This blog first appeared on Corwin Connect. Education researcher John Hattie’s ground-breaking research about the factors that influence student achievement gives us much to think about in terms of our habits and practices. It helps us to prioritize initiatives, counteract negative influences, and get rid of practices – such as retaining students – that show little evidence… Continue reading Supercharge Your Classroom in 5 Steps
How do we empower students to handle complexity -- and change the world? This question has always been at the heart of our work. And we continue to develop and refine resources that show us the way. In the craziness of the last week (I did three days of trainings in Australia, then a workshop… Continue reading Big Questions, Big Solutions
Today's post was written by a 2015 Ed2Save Fellow, Jessie Mouw. Her Fellow's Project is to promote and redefine the importance of failure as a natural and important part of the learning process. Her words follow: The Case for Failure-Friendly Schools Failure has become the subject of much consideration in roughly the last decade, as… Continue reading Should we teach students to embrace failure?
Do you dream of busting out of the factory model of education? Become an Ed to Save the World Fellow and push the boundaries of how we teach and learn! July 6 - 8, 2016 in Washington, DC. Click here for the application or email email@example.com for more information.
Here’s a quotation to start off your week: “We Have Met the Audience and She Is Us” That’s the title of Judith Bradshaw Brown’s contribution Hubbard and Power’s Living Questions: A Guide for Teacher Researchers. Bradshaw’s title suggests a pretty awesome and simple idea that is embedded in the concept of action research - the supposition that in… Continue reading Trending: Action Research
The Dalai Lama writes in his Ethics for the New Millennium: Happiness arise from virtuous causes. If we truly desire to be happy, there is no other way to proceed but by way of virtue: it is the method by which happiness is achieved. And, we might add, that the basis of virtue, its ground,… Continue reading #4 Reflect, renew, recalibrate
In their new book, Transitioning to Concept-Based Curriculum and Instruction authors Lynn Erickson and Lois Lanning outline the steps necessary to create and implement a concept-based curriculum. The first chapter outlines why traditional content objectives are problematic. This almost seems heretical considering how much emphasis standards documents and schools place on objectives. But their logic… Continue reading The problem with objectives
We’re all experienced it: the sudden and unshakeable desire to know something or to figure something out. But, what sparks that feeling? What makes us need to know? In this article in Knowledge Quest, psychologist Daniel Willingham of University of Virginia describes the three steps of a curiosity “episode”: We see a mental challenge that… Continue reading Try this: Inspire Curiosity
Google, google everywhere, but not an app to sync! Okay couldn’t resist making an Ancient Mariner allusion, but to be honest that’s how it feels sometimes. There’s so much education technology out there, but how do we actually start integrating it in our classroom? What works and what is just “so cool” hype? Here’s a… Continue reading How I Innovate: Google EdTech
By and large, formal schooling is set up to push learning onto students. Adults decide what they need to learn and when they will learn it. Students show up and (most?) take notes and complete exercises. Contrast that with learning that students pull because they have a reason to learn it. Push vs. pull terminology… Continue reading Think about… push vs. pull learning