Engaging Students In Learning Quotes

We need students who can learn how to learn, who can discover how to push themselves and are generous enough and honest enough to engage with the outside world to make those dreams happen.

One of the goals of education is not simply to fill students with facts and information but to help them learn how to learn.

I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.

Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.

Teachers’ beliefs created self-fulfilling prophecies. When teachers believed their students were bloomers, they set high expectations for their success. As a result, the teachers engaged in more supportive behaviors that boosted the students’ confidence and enhanced their learning and development

My only comfort was the knowledge that I was not alone. Huddled in the hallways and making the most of our pathetic French, my fellow students and I engaged in the sort of conversation commonly overheard in refugee camps. "Sometime me cry alone at night." "That be common for I, also, but be more strong, you. Much work and someday you talk pretty. People start love you soon. Maybe tomorrow, okay.

If you can't explain why someone should pay attention to what you're saying, maybe you shouldn't be saying it.

Across the grades, when instruction was challenging, relevant, and academically demanding, then all students had higher engagement and teachers talked less – and the greatest beneficiaries were at-risk students.

The basic principle of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be ‘undemocratic’. These differences between the pupils—for they are obviously and nakedly individual differences—must be disguised. This can be done on various levels. At universities, examinations must be framed so that nearly all the students get good marks. Entrance examinations must be framed so that all, or nearly all, citizens can go to universities, whether they have any power (or wish) to profit by higher education or not. At schools, the children who are too stupid or lazy to learn languages and mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud-pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—‘parity of esteem’. An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age-group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coaeval’s attempts to spell out A CAT SAT ON THE MAT.

American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep.

Students engaged in direct experience with materials, unforeseen obstacles, and serendipitous discoveries may result in understanding never anticipated by the teacher.

Anytime you make the work public, set the bar high, and are transparent about the steps to make a high-quality product, kids will deliver.

Attention drives learning. Neuroscience reminds us that before we can be motivated to learn what is in front of us, we must pay attention to it.

In testing, being required to supply an answer rather than select from multiple choice options often provides stronger learning benefits. Having to write a short essay makes them stronger still. Overcoming these mild difficulties is a form of active learning, where students engage in higher-order thinking tasks rather than passively receiving knowledge conferred by others.

The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

You will be learning along with the students, and your status as a learning expert will provide them with the support they need so that their work is the best it can be.

People don’t care how much you know until they know how much you care.

the key is to make sure students are actively engaged with the content and have something to do as they watch.

When students learn to wrestle with questions about purpose, audience, and genre, they develop a conceptual view of writing that has lifelong usefulness in any communicative context.

Teaching is a dialogue, and it is through the process of engaging students that we see ideas taken from the abstract and played out in concrete visual form. Students teach us about creativity through their personal responses to the limits we set, thus proving that reason and intuition are not antithetical. Their works give aesthetic visibility to mathematical ideas.

Meaningful student involvement is the process of engaging students as partners in every facet of school change for the purpose strengthening their commitment to education, community & democracy.

To figure out what students were carrying with them from kindergarten into adulthood, Chetty’s team turned to another possible explanation. In fourth and eighth grade, the students were rated by their teachers on some other qualities. Here’s a sample: Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? When students were taught by more experienced kindergarten teachers, their fourth-grade teachers rated them higher on all four of these attributes. So did their eighth-grade teachers. The capacities to be proactive, prosocial, disciplined, and determined stayed with students longer—and ultimately proved more powerful—than early math and reading skills.

Girls like Mia and Shanice draw important connections between their desire to learn and their inability to do so in chaotic learning environments. Across the country, Black girls have repeatedly described “rowdy” classroom environments that prevent them from being able to focus on learning. They also described how the chaotic learning environment has, in some cases, led to their avoidance of school or to reduced engagement in school. In other situations, girls described contentious and negative interactions between teachers and students as the norm. In today’s climate of zero tolerance, where there are few alternatives to punishing problematic student behavior, the prevailing school discipline strategy, with its heavy reliance on exclusionary practices—dismissal, suspension, or expulsion—becomes a predictable, cyclical, and ghettoizing response.

