Extending the use of tools which operationalise thinking for the learner and the teacher supports the iterative nature of designing effective instruction.
Thinking our way systemically toward systems implementation.
A meeting protocol which uses dialog to surface assumptions, clarify group identity, and moves into a discussion leading into focus and action plans.
Polarities consist of the tension between two stances, and often they are perceived as problems when they are not; polarities co-exist, and when organizations address one to the neglect of the other, the imbalance creates conflict, or at least disagreement.
There is a bridge between teaching and learning made explicit in the IB World through the framework Approaches to Teaching and Learning.
Especially as it pertains to creating conditions for learning, mandating a pace that might carry forward each and every one in the organization is a delicate and complex bundle of decisions.