Group items tagged

What might students do in such schools, in the absence of prescribed subjects? They might work together in diverse teams to build robots, roller coasters, gardens, and human-powered submarines. They might write and publish a guide to the fauna and history of a nearby estuary, or an economics text illustrated with original woodcuts, or a children's astronomy book. They might produce original films, plays, and spoken word events on adolescent issues, Japanese internment, cross-border experiences, and a host of other topics. They might mount a crime scene exhibition linking art history and DNA analysis, or develop a museum exhibit of World War I as seen from various perspectives. They might celebrate returning warriors, emulating the bard in Beowulf, by interviewing local veterans and writing poems honoring their experiences. The possibilities are endless.

Changing the subject, then, means deriving the curriculum from the lived experience of the student. In this view, rather than a collection of fixed texts, the curriculum is more like a flow of events, accessible through tools that help students identify and extract rich academic content from the world: guidelines and templates for project development, along with activities and routines for observation and analysis, reflection, dialogue, critique, and negotiation.

Parents around the dinner table and teachers in the classroom should ask, ‘Who had a fabulous struggle today?

how to model a growth mindset amongst students and one of her key principles is encouraging teachers to see themselves as learners, and, just like students are all capable of learning and improving, so too are teachers

A second principle requires that schools provide opportunities for teachers to try new things and make mistakes.

what will teachers and the school learn as part of the process, rather than whether the new idea is going to be a success or a failure.

inked to it, and equally vital, is providing a chance for teachers to reflect upon their new ideas and consider what they learned from the process. Ideally, this reflection should focus less on whether the idea was a success or a failure, but rather on what the teacher learnt from the process.

First, personalizing professional development pathways with modules and badges reflect an individual teacher’s learning needs.

the brain remodels dramatically during the teenage years.

Adults often tell teens that their feelings are at full blast because of “hormones.” This usually doesn’t go over very well, plus it’s probably inaccurate.

research suggests that the impact of pubertal hormones on teenagers’ moods is indirect, at best.

Here’s the bottom line: What your daughter broadcasts matches what she actually experiences.

Really, it’s just that intense, so take her feelings seriously, regardless of how overblown they might seem.