Technology also addresses the necessity to cover a wide range of content in a short length of time by minimizing the need to take each step of the curriculum at a slow enough pace to teach the slowest learners in a single, teacher-directed way.

remember that showing you care has more of an effect on student motivation than your level of content knowledge. When you yourself are enthusiastic and engaged, your students will feel more excited about learning and will almost always work harder.

As students cross the threshold from outside to insider, they also cross the threshold from superficial learning motivated by grades to deep learning motivated by engagement with questions. Their transformation entails an awakening--even, perhaps, a falling in love.

How you got your college education mattered most.” And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or having had “an internship where they applied what they were learning.” Those workers, he found, “were twice as likely to be engaged with their work and thriving in their overall well-being.” There’s a message in that bottle.

changing our educational system so that schooling is not the site where students are indoctrinated to support imperialist white-supremacist capitalist patriarchy or any ideology, but rather where they learn to open their minds, to engage in rigorous study and to think critically.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

Culture guides how we process information. Cultures with a strong oral tradition rely heavily on the brain’s memory and social engagement systems to process new learning. Learning will be more effective if processed using the common cultural learning aids—stories, music, and repetition.

Virtues that are not practiced die. Resilience that is not practiced weakens. The only way to keep resilience alive—through success, through temporary comfort, and through the challenges of age—is to engage ourselves in purposeful learning at every step of life. Every master must still have a master. Every good teacher must still be a student.

By deliberately structuring the online program as a unified whole, rather than a collection of independent courses, and guiding students through their program with the use of an overarching narrative filled with rich and frequent engagement opportunities, students are more likely to have a transformational rather than transactional learning experience.

A few lessons learned as a teacher: I've learned that if you whisper, children will listen...a scribble can be anything (I mean anything!) a monster, a cat, a mom, a dad--our job is to ask to find out and pay attention--usually the most challenging student needs the most challenges to keep them learning and engaged---most of all we must care and the rest handles itself. xo

Every now and then, I’m lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists—although heavy on the wonder side and light on skepticism. They’re curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I’m asked follow-up questions. They’ve never heard of the notion of a “dumb question.” But when I talk to high school seniors, I find something different. They memorize “facts.” By and large, though, the joy of discovery, the life behind those facts, has gone out of them. They’ve lost much of the wonder, and gained very little skepticism. They’re worried about asking “dumb” questions; they’re willing to accept inadequate answers; they don’t pose follow-up questions; the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade, and it’s not just puberty. I’d guess that it’s partly peer pressure not to excel (except in sports); partly that the society teaches short-term gratification; partly the impression that science or mathematics won’t buy you a sports car; partly that so little is expected of students; and partly that there are few rewards or role models for intelligent discussion of science and technology—or even for learning for its own sake. Those few who remain interested are vilified as “nerds” or “geeks” or “grinds.

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

My mother doesn't even notice, she's jovial and curious and delighted and oblivious to snottiness. She's a bit loud because of her mild deafness and she laughs a lot and has questions about everything and no embarrassment in asking. In her mind there is no reason she and a group of beautiful film students hanging out at the Communist's Daughter could not party together every night of the week. She is the antithesis of what the Queen West crowd would like themselves to be. She's comfortable in her XXL pink cotton shorts and the T-shirt she won at a Scrabble tournament in Rhode Island. She would like to engage these pale, thin retail workers in conversation, she'd like to get their story, she'd like to know where the products come from, how they are chosen, how does one wear this, how does it wash, she's trying to learn more about her new home and to become acquainted with her new world, which makes their cold bony shoulder treatment of her that much more heartbreaking.

