains makes teaching teens a bit of wild fun, but it's not a game whose rules we, as adults, often fully understand or remember. For example, one chapter focuses on peer learning communities. In my experience, and through my home school district, we have focused consistently on Cooperative Learning modalities which are informed by the research of David and Roger Johnson at the University of Minnesota. They remind us that cooperative learning is not an activity to do,