Imagine being able to bring students into the learning, immersing them in the worlds they are exploring for "real". Google Expedition makes it possible.


Parent teacher conferences as they once existed no longer work for the 21st century learner. It's time to empower the students to share their learning with parents in a safe and neutral environment.


Dr Doug Green shares thoughts about current controversy involving transgender rights and high school sports and bathroom spaces. This opinion article doesn't profess to have all of the answers, but wants to open a dialogue that helps us find some kind of equal treatment for all. Please read and share your thoughts.


Who knew that promoting your personal brand could be a potential conflict of interest with your job? Read on to avoid the pitfalls.


Want an activity that allows students to get their voices heard AND address issues being studied? Try this activity.


Social media can help get students interested in current events. Check out Twitter's new Moments feature and get kids connecting learning to what's happening in the world.


Have you ever got caught not knowing? Did the warmth overtake your usual composure? What if we flipped that experience and made it into a positive? What if I said we have to, to help kids know that learning doesn't always happen the first time? Read on


The best ways to get students to take risks is by modeling what that looks like, unafraid of the potential failure. The most important gift we can share with students is the transparency of our choices and how to bounce back from the missteps.


Risk taking can be dangerous work, but if we don't do it, then we die in our stagnation and our students' successes die with us. How can we boldly leap in front of the flames and make the needed changes to ensure continuous growth? Check this out.


Avoid using "pretty words" to escape the powerful but time consuming task of giving learning altering feedback. Read on for some useful tips.


The opinions expressed in Work in Progress are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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