Personal & Professional Education Discussion
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We read a longitudinal study examining US gifted systems failing to identify students with spatial aptitude over the past 60 years. We search for the causes and consequences of undervaluing spatial reasoning, and identify classroom practices that support those students in our schools.
Later, we discuss ways to get the benefits of peer observation for teachers when observable colleagues are not readily available.
Finally, in a Mixed Bag we discuss a question from a listener who pushes us to dive into our assumptions about testing and teaching based on the second segment of 036.
Cover image by David Fant.
Lakin, J. Wai, J. (2020) Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students. British Journal of Educational Psychology. Online First. https://doi.org/10.1111/bjep.12343
Bautista, A., Wong, J., & Cabedo-Mas, A. (2019). Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development. Journal of Music Teacher Education, 28(3), 28-42.
We drink Morbidly Obese Pug, an imperial chocolate stout from the Maplewood Brewery & Distillery in Chicago, IL.