“Out beyond ideas of right and wrong, there is a garden. I’ll meet you there.” – Jelaluddin Rumi for colleagues to whom I am about to say goodbye There are only 12 school days before the school year ends, and it’s a time for celebrations of learning. One of the things I am most grateful […]

Hirsch’s concept of feedforward presents us with the force of time orientation as a mindshift for assessment to become part of how our schools self-organise and lead toward transformation.

Teaching students to become more self-directed in their approaches to learning  is our goal. When we scaffold ways of thinking, we hold deep in our minds the intention that at some point, the student is able to think through a process, pick approaches that work for him or her, and proceed on a cyclical, iterative inquiry […]

With the recent and visible crisis of trust involving Facebook, Thomas Friedman in his NYT op-ed points out that the VUCA world has been speeding up. “We can compete, connect, collaborate and create with more other people in more ways, from more places, for less money and with greater ease than ever before.” And, Friedman […]

This journey toward becoming the aspirational self is the fulcrum of a self-directed individual. Self-directed people are not forced to learn through the mandate of an evaluation of performance. They are not mechanical in their response to students’ learning needs. They are craftspeople, always honing the craft of teaching through emotionally-intelligent responses to the day to day events in their classrooms.

The MYPChat on Twitter this morning raised a few questions that significantly impact the development of the MYP in our schools. How do we implement all the elements of the MYP mindfully balancing teacher workload and program goals? was a question from @reidau1 (who is our MYPChat facilitator this week) which tickled thinking from the conversation […]

Recently I’ve been thinking about the value of the Personal Project and how the process recalls an important feature of Reggio-inspired learning. In the Reggio philosophy, the learner is on a journey toward identity and place in the world, and learning is research toward finding and shaping that identity through a recursive inquiry process. And […]