Learning-goal maps are a way to organize a learning experience that focuses on the demonstration of learning first, then aligns other elements of the experience accordingly. It also creates an opportunity to co-create with students using a student version of learning goal maps.
When we write and share ideas with the world, we hope it will inspire conversations and new questions about how our work will impact professional practices. This is especially true for blog posts, where we can push the envelope a little further and be provocateurs who launch discourse. With social media, sometimes that discourse becomes more limited, as many readers align themselves with folks who agree with their own thinking. That’s not really discourse, though; it doesn’t push thinking or change anyone’s opinion or create actions toward better ways of doing things. Which brings us to the focus of this month’s blog post on affinity spaces. Read more
In our current contemporary educational landscape, it has become more important than ever to invite student voice into our curriculum and instructional decisions. Their voices invite opportunities for personalization, authenticity, buy-in, motivation, and increased performance. Read more
In this blog post, we’d like to revisit Learning Tenet One:
The learner engages with relevant, worthy inquiries and experiences that are interesting or emotionally gripping. Read more
In our new book, The Quest for Learning, we ask teachers to consider how they might make their instructional practices more contemporary. We’ve talked to literally hundreds of teachers as we explore some of the facets of “right now” interests and skills, and we’d like to share some of what we’ve discovered. Note that this is not an exhaustive list of questions, just a few that were generated from our work with teachers over the last few years and have influenced what we wrote in the new book. If you have some of the same questions about how you might make your practices more contemporary, we invite you to consider the following: Read more