This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
That means a good curriculum rises to the level of its book choices: These should be windows and mirrors that open up varied, challenging conversations. Instead, our students wind up loving these books in ways that often surprise us. Despite this, books are facing curricular extinction as other technology threatens to crowd them out.
As a result, the learning culture does not evolve or becomes stagnant for both learners and educators. My point is that the focus should be on taking a critical lens to traditional practices and determine if the way in which they are being implemented is actually in the best interests of a vibrant and prosperous learning culture.
It’s usually only used in academic research—you’ll see it in educational psychology books, in school textbooks. What we know—and this is what we’ve been learning—is that girls have a cultural pressure to be quiet. Girls have a cultural pressure not to be angry, not to use their voices. Instructor: Exactly.
September 8th is International Literacy Day, a great time to think about promoting a class culture that values reading. Below are strategies and resources I’ve used to cultivate a reading culture in my classroom. The Booklist Assignment is designed to help students select a book they’ll enjoy. Booklist Assignment.
While I am proud of all the books that I have been honored to write, this one was a bit more special. Another driving force for this book was to bring a shining light on all the fantastic practices spearheaded by educators both prior to and during the pandemic. For more details on the book, click HERE.
No matter how “evergreen” a book, the fact of the matter is that things change, or new perspectives are gleaned. If you are interested in a book study after the holidays there is a comprehensive study guide and an impressive bulk order discount through ConnectEDD Publishing (email info@connecteddpublishing.com ).
To do so, the right mindset and strategies are needed to create classroom cultures where learners are empowered to replace conventional ideas with innovative solutions to authentic solutions. As I have said for years and emphasized in the book, “ Don’t prepare learners for something. Supplemental resources Over time things change.
That leader was Nicki Slaugh , my co-author of our book Personalize. My chance encounter with Nicki eventually led to the idea of writing this book after my first year of coaching. The book also emphasizes the importance of building strong relationships and a positive school culture to support these changes.
Thriving cultures that produce results make every effort to keep this on the positive side. Pile on the positive feedback Sometimes there is never enough of a good thing when it comes to building up culture. Listening is one of the best tools that can be leveraged to gather crucial information on the pulse of a culture.
An entire book could be written about the topic (if not a series of books). This led to many dozens of answers. There are dozens of types of questions and categories of questions and forms of questions and on and on and on.
Truth be told, no book or course can replace authentic experience. Autonomy creates a culture that promotes the freedom to take risks and fail forward. All of the elements above help a leader build trust amongst staff resulting in a positive school culture. Leadership is hard. Initiating and sustaining change is even harder.
Co-create a vision A shared and co-created vision has the potential to transform an organization's culture. Leverage intrinsic motivators I recommend reading Dan Pink's book, "Drive." Extrinsic rewards are problematic as they create an expectation and seldom result in lasting cultural changes. The result is scalability.
If you haven’t noticed, I have been a tad bit excited over the past couple of weeks leading up to the release of my new book. It is about taking a hard look at the type of school culture leaders are currently sustaining and asking is this really preparing our students for success.
We were able to transform the learning culture of a traditional school and in the process got results while becoming an example that others emulated. Image credit: https://andrewherrick.files.wordpress.com If we are to improve learning and ultimately school-based outcomes student agency needs to be a real element of school culture.
For me, in the case of the latter, that was writing a new book. In this book, my hope was to make a compelling case that the best way to do this is to create a disruptive thinking culture in the classroom and beyond. The pandemic gave many of us a great deal of time to engage in projects both personally and professionally.
Now I didn’t refer to them as these in the book, but the purpose of my blogging is to share my reflections and expand on ideas. In Disruptive Thinking in Our Classrooms , I identified six dimensions of disruptive thinking.
Some see it as the holy grail of education, and this has manifested in countless books and presentations, especially at technology conferences. School leaders must build trust, foster a positive school culture, and make informed decisions based on data and human judgment. I am not going to mince my words.
I just worked with some third graders, and they had to explain why a characters traits in the book that we read helped them sell more lemonade than the brother sold. What advice would you give other educators looking to build a culture of authentic engagement using technology? Dont overthink it.
During this time, I developed the Pillars of Digital Leadership and later authored the book around concepts that I found pivotal to the change process leading to transformation. Transitioning from a traditional to a more personalized culture emphasizes equity while providing learning spaces that are more reflective of the real world.
The Book Professor blog provides the following perspective: How often have you heard the saying, “Experience is the best teacher.” I struggled to earn a good grade in both classes, but because of the classroom culture he created, I worked hard. I vividly remember the food and atmosphere, but not the score of each game.
What He Wrote and Why it Matters Jons first book, Human Biodiversity: Genes, Race, and History (1995), came out of a simple but transformative observation: the science of human difference had changed dramatically over the twentieth century, and most people, including many scientists, hadnt caught up. That distinction was central to the book.
It was at this point that we planned longitudinal work over the course of the year, which included a book study using Disruptive Thinking in Our Classrooms. In every classroom, I saw evidence of a vibrant culture of learning and competency-based strategies where students followed a unique path and worked at their own pace.
