teachers

Fresh Off the Press: Parents’ Guide to Microschools — from gettingsmart.com

We’re excited to announce and share our new Parents Guide to Microschools, a clear and approachable introduction to one of the fastest growing learning models in the country. The guide unpacks what microschools are, how they work and why families are increasingly drawn to intimate, relationship centered environments. It highlights features like flexible schedules, small cohorts, personalized pathways and hands-on learning so parents can picture what these settings actually look and feel like.

It also equips families with practical tools to navigate the decision making process: key questions to ask during visits, indicators of strong culture and instruction, considerations around cost and accreditation and how to assess overall fit for each learner. Whether parents are simply curious or actively exploring new options, this guide offers clarity, confidence and a starting point for imagining what learning could look like next.

“My students use ChatGPT to attack their own thinking before I ever grade them.” [Winkel] + another item re: AI in our LE’s

On 12/10/2025, in adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, bots, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, creativity, digital learning, education, education technology, emerging technologies, experimentation, faculty/staff, future of higher education, game-changing environment, generational differences, graphics, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, liberal arts, library / librarians, lifelong learning, multimedia, pedagogy, personalized/customized learning, platforms, productivity / tips and tricks, skills, society, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, trends, United States, universities, vendors, vision/possibilities, workplace, by Daniel Christian

Beyond Infographics: How to Use Nano Banana to *Actually* Support Learning — from drphilippahardman.substack.com by Dr Philippa Hardman
Six evidence-based use cases to try in Google’s latest image-generating AI tool

While it’s true that Nano Banana generates better infographics than other AI models, the conversation has so far massively under-sold what’s actually different and valuable about this tool for those of us who design learning experiences.

What this means for our workflow:

Instead of the traditional “commission ? wait ? tweak ? approve ? repeat” cycle, Nano Banana enables an iterative, rapid-cycle design process where you can:

Sketch an idea and see it refined in minutes.
Test multiple visual metaphors for the same concept without re-briefing a designer.
Build 10-image storyboards with perfect consistency by specifying the constraints once, not manually editing each frame.
Implement evidence-based strategies (contrasting cases, worked examples, observational learning) that are usually too labour-intensive to produce at scale.

This shift—from “image generation as decoration” to “image generation as instructional scaffolding”—is what makes Nano Banana uniquely useful for the 10 evidence-based strategies below.

Why Parents Aren’t Reading to Kids, and What It Means for Young Students [Harkay]

On 12/10/2025, in education, K-12 related, learning, learning ecosystem, parents/guardians, participation, reading, research, student-related, teachers, trends, United States, writing, youth, by Daniel Christian

Why Parents Aren’t Reading to Kids, and What It Means for Young Students — from the74million.org by Jessika Harkay
A recent study found less than half of children are read to daily. The consequences are serious for early learners who enter school unprepared.

For children not getting the benefits of being read to at home, the opportunity gap has widened, with those young students entering school unprepared compared to those who have been read to.

“The gap really begins very, very early on. I think we underestimate how large a gap we’re already seeing in kindergarten,” said Susan Neuman, professor of childhood and literacy education at New York University, adding she recently visited a New York City kindergarten classroom and saw some children who only knew two letters compared to others who were prepared to read phrases.

A 2019 Ohio State University study found a 5-year-old child who is read to daily would be exposed to nearly 300,000 more words than one who isn’t read to regularly.

“Introducing AI assistants with memory” + other items re: AI in our learning ecosystems

On 12/01/2025, in accessibility / UDL, adjunct faculty, Artificial Intelligence/Agents/LLMs/and Related, bots, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, digital learning, digital video, education, education technology, emerging technologies, experimentation, faculty/staff, future of higher education, game-changing environment, generational differences, Google, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, IT in HE, K-12 related, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, library / librarians, memory, multimedia, personalized/customized learning, platforms, productivity / tips and tricks, student-related, teachers, teaching & learning, tools, training / L&D, trends, United States, universities, vendors, by Daniel Christian

4 Simple & Easy Ways to Use AI to Differentiate Instruction — from mindfulaiedu.substack.com (Mindful AI for Education) by Dani Kachorsky, PhD
Designing for All Learners with AI and Universal Design Learning

So this year, I’ve been exploring new ways that AI can help support students with disabilities—students on IEPs, learning plans, or 504s—and, honestly, it’s changing the way I think about differentiation in general.

