by Shelley Wright | May 8, 2019 | Less Teacher, More Student, Making The Shift, The Compelling Need for Change, Voices
Why do we have so many students who are frustrated and bored, just waiting to be challenged? We’ve made education about manipulation and hoops instead of inspiring our students to pursue learning that matters to them — learning that can help them make a difference in our communities and the world. By beginning with the Why questions, says teacher Shelley Wright, we can create powerful student-driven learning environments.
by Kathy Cassidy | Mar 13, 2019 | Less Teacher, More Student, Making The Shift, Passion Based Learning, Voices
Science and health lend themselves easily to PBL (passion or project-based learning) in my mind. But I wasn’t sure how I was going to make it all work in a social studies unit about relationships, rules and responsibilities. I want this to be based on what the students are interested in. Yet there really is nothing about the words “relationships,†“rules†and “responsibilities†that has the ability to inspire passion in most six-year olds. But then I thought about our six Nintendo DS gaming devices.
by Powerful Learning Practice | Aug 31, 2016 | CLC, Community of Practice, Connected Leadership, innovation, Leadership, Learning, Passion Based Learning, Personal, Sheryl
I have a confession to make. I have been struggling lately, well actually for a few years. Struggling with making the time for original thought. You know, true creative genius. The type of thinking that comes from being well read (so as to be able to contrast and...
by Matt Renwick | Aug 1, 2014 | Connected Leadership, Voices, Web Tools That Deepen Learning
Principal Matt Renwick explains how his K-5 school is using Digital Student Portfolios to boost student achievement and promote connected learning. Renwick includes samples from actual student portfolios.
by Pernille Ripp | May 14, 2014 | Less Teacher, More Student, Making The Shift, Passion Based Learning, Voices
I believed that being new meant I had to follow someone else’s advice for the first six weeks of school, or I would be doomed. Now I know that students mostly know how to do school, and we must respect their intelligence as we build community with them.