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Join a Book Discussion where it's OK if you didn't read the book
Are you eager to discuss new and thought-provoking books about teaching? Do you have a pile of books you haven’t yet had the time to read?
This informal discussion group will explore a different book or resource at each meeting. After a brief overview of the book’s main themes, we will spend most of our time engaging in informal discussion about the ideas and their implications for teaching.
Be sure to vote on a future book or suggest your own options below.
Stay tuned...the book discussions will start again in the Fall!
Antiracism and Universal Design for Learning: Building Expressways to Success, Andratesha Fritsgerald
Understanding by Design meets Neuroscience, Jay McTighe & Judy Willis
We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom, Bettina L. Love
The Spark of Learning: Energizing the College Classroom with the Science of Emotion, Sarah Rose Cavanagh
Agile Faculty: Practical Strategies for Managing Research, Service, and Teaching, Rebecca Pop-Ruark
Help steer our exploration by voting on future book discussion options and sharing your own book recommendations.
Vote on Future Book Discussion OptionsGrading for Equity, Jon Feldman
Grading for Equity challenges nearly all our assumptions about assigning grades. As the cover states, this book tackles, “one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students.” Although written from a K-12 perspective, the book provides challenging ideas about issues such as the impact of grades on motivation, common but mathematically inaccurate practices, arguments against grading participation or practice work, and requiring retakes/revisions, among others.
Distracted: Why Students Can’t Focus and What You Can Do About It, James Lang
Why is it so hard to get students to pay attention? Conventional wisdom blames phones and personal devices, insisting that access to technology has ruined students’ ability to focus. James Lang argues that this solution obscures a deeper problem: how we teach is often at odds with how students learn. Classrooms are designed to force students into long periods of intense focus, but emerging science reveals that the brain is wired for distraction. We learn best when able to actively seek and synthesize new information. In Distracted, Lang shares ideas about how educators can structure their classrooms less as distraction-free zones and more as environments where they can actively cultivate their students’ attention.
Listen to a 10-minute podcast summary of the book.
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