We choose to move forward and change our schools in this decade, not because it is easy, but because it is hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win!
Physics teacher Dolores Gende is shifting her teaching to a student-driven learning model by selecting some areas of focus each year. This year it’s assessment. “I see assessment as an ongoing process that informs me and my students and gauges the progression of learning. I partner with my students, and they appreciate not being constrained by fixed deadlines and dead-end quiz scores. They prefer the ample opportunities we create to demonstrate they can accomplish all of our Learning Objectives.”
If you missed our book launch party for The Connected Teacher: Powering Up — here’s the archive of the complete hour, plus audio clips of readings by teacher authors Patti Grayson, Brian Crosby, Kathy Cassidy, Marsha Ratzel and Shelley Wright. Be inspired and motivated by their personal stories of connected learning and teacher transformation. And some great conversation.
I’ve been thinking, experimenting and testing out ideas about how to move math instruction forward in my classroom, using technology and Problem-Based Learning as much as I can. It’s a daunting task even if I’ve done it before in science. We aren’t all the way to PBL yet. But I think a recent inquiry activity we did is foundational — it begins to shift responsibility for learning onto the students’ shoulders.
Along with creativity, collaboration, and communication, critical thinking is one of the four components of learning in the 21st century. Unlike the other three, critical thinking is often difficult to reduce to bite-size pieces of understanding and challenging to teach to others.