What might we learn from our learners about how school could be?
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.