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"Curating new and relevant content and tailoring it to their own, unique needs will become a key skill required by future teachers. Why? Professional development becomes attractively cost effective in such a process, and money and budgets are powerful influencers for change."

"Learning is all about asking questions and finding answers to them. An inquisitive mind is one that goes beyond the status quo and probes deep below surface meanings. To foster such kind of thinking inside our classroom requires some hard work and a serious investment in time and efforts. We, as teachers and educators, need to prepare the right environment where inquisitive minds can nourish and grow. We need to water this environment with a culture of asking questions."

"What if the most underrated skill in school is thinking? I know, that sounds crazy. But how often do we tell kids what they are going to learn, tell them what to make, tell them what tool to use, tell them when to finish, tell them what questions to find the answers to. What if we stopped telling them things? What if we realized that knowing everything as the "teacher" and being the "expert" in the room is overrated. Because thinking? Asking questions? Growing? Developing ideas? Creating? Solving problems by digging in and pushing through the hard stuff that lies between a problem and a solution? That's learning."

"Before we dig in, let's start with a quick multiple-choice quiz: Font : Text :: A. Hat : Head B. Coffee : Tea C. Voice : Speech The answer is C. The font you choose to display text is every bit as important as the voice you use to speak if you want a reader to not only understand what they are reading, but also remember it as well. The primary purpose of type is not really to be readable, but to convey information that is to be remembered. Surprisingly, readability might not always lead to the best information retention. "

"Project-based learning is not 'doing projects'. PBL is student-driven and specifically open to interpretation to ensure students learn through carrying out a project and not doing a project pre-designed by the teacher. They are driven to answer a 'big' question and carry out their inquiry and design in teams. They are also under pressure to present their results to a third party of some kind. The students decide on how to achieve the goals and are not carrying out teacher-designed tasks."

"Some tasks numb the soul, says Sarah Raffray, head of St Augustine's Priory in Ealing. "I'm talking about death by worksheet. There's nothing more killing than dragging your child to the table when you can't find anything intrinsically interesting about spotting adjectives." Ideally, she says, homework should inspire, divert and nurture a lifelong love of learning. Sound unrealistic? According to independent schools, it comes down to the quality of homework set by teachers. "Homework should be about engaging higher thinking skills and rarely about the right answer," says Raffray. "

"Each student, every day, is on a journey of discovery, and I believe that every single teacher can make a difference in that voyage. We can teach kids that they are special, that there are certain things in the world that don't have easy answers, that there are moments in your life that will open up your heart, that they are not just one of fifty goldfish in a small pond with a limited food supply."

"It's been 30 years since I developed the notion of "multiple intelligences." I have been gratified by the interest shown in this idea and the ways it's been used in schools, museums, and businesses around the world. But one unanticipated consequence has driven me to distraction-and that's the tendency of many people, including persons whom I cherish, to credit me with the notion of 'learning styles' or to collapse 'multiple intelligences' with 'learning styles.' It's high time to relieve my pain and to set the record straight."