As a quick note, a lot of what I’m finding applies just as well to English language learners or really to any students. One of the big ideas behind Universal Design for Learning (UDL) is that accommodations and strategies designed for students with disabilities are often just good teaching practices. When we plan instruction that’s accessible to the widest possible range of learners, everyone benefits. For example, UDL encourages explaining things in multiple modes—written, visual, auditory, kinesthetic—because people access information differently. I hear students say they’re “visual learners,” but I think everyone is a visual learner, and an auditory learner, and a kinesthetic learner. The more ways we present information, the more likely it is to stick.

So, with that in mind, here are four ways I’ve been using AI to differentiate instruction for students with disabilities (and, really, everyone else too):

The Periodic Table of AI Tools In Education To Try Today — from ictevangelist.com by Mark Anderson

What I’ve tried to do is bring together genuinely useful AI tools that I know are already making a difference.

For colleagues wanting to explore further, I’m sharing the list exactly as it appears in the table, including website links, grouped by category below. Please do check it out, as along with links to all of the resources, I’ve also written a brief summary explaining what each of the different tools do and how they can help.

Seven Hard-Won Lessons from Building AI Learning Tools — from linkedin.com by Louise Worgan

Last week, I wrapped up Dr Philippa Hardman’s intensive bootcamp on AI in learning design. Four conversations, countless iterations, and more than a few humbling moments later – here’s what I am left thinking about.

Finally Catching Up to the New Models — from michellekassorla.substack.com by Michelle Kassorla
There are some amazing things happening out there!

An aside: Google is working on a new vision for textbooks that can be easily differentiated based on the beautiful success for NotebookLM. You can get on the waiting list for that tool by going to LearnYourWay.withgoogle.com.
…
Nano Banana Pro
Sticking with the Google tools for now, Nano Banana Pro (which you can use for free on Google’s AI Studio), is doing something that everyone has been waiting a long time for: it adds correct text to images.

Introducing AI assistants with memory — from perplexity.ai

The simple act of remembering is the crux of how we navigate the world: it shapes our experiences, informs our decisions, and helps us anticipate what comes next. For AI agents like Comet Assistant, that continuity leads to a more powerful, personalized experience.

Today we are announcing new personalization features to remember your preferences, interests, and conversations. Perplexity now synthesizes them automatically like memory, for valuable context on relevant tasks. Answers are smarter, faster, and more personalized, no matter how you work.

From DSC :
This should be important as we look at learning-related applications for AI.

For the last three days, my Substack has been in the top “Rising in Education” list. I realize this is based on a hugely flawed metric, but it still feels good. ?

– Michael G Wagner

Read on Substack

I’m a Professor. A.I. Has Changed My Classroom, but Not for the Worse. — from nytimes.com by Carlo Rotella [this should be a gifted article]
My students’ easy access to chatbots forced me to make humanities instruction even more human.

“The AI opportunity in L&D isn’t one thing – it’s five different capability unlocks.” [Vinauskaite] + other items re: AI in our LE’s

On 11/21/2025, in Artificial Intelligence/Agents/LLMs/and Related, business, cloud-based computing / apps / other cloud-related, colleges, community colleges, corporate / business world, corporate universities / corporate training, digital learning, emerging technologies, faculty/staff, game-changing environment, higher education, innovation, instructional design, learning agents, learning ecosystem, Learning Experience Design, memory, online learning, Open AI, pedagogy, platforms, productivity / tips and tricks, professional development, simulations, skills, student-related, teachers, teaching & learning, tools, training / L&D, United States, universities, workplace, by Daniel Christian

AI’s Role in Online Learning > Take It or Leave It with Michelle Beavers, Leo Lo, and Sara McClellan — from intentionalteaching.buzzsprout.com by Derek Bruff

You’ll hear me briefly describe five recent op-eds on teaching and learning in higher ed. For each op-ed, I’ll ask each of our panelists if they “take it,” that is, generally agree with the main thesis of the essay, or “leave it.” This is an artificial binary that I’ve found to generate rich discussion of the issues at hand.

