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 […]

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 […]

“Insanity is continuing to do the same thing over and over and expecting different results” is a quote often used in the press and by politicians. (It is misattributed to Einstein, but there is no proof he wrote or said it.) This witty and seemingly overused statement may be from a mysterious origin, but it […]

Last week I was able to see some smart groups at work. In the MYP, collaboration is a large part of our work. It’s one of our set of standards, producing some of our best work as a programme.  Just to name some products of collaboration, we work together to create the subject overview, interdisciplinary […]

When we develop curriculum in schools, we’re saying “scope and sequence,” to mean the progression of learning experiences we design for our students. The term “scope and sequence” suggests that learning is a linear progression from a beginning point, through a series of points, ending at a particular point. This linear model might have evolved […]