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whatever you do, chances are you have information to share with other people, and developing your curation skills—both in terms of how much you offer and how you deliver it—is going make that sharing a lot more effective.

When we dump a lot of information on a person at once, we are working against their brain. Cognitive load theory suggests that the brain can only take in so much at once. When we’re presented with a whole bunch of information, our brains have to ignore some in order to process the rest. Eventually, if too much keeps coming at us, we reach the point of cognitive overload, where we get more than we can handle. At that point, a lot of people just shut down, and even simple information can’t get in.

But the rest of us would do better off with the help of curators. That’s what a good museum does for us: It takes piles and piles of artifacts and selects only a few to represent an idea, a moment, an event, or a phenomenon.

Portfolios allow students to regularly reflect on their learning process—deepening their connection to content.

For portfolios to be truly valuable to both students and teachers, they need to provide insight into not only what students created as a representation of their learning, but also how and why they created it. If the ultimate goal is to develop students as learners,  they need an opportunity to make connections to the content as well as the overarching learning objectives.

“By capturing student learning progress and performance in the moment… we can bring learning to life.”

Students are on this bus because they want to be.

Experiences are at the heart of change. We change when we do something, when we interact with the world.

The backbone is a hand-built, peer-to-peer learning environment, not a series of lectures.