Sometime ago, a student came into my office and he spoke with passion about how he wished people would greet each other in the hallways. His eyes began to tear up as he described what I began to imagine was a community behaving in interdependent ways, each person having personal regard for others. What the […]

Teaching holds the tension between certainty and ambiguity. When teachers plan units and lessons, we draw upon our craft knowledge to design a series of experiences with logic, flow, coherence, and outcomes, to name a few aspects. And teaching is ambiguous at the same time because in the course of a lesson, students respond in […]

Action plans have numerous practices that need to be implemented. Here’s a useful collaborative strategy for prioritizing implementation. I’ve used this with different schools including Canadian Academy in Kobe when I was working with Stephen Taylor and the CA faculty to implement creative inquiry. The Purpose of this Strategy The visualization of priorities using a […]

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 […]

This blog post might end up with a nice title like “Why Collaboration is Key.” But really, it is about why as educators, we can’t just do whatever we want (in isolation). Imagine that you are a student and that the information on this infographic represents a student’s experience in school.   Some students will be […]

The other day I had a badly-designed experience in a restaurant. The food came about 50 minutes after we ordered it, which was bad enough. But the real clunker was, they failed to serve the drinks, which was water for two and an orange fizz for the third. That we had to wait for 50 […]

Learning is scalable. The fractal of how we learn transfers into smaller versions of the full design—such as the specific process of learning how to write from personal significance, with a personalized process, seeking our own audiences and feedback to get better at writing. These patterns also transfer into larger-scale systems predicated on assumptions that […]