Two cool items involving art and creativity

On 11/21/2025, in art, collaboration, creativity, Emotion, K-12 related, more voice more choice more control, relationships, student-related, teachers, by Daniel Christian

Simon Laveuve’s Scaled-Down Tableaux Reveal Post-Apocalyptic Lifestyles — from thisiscolossal.com by Simon Laveuve and Kate Mothes

Bringing High School Students and Kindergartners Together to Make Art — from edutopia.org by Cory Desmond
A look at how teachers can have students collaborate across grades on an art project that promotes creativity and teamwork.

What happens when high school students and kindergartners collaborate? Art. Innovation. Growth. And so much more.

Inspired by illustrator Mica Angela Hendricks’s collaborations with her 4-year-old daughter—in which Hendricks would begin by drawing a portrait and then have her daughter add to it—I formalized the concept into an inter-grade art lesson. It’s a replicable, three-stage project based on vertical collaboration. This model bridges the creative and social gap between students, weaving together technical skill and imagination through methods based in social and emotional learning (SEL).

It operates by passing a structured project back and forth, compelling older students to engage with empathy, relationship maintenance, and responsible decision-making. Simultaneously, it empowers younger students, giving them significant creative autonomy through their own responsible choices. By breaking down the separation between age groups, cross-grade collaborations cultivate essential skills in ways that isolated classrooms typically can’t.

In this article, I’ll provide a flexible framework for vertical collaboration—a blueprint that teachers can adapt for their own cross-grade collaborations.

“Textbooks are no longer one-size-fits-all” [Fitzpatrick] + other items re: AI in our learning ecosystems

On 11/18/2025, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, bots, change, changing business models, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education, education technology, emerging technologies, experimentation, faculty/staff, game-changing environment, generational differences, Google, higher education, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, K-12 related, law schools, learner profiles, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, liberal arts, lifelong learning, Open AI, platforms, productivity / tips and tricks, student-related, teachers, teaching & learning, technologies for your home, training / L&D, trends, United States, universities, vendors, by Daniel Christian

Three Years from GPT-3 to Gemini 3 — from oneusefulthing.org by Ethan Mollick
From chatbots to agents

Three years ago, we were impressed that a machine could write a poem about otters. Less than 1,000 days later, I am debating statistical methodology with an agent that built its own research environment. The era of the chatbot is turning into the era of the digital coworker. To be very clear, Gemini 3 isn’t perfect, and it still needs a manager who can guide and check it. But it suggests that “human in the loop” is evolving from “human who fixes AI mistakes” to “human who directs AI work.” And that may be the biggest change since the release of ChatGPT.

Results May Vary — from aiedusimplified.substack.com by Lance Eaton, PhD
On Custom Instructions with GenAI Tools….

I’m sharing today about custom instructions and my use of them across several AI tools (paid versions of ChatGPT, Gemini, and Claude). I want to highlight what I’m doing, how it’s going, and solicit from readers to share in the comments some of their custom instructions that they find helpful.

I’ve been in a few conversations lately that remind me that not everyone knows about them, even some of the seasoned folks around GenAI and how you might set them up to better support your work. And, of course, they are, like all things GenAI, highly imperfect!

I’ll include and discuss each one below, but if you want to keep abreast of my custom instructions, I’ll be placing them here as I adjust and update them so folks can see the changes over time.

Free Music Discovery Tools [Caplan & Dalla Riva]

On 11/17/2025, in art, content development, aggregation, repositories, creativity, digital audio, Emotion, engagement / engaging students, learning, learning ecosystem, liberal arts, media/film, multimedia, music, platforms, student-related, teachers, tools, vendors, by Daniel Christian

Free Music Discovery Tools — from wondertools.substack.com by Jeremy Caplan and Chris Dalla Riva
Travel through time and around the world with sound

I love apps like Metronaut and Tomplay, which let me carry a collection of classical (sheet) music on my phone. They also provide piano or orchestral accompaniment for any violin piece I want to play.

