A meeting protocol which uses dialog to surface assumptions, clarify group identity, and moves into a discussion leading into focus and action plans.
Since the IBSG2018 there’s been a buzz around disrupting school as it has been, by IB educators calling ourselves the “IB rebel alliance” provoked into action by Taryn BondClegg. Some of the big ideas that have brought some welcome, refreshing disruptions to the model of schooling come from Studio 5 at ISHCMC. The new blog […]
Revisiting interdisciplinary learning pivoting on approaches to learning skills brings the metaphor of an alloy. An alloy is created when two or more elements are physically fused into a new substance, but it retains the properties of something strong, a metal, even though the alloy itself may contain nonmetal elements (Helmenstine, 2017). (One of the […]
We finally sorted out our mentoring groups for the passion pathways, today. For weeks, students have been clarifying their Personal Vision Plans. They’ve done research on their personal goals, including viewing videos of interviews on the Naviance platform on what brought individuals to their passions, how they pursued becoming experts at learning for their fields, […]
A recent workshop on inquiry approaches to teaching and learning surfaced a lot of questions about the visibility of the learning process. Some of the questions that emerged from the inquiry were, How do we know our students are learning? What might we do to create experiences to facilitate learning? What might we do to […]
The bad news is that change is difficult. The good news is, we can scale it. Shifting mindsets in education requires action. It may be daunting to think of how to change an entire system at once. Moving to action from perception is a cultural challenge, especially when perception is mired in habits. This Mindshift […]
One of the topics that can fuel hours of teacher dialog is the difference between assigning tasks and teaching the process by which tasks can be pursued through inquiry. Assigning might consist of telling students to do a task. Teaching a process involves teaching approaches to learning, which might allow students to problem solve for […]