I (Mariam) grew up in a Pakistani diaspora family, where I observed roti-making as an organizing tradition of my home culture, but one that remained a gender-exclusive space for girls, mothers, and aunties. Their cultural commentary on social media often rejects patriarchal expectations about making the perfect round, flaky roti.
It was a mistake to assume that all parents would be as enthusiastic about the book as I was. A concerned parent took issue with the language used in the book and its depictions of drug use. She immediately called the district to ask that the book be removed from my curriculum. This is a culture of fear, not of trust.
Upon leaving New Milford High School a few weeks ago, I was like a proud father who watched his children grow up, mature, and experience undeniable successes that forever changed the teaching and learning culture there. The hiring process can make or break a school culture. It needed a digital age and pedagogical reboot.
There are many changes I intend to make, but the most significant will be creating a book that is more “evergreen,” a book with less focus on tools and more on the dispositions of digital leaders. Society is now in the midst of the Fourth Industrial Revolution , which was in its infancy as I began writing this book.
Purposeful use of tech-driven by the learner Equity and cognitive flexibility through personalization Learning environments that reflect current (and future) contexts Creating a classroom culture that empowers students to replace conventional ideas with innovative solutions to authentic problems can lead to prosperity in a bold new world.
Each has been a disruptive force that has changed how people watch movies, book hotels, listen to music, access information, get assistance, store files, or get from one place to another. Many lessons can be learned from past innovations that have reshaped culture and society. Sometimes learning is devalued by a number or letter.
This is also where it is sustained to the point that it becomes an embedded component of school or district culture. These successes can then be promoted within the school and district to serve as a catalyst for cultural transformation. Image credit: [link] Meaningful change has and always will begin at the individual level.
The Illusion of the Instant Fix Our culture thrives on instant gratification. All one has to do is look at the slew of books, social media posts, speakers, and podcasts boasting claims that their big ideas will transform practice over time. Small shifts to practice implemented consistently have the greatest impact.
All of these examples are at the core of essential skill sets that most schools "want" students to possess, but many schools do a poor job of creating a culture that integrates them across the curriculum. It also requires an open mind, vision, and strategic plan to allow students access to real-world tools to do real-world work.
An international study by the Organization for Economic Cooperation and Development found that students who had more books at home reported that they enjoyed reading more. Teens who read more paper books scored higher on reading assessments. There’s a lot to like about digital books. Credit: Jill Barshay/The Hechinger Report.
Pedagogical leaders recognize that management is a necessary part of the job, but it shouldn't come at the expense of cultivating a positive learning culture to boost academic achievement. If our ultimate goal is to improve, we need to prioritize the aspects of our job that impact student learning most.
Discovering Emotion in Ancient Mesopotamia From the flutter of "butterflies in the stomach" to the weight of a "heavy heart," emotions are often tied to physical sensations in modern cultures. Towards a Universal Understanding of Emotions This study opens new doors to understanding whether emotions are universal or culturally specific.
Each and every one of them has played a huge role in transforming the learning culture at NMHS. For it is they who made the choice to go down the road less traveled five years ago when we began transforming our learning culture. The community welcomed me with open arms and I inherited a staff eager to grow and learn.
archaeologists study past humans and societies primarily through their material remains – the buildings, tools, and other artifacts that constitute what is known as the material culture left over from former societies. Application of Archaeology Archaeology is the study of human past through material remains. How were those pots used?
The work over those years put me into a position of authoring several books and sharing our successes across the United States and then the world. We pitched a book idea to ASCD that wouldn’t just tell educators what they should be doing, but more importantly show them how it could be done. Learning spaces must become learner-centered.
While it is understood that management is a necessity associated with the position, it should not be something that comes at the expense of improving the learning culture. Try also to read one education book and another related to a different field such as leadership, self-help, or business.
To learn more in depth about the concepts associated with making be sure to purchase the book Invent to Learn by Gary Stager and Sylvia Martinez. For a maker culture to succeed and thrive in a school, leadership matters. For a maker culture to succeed and thrive in a school, leadership matters.
Decisions must always be made, and sometimes delegation and consensus—both powerful elements in building a positive culture—are not suitable courses of action. Let me be clear: No one has all the answers, no matter how many books they have written, keynotes delivered, or years of experience under their belt.
There were few role models who looked like me outside of my family, and the only cultural representations I saw were insulting stereotypes that mocked Indian culture. She told me that although he enjoyed the new school, it was a culture shock from his previous school. Now, I’m not so sure.
One just has to refer to the history books to see how this has played out across the world since the beginning of time. This is also where it is sustained to the point that it becomes an embedded component of school and/or district culture. This is a great example of forced change. Forced change rarely works.
A ‘Knowledge Revival’ A 2025 book by 10 education researchers in Europe and Australia, Developing Curriculum for Deep Thinking: The Knowledge Revival , makes the case that students cannot learn the skills of comprehension and critical thinking unless they know a lot of stuff first. Weve all been there.
In a book that is both practical and beautiful, she lays out a pathway for how schools can make more authentic connections with the people in students’ lives outside of school. This is one of those books, because at a time like now, when so many things feel broken, it gives us some ways to heal.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content