Today’s post shares 10 other recommended tools for music lovers from my fellow writer and friend, Chris Dalla Riva, who writes Can’t Get Much Higher, a popular Substack focused on the intersection of music and data. I invited Chris to share with you his favorite resources for discovering, learning, and creating music.

Sections include:

Learn about Music
Discover New Music
Learn an Instrument
Tools for Artists

How is AI impacting the learning ecosystems out there (esp. L&D)? Check these postings out.

On 11/13/2025, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, assessment, bots, change, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, digital learning, education technology, emerging technologies, Europe, faculty/staff, future of higher education, game-changing environment, generational differences, global / globalization, Google, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, IT in HE, K-12 related, law schools, learner profiles, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, learning theories, liberal arts, library / librarians, lifelong learning, Microsoft, online learning, productivity / tips and tricks, skills, society, student-related, teachers, teaching & learning, tools, training / L&D, trends, UK, United States, universities, vendors, vision/possibilities, workplace, by Daniel Christian

Gen AI Is Going Mainstream: Here’s What’s Coming Next — from joshbersin.com by Josh Bersin

I just completed nearly 60,000 miles of travel across Europe, Asia, and the Middle East meeting with hundred of companies to discuss their AI strategies. While every company’s maturity is different, one thing is clear: AI as a business tool has arrived: it’s real and the use-cases are growing.

A new survey by Wharton shows that 46% of business leaders use Gen AI daily and 80% use it weekly. And among these users, 72% are measuring ROI and 74% report a positive return. HR, by the way, is the #3 department in use cases, only slightly behind IT and Finance.

What are companies getting out of all this? Productivity. The #1 use case, by far, is what we call “stage 1” usage – individual productivity.

.

From DSC:
Josh writes: “Many of our large clients are now implementing AI-native learning systems and seeing 30-40% reduction in staff with vast improvements in workforce enablement.”

While I get the appeal (and ROI) from management’s and shareholders’ perspective, this represents a growing concern for employment and people’s ability to earn a living.

And while I highly respect Josh and his work through the years, I disagree that we’re over the problems with AI and how people are using it:

Two years ago the NYT was trying to frighten us with stories of AI acting as a romance partner. Well those stories are over, and thanks to a $Trillion (literally) of capital investment in infrastructure, engineering, and power plants, this stuff is reasonably safe.

Those stories are just beginning…they’re not close to being over.

“… imagine a world where there’s no separation between learning and assessment…” — from aiedusimplified.substack.com by Lance Eaton, Ph.D. and Tawnya Means
An interview with Tawnya Means

So let’s imagine a world where there’s no separation between learning and assessment: it’s ongoing. There’s always assessment, always learning, and they’re tied together. Then we can ask: what is the role of the human in that world? What is it that AI can’t do?
…
Imagine something like that in higher ed. There could be tutoring or skill-based work happening outside of class, and then relationship-based work happening inside of class, whether online, in person, or some hybrid mix.

The aspects of learning that don’t require relational context could be handled by AI, while the human parts remain intact. For example, I teach strategy and strategic management. I teach people how to talk with one another about the operation and function of a business. I can help students learn to be open to new ideas, recognize when someone pushes back out of fear of losing power, or draw from my own experience in leading a business and making future-oriented decisions.

But the technical parts such as the frameworks like SWOT analysis, the mechanics of comparing alternative viewpoints in a boardroom—those could be managed through simulations or reports that receive immediate feedback from AI. The relational aspects, the human mentoring, would still happen with me as their instructor.

Part 2 of their interview is here:

“They’re not necessarily trying to cheat; they’re just being efficient”

Seeing The Unseen Students: The Invisible Strength of Teachers [Tazkiya] + The Power of Play [Bray]

On 11/13/2025, in education, Emotion, ideas, K-12 related, learning, learning ecosystem, more voice more choice more control, motivation, parents/guardians, pedagogy, play, student-related, teachers, United States, youth, by Daniel Christian

Seeing The Unseen Students: The Invisible Strength of Teachers — from teachthought.com by Tasneem Tazkiya
One afternoon, I asked a different question: “What would make school feel worth showing up for again?”

