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Look for connections across seemingly unrelated areas. For example, Peterson has systematically applied principles he’s used to learn about wine to the domain of leadership development

Make time for reflection. A growing body of research shows that systematically reflecting on work experiences boosts learning significantly. To ensure continuous progress, get into the habit of asking yourself questions like “What have I learned from this experience?” and “What turned out differently than I expected?”

One of a leader's most important roles is to be a model for teachers–who then become models for students. Modeling digital learning in professional learning communities, faculty meetings, parent events, and everyday tasks helps adult learners in the school challenge themselves to authentically learn how to use technology.

But so it goes. The one side says, “drill and kill.” The other says “drill for skill.” Basically, though, just about every mathematician and math education researcher who was interviewed for this story agrees that the perfect math class should have a mix of skills and problem solving. They just can’t agree on the amounts of each, when to add them, and what to skip.

Global teachers (should) care about education as a whole, as well as their school and their classroom.  I just want to iterate that if the person only looks at sharing and learning globally, but cannot connect with those in their classroom or school, I would not consider them a “global teacher”.  They just know that we are better when we work together, not just taking, but contributing.  They know what they share makes a difference for others, as well as knowing what they learn from others makes a difference for their school and students.

Help them to separate themselves from their work and related performance. Help them to understand that our lives aren't single decisions, but a vast tapestry of connections, with any single moment, performance or failure barely visible, and only important as it relates to their lives as a whole.

How do I respond when I'm challenged, both inwardly and outwardly? Which resources and strategies do I tend to favor, and which do I tend to ignore? What can I do to make myself more aware of my own thinking and emotions? What happens if I don’t change anything at all?

Like anything, it is first a matter of visibility -- understand what is necessary, seeing it when it happens, emphasizing and celebrating it, etc.

The more that students see themselves face major and minor challenges in the classroom, and then see the effects of how they respond, the more conditioned they'll become to responding ideally on their own.

How we feel and think about ourselves matters in learning.

Sheer IQ is not sufficient for innovation, or even as important as current knowledge.

Habits are nearly invisible. You engage in them without realizing they are there. And you can look at another organization that is succeeding and not notice the real differences between how that outstanding organization behaves and how your organization behaves. When looking at outstanding organizations, you may miss the important trees and just see the forest.

fixed mindset

the growth mindset,

a malleable approach to the world

believe that at a certain point, what you have is all you’re ever going to have:

“You’re too old to learn a foreign language.”

fixed mindset, you believe that at a certain point, what you have is all you’re ever going to have

In conversation, “skill” and “talent” are often used interchangeably – but there’s an essential difference: Talents are innate. Skills are earned.

he growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.

The growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.

“The growth mindset does allow people to love what they’re doing – and continue to love it in the face of difficulties. … The growth mindset allows people to value what they’re doing regardless of the outcome.” Remember those students in Hong Kong. Be humble, act as if you’re remedial, and you’ll learn all the more!

In conversation, “skill” and “talent” are often used interchangeably – but there’s an essential difference: Talents are innate. Skills are earned.

As much as possible, take object orientation out of the equation. Focus on the task at hand. Don’t compare yourself to others or worry if you’re making the knowledge stick. Just learn- stolidly, patiently, and without tripping over your own expectations.

Focusing on innate qualities and praising purely for current ability inhibits learning, while praising the process of learning and growth instead of immediate talent promotes it.

We think like a designer, not like a teacher, when we say: the teacher is just one element in the design. The choice of task, pedagogy, groupings, flow of work, resources, furniture, light, noise level, role of people and text – all of these design elements are arguably as important as the teacher.

What are those conditions, in a nutshell? I would highlight the following: Thought-provoking intellectual challenges (inquiries, questions, problems) The challenge has been designed to optimize self-sustaining and productive work by learners, related to a clear and intellectually worthy goal The learners have become reasonably competent in classroom routines that foster productive goal-focused work The challenge cannot be accomplished by a worksheet, checklist or recipe. It requires strategic use of knowledge and skill, creative problem-solving, and critical thinking; and the eliciting of multiple perspectives on how to address the challenge and gauge progress. There is an unambiguous product or performance goal (even if there is ambiguity about how to achieve the goal), supported by clear criteria and standards, thus permitting ongoing student self-assessment and self-adjustment. There is enough feedback within the challenge (and resources) that the work can be maximally self-sustaining and productive. The teacher is therefore freed up to coach for a significant amount of time, permitting personalized feedback and guidance (as well as just-in-time mini-lessons). This coaching role also permits the teacher to determine what is and isn’t working in the challenge, and thus enables the teacher to quickly change gears if the desired learning is not occurring or the process is not working.

In other words, it is a poor design for learning that puts all the burden of teaching and processing on the teacher. Then, the teacher can neither coach nor understand what is going on in the minds of learners. Worse, endless teaching, no matter how expert, soon becomes passive and without much meaning to learners who must wait days, sometimes weeks, to get meaningful chances to interact with the content, to try out their ideas on others, and to get the feedback they need.

Group-worthy tasks – Focus on central concepts or big ideas that require active meaning-making The challenge itself has ambiguity or limited scaffold and prompting so that student meaning-making and different inferences about the task and how to address it will emerge. Are best accomplished by ensuring that multiple perspectives are found tried out in addressing the task. This not only rewards creative and non-formulaic thought but undercuts the likelihood that one strong student can do all the key work. Provide multiple ways of being competent in the task work and the task process Can only be done well by a group, but are designed to foster both individual and group autonomy. (The teacher’s role as teacher and direction-giver should be minimized to near zero). Demand both individual and group accountability Have clear evaluation criteria