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shared by Meghan Cureton on 10 Jul 17 - No Cached

You can’t just snap your fingers, and show a video, and it’s done,” she said. Rather, the school needed to adopt a philosophy of kindness that was “infused and woven through
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initiatives had to seem to come from within, organically
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They also do a “mix-it-up” exercise, borrowed from Borba’s book, that moves students around in advisory groups to blend grade levels. And to get teacher buy-in, select students attend occasional faculty meetings to share what excites them about their project and how their classmates are responding.
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Simple changes can have an outsized effect. Knowing the names of all the students in school, being generous with “hellos,” and encouraging teachers to greet every student by name in class, for example, are low-burden but powerful exercises,
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“kindness strategies” are short and focused, rooted in relationships, carried out repeatedly, and related to actual events in school,
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Two of the most fruitful exercises Carrollwood Day embraced, both borrowed from the Harvard project, were “Circle of Concern” and “Relationship Mapping.”
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shared by Bo Adams on 19 Dec 17 - No Cached

The learning classroom is active, collaborative, and full of real, thoughtful, academic-discipline-informed discussion with students working together to solve challenging problems
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But when the teachers see it, really get it, there is no going back. It is what they are after for their students and classes: problem-based, project-based, inquiry-based, discussion-based-all student-centered deep learning.
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And to pursue learning for their students, teachers must be pedagogical scientists. Every day, in every class, teachers must conduct research and experiments into the most compelling learning experiences for their students. In these experiments is unavoidably innovation.
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We can support teacherly innovation/experimentation a host of ways: Establish it as an expectation in posts for jobs and at the time of hiring new teachers. Discuss it in teacher evaluations and self-assessments. Feature examples of it in faculty meetings. Provide innovation grants for summer design work. Give time to teachers (through course loads, class enrollments, course reductions, and even sabbaticals) for innovation work.
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