Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school’s culture.
High school students at Science Leadership Academy explain what they value in their education.
Teaching math as intellectual discipline and a creative endeavor could help a generation of students learn to love numbers.
An encouraging new report describes preliminary, first-year outcomes from a study of 3,000 middle school students that shows kids can, in fact, learn more in science classrooms that adopt a well-designed, project-focused curriculum.
When you want to improve your physical health, you don’t have to eat one specific type of food or exercise in a specific way. Rather, you need an appropriate mix of healthy foods and exercise — no one thing is required. Different types of exercise and foods are in some sense interchangeable. What matters is that you get the appropriate dose. Could this common idea from health translate into the world of education?
Project-based learning continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing.
Teaching standards doesn’t necessitate a standardized approach to teaching. Teachers share ideas for providing a standards-based, but authentic learning experience for all students.
Some university teaching practices are held sacred, but perhaps college professors can learn from progressive teaching tactics of K-12 classrooms.
Setting aside the two predominant narratives of education, there’s a third vision taking shape that’s yet to be defined. What would a reimagined education system value and teach?