A Moment That Changed My View of Teaching
I’ll never forget a student I’ll call Jalen. He was bright and quick with answers, sharp in debate, but he had built a wall around himself after a difficult year at home. He’d stopped turning in work and began sitting silently in the back of the room, disengaged and defiant.

One afternoon, instead of lecturing him about missing assignments, I asked a different question: “What would make school feel worth showing up for again?”

That simple question opened a door. Over the following weeks, Jalen began sharing ideas for projects connected to his interests, designing sneakers and exploring how geometry applies to shoe patterns. I adapted lessons to let him create, design, and analyze. Slowly, his confidence returned. Months later, he told me, “You made me feel like my ideas mattered.”

That moment reminded me that teaching isn’t just about delivering content; it’s about restoring belief in learning, and in oneself.

Also see:

The Power of Play — from barbarabray.net by Barbara Bray

Play brings joy and happiness to learning. Infusing play in schools prepares kids as future citizens.
When you play a game with your friends, how do you feel?

When you see children playing with other children, what do you notice?

Ask a child if they remember the worksheet they filled out last week.
Did they have fun?

Do they remember what they learned?

Let’s play more and discover how learning unfolds.
Schools can invest in more play through games, interactive experiences, and just making learning fun. Providing engaging activities through play creates learners who become critical thinkers, researchers, and designers.

Also re: teaching and learning:

Using Classic Texts From the Past to Foster Future-Ready Skills — from edutopia.org by Lauren Kaufman
High school teachers can use texts from the canon to promote the skills their schools or states have identified as essential for graduates.
Empowering Students Through a Focus on Incremental Progress — from edutopia.org by Kathy Collier
Elementary teachers can help students feel confident tackling big goals by encouraging them to focus on getting a little bit better every day.
Discovering Global Sounds Through the Recorder — from edutopia.org by Nina Stern, JoDee Scissors
Music teachers can guide exploration of musical styles from around the world to spark elementary students’ curiosity and build community.
Entrepreneurial Mindset in Middle School — from rdene915.com by Dr. Rachelle Dené Poth

“OpenAI’s Atlas: the End of Online Learning—or Just the Beginning?” [Hardman] + other items re: AI in our LE’s

On 10/28/2025, in 21st century, 24x7x365 access, adult learning, Artificial Intelligence/Agents/LLMs/and Related, assessment, assistive technologies, change, collaboration, colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, digital learning, education technology, emerging technologies, experimentation, faculty/staff, game-changing environment, generational differences, heutagogy, higher education, homeschooling/homeschoolers, human-computer interaction (HCI), innovation, instructional design, intelligent systems, intelligent tutoring, internet, IT in HE, K-12 related, law schools, learner profiles, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, learning theories, liberal arts, library / librarians, lifelong learning, memory, online learning, online media, online tutoring, Open AI, pedagogy, personalized/customized learning, platforms, productivity / tips and tricks, reading, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, trends, United States, universities, usability, user experience (UX), vendors, virtual tutoring, vision/possibilities, web-based collaboration, by Daniel Christian

OpenAI’s Atlas: the End of Online Learning—or Just the Beginning? — from drphilippahardman.substack.com by Dr. Philippa Hardman

My take is this: in all of the anxiety lies a crucial and long-overdue opportunity to deliver better learning experiences. Precisely because Atlas perceives the same context in the same moment as you, it can transform learning into a process aligned with core neuro-scientific principles—including active retrieval, guided attention, adaptive feedback and context-dependent memory formation.

Perhaps in Atlas we have a browser that for the first time isn’t just a portal to information, but one which can become a co-participant in active cognitive engagement—enabling iterative practice, reflective thinking, and real-time scaffolding as you move through challenges and ideas online.

