Throughout my career, I have had the kind of jobs where "deliverables" are things like meetings and papers and presentations--in other words, intangible products. But this year, even as I experienced the challenging side of making, I also experienced a special reward when my projects were complete.
New Hampshire's Assessment for Learning Project (ALP) has been a quest to deepen and personalize competency-based learning for all students.
Distinctive Schools has been implementing a next generation model of learning that embraces personalized learning. In our academic model, we set high expectations for students to become curious, engaged learners who can thrive in college, career, and life and will be able to adapt and succeed in new and unknown contexts.
By providing authentic opportunities to practice self-direction, connect with the larger community, collaborate with peers, and develop their respect for social responsibility, the annual Magnolia Makers Market is one way Montessori For All works toward preparing children to be successful leaders in the 21st century.
If you want to achieve certain goals in 2018 or build on certain relationships, the most effective thing you can do on New Year's Day is to resolve to focus on the habits necessary to achieve such goals.
What happens when teachers are given the same learning experiences as students? It's transformative.
The International Center for Educational Research and Practice aspires to address the challenge of "inter-sectionality of thought." Bringing research and practice together is the only way school districts and their communities can create the learning environments that will prepare today's students for tomorrow's future.
To prepare students for a lifetime of learning, empower them with choice in how they consume and learn content.
What do you think of when you hear independent learning? Many people imagine students on laptops. But when integrated with a holistic personalized learning model that includes multiple learning modalities, it can be much more than that.
Today I grapple with one of the real conundrums I wrestle with all the time: how do we push students to do a level and quality of work they don't necessarily believe they can do? And at some point, I referred to this as "the rigor question."