With this in mind, I put together 10 use cases for Atlas for you to try for yourself.
…

6. Retrieval Practice
What: Pulling information from memory drives retention better than re-reading.
Why: Practice testing delivers medium-to-large effects (Adesope et al., 2017).
Try: Open a document with your previous notes. Ask Atlas for a mixed activity set: “Quiz me on the Krebs cycle—give me a near-miss, high-stretch MCQ, then a fill-in-the-blank, then ask me to explain it to a teen.”
Atlas uses its browser memory to generate targeted questions from your actual study materials, supporting spaced, varied retrieval.

From DSC:
A quick comment. I appreciate these ideas and approaches from Katarzyna and Rita. I do think that someone is going to want to be sure that the AI models/platforms/tools are given up-to-date information and updated instructions — i.e., any new procedures, steps to take, etc. Perhaps I’m missing the boat here, but an internal AI platform is going to need to have access to up-to-date information and instructions.

Chegg CEO steps down amid major AI-driven restructure — from linkedin.com by Megan McDonough

Edtech firm Chegg confirmed Monday it is reducing its workforce by 45%, or 388 employees globally, and its chief executive officer is stepping down. Current CEO Nathan Schultz will be replaced effective immediately by executive chairman (and former CEO) Dan Rosensweig. The rise of AI-powered tools has dealt a massive blow to the online homework helper and led to “substantial” declines in revenue and traffic. Company shares have slipped over 10% this year. Chegg recently explored a possible sale, but ultimately decided to keep the company intact.

Entrepreneurship: The New Core Curriculum [Vander Ark]

On 10/27/2025, in apprenticeships, collaboration, curriculum, education, entrepreneurship, future, ideas, innovation, instructional design, K-12 related, leadership, learning ecosystem, Learning Experience Design, real-world assignments, skills, student-related, teachers, United States, by Daniel Christian

Entrepreneurship: The New Core Curriculum — from gettingsmart.com by Tom Vander Ark

Key Points

Entrepreneurship education fosters resilience, creativity, and financial literacy—skills critical for success in an unpredictable, tech-driven world.
Programs like NFTE, Junior Achievement, and Uncharted Learning empower students by offering real-world entrepreneurial experiences and mentorship.

“Entrepreneurship is the job of the future.”

— Charles Fadel, Education for the Age of AI

This shift requires a radical re-evaluation of what we teach. Education leaders across the country are realizing that the most valuable skill we can impart is not accounting or marketing, but the entrepreneurial mindset. This mindset—built on resilience, creative problem-solving, comfort with ambiguity, and the ability to pivot—is essential in startups, as an intrapreuer in big organizations, or as a citizen working for the common good.

Where are tomorrow’s teachers? Education degrees drop over 2 decades. [Merod]

On 10/27/2025, in career development, colleges, data related items, education, education reform, learning ecosystem, participation, society, teachers, United States, universities, workplace, by Daniel Christian

Where are tomorrow’s teachers? Education degrees drop over 2 decades. — from k12dive.com by Anna Merod
Declines came in both bachelor’s and master’s degrees awarded between 2003-04 and 2022-23, an AACTE analysis of federal data shows.

The number of education degrees awarded in the U.S. steadily decreased in the nearly two decades between 2003-04 and 2022-23, according to a new analysis of federal data by the American Association of Colleges for Teacher Education.

Bachelor’s degrees in education dipped from 109,622 annually to 90,710 while master’s degrees declined from 162,632 to 143,669 in that time span, AACTE said in its report on data from the U.S. Department of Education.

How To Increase (Self-)Motivation [Kuepper-Tetzel]

On 10/27/2025, in education, Emotion, experimentation, faculty/staff, homeschooling/homeschoolers, K-12 related, learning, motivation, parents/guardians, productivity / tips and tricks, psychology, society, student-related, teachers, by Daniel Christian

Digest #182: How To Increase (Self-)Motivation — from lifehack.org by Carolina Kuepper-Tetzel

No matter whether you are a student or a teacher, sometimes it can be difficult to find motivation to start or complete a task. Instead, you may spend hours procrastinating with other activities and that opens an unhelpful cycle of stress and unhappiness. Stressful environments which are common in educational settings can increase the likelihood of maladaptive procrastination (1) and hamper motivation. This digest offers four resources on ways to think about and boost (self-)motivation.

Also see:

Learning Ecosystems

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