The fifth principle emphasizes another human strength: whenever possible, we should take measures to re-spatialize the information we think about. We inherited “a mind on the hoof,” as Andy Clark puts it: a brain that was built to pick a path through a landscape and to find the way back home. Neuroscientific research indicates that our brains process and store information—even, or especially, abstract information—in the form of mental maps. We can work in concert with the brain’s natural spatial orientation by placing the information we encounter into expressly spatial formats: creating memory palaces, for example, or designing concept maps. In the realm of education research, experts now speak of “spatializing the curriculum”—that is, simultaneously drawing on and strengthening students’ spatial capacities by having them employ spatial language and gestures, engage in sketching and mapmaking, and learn to interpret and create charts, tables, and diagrams. The spatialized

If you hesitate to market your offering properly, it's not that you're being shy. It's not that you're being circumspect. It's that you're stealing, because there's some one who needs to learn from you, engage with you, or buy from you. Someone will benefit from your if you get out of your way and market it. There's a student who's ready to sign up. There's somebody who wants a guide, who wants to go somewhere. If you hesitate to extend yourself with empathy, to hear from them, you're letting us down.

It’s not that I hate high school—I enjoy learning, and for the most part my classes are interesting enough, with engaging teachers—I just don’t quite fit in as a typical high-school student. They’re just…not interesting. Or engaging. They say stupid shit, while doing or having just done stupid shit. So I make a concerted effort to stick to myself. It gets lonely sometimes, but it’s better to be alone than to be part of behavior and activities that will only leave me ashamed, disgusted, and/or in trouble. But

Positive relationships keep our safety-threat detection system in check. There is a reason that collectivist cultures focus on relationships. The brain is wired to scan continuously for social and physical threats, except when we are in positive relationships. The oxytocin positive relationships trigger helps the amygdala stay calm so the prefrontal cortex can focus on higher order thinking and learning. Just as you want to identify and remove things that create an emotionally unsafe environment, you have to also focus on building positive relationships that students recognize based on their cultural schema.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

As a teacher, no matter what grade level, no matter how hard you try to engage the entire class or implement the suggestions above, you will still encounter “that one kid” who will get under your skin: the class clown, the smart-ass, the student who acts like you are pulling his teeth every time you ask him to do something, the kid who always has to say “this is stupid.” They are just part of the clientele base we serve and they can drive us to drinking (figuratively speaking…and sometimes literally).   Please remember that you are the adult.  The negativity or resistance “that one kid” radiates can be handled in a way that does not disturb the class structure.

Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”

Student-engaged assessment involves students in underst anding and in vesting in their own growth. It changes the primary role of assessment from evaluating and ranking students to motivating them to learn. It empowers students with the understanding of where they need to go as learners and how to get there. It builds the independence, critical thinking skills, perseverance, and self-reflective understanding students need for college and careers and that is required by the Common Core State Standards. And, because student-engaged assess ment practices demand reflection, collaboration, and responsibility, they shepherd students toward becoming positive citizens and human beings.

When education is the practice of freedom, students are not the only ones who are asked to share, to confess. Engaged pedagogy does not seek simply to empower students. Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process. That empowerment cannot happen if we refuse to be vulnerable while encouraging students to take risks. Professors who expect students to share confessional narratives but who are themselves unwilling to share are exercising power in a manner that could be coercive. In my classrooms, I do not expect students to take any risks that I would not take, to share in any way that I would not share.

Merrill Swain and Sharon Lapkin (2002), who have investigated sociocultural explanations for second language learning in Canadian French immersion programmes. Their work has its origins in Swain’s comprehensible output hypothesis and the notion that when learners have to produce language, they must pay more attention to how meaning is expressed through language than they ordinarily do for the comprehension of language. Swain (1985) first proposed the comprehensible output hypothesis based on the observation that French immersion students were considerably weaker in their spoken and written production than in their reading and listening comprehension. She advocated more opportunities for learners to engage in verbal production (i.e. output) in French immersion classrooms.

Dennis Tueller, a Salt Lake City police officer and firearms instructor (since retired), asked just this question.  Uniformed officers are routinely faced with impact weapon bearing suspects.  So it’s natural for Tueller to wonder how far away a suspect can be and still use an impact weapon against an officer before he could defend himself. To answer his question, Tueller ran a bunch of empirical studies.  Which is just a fancy way of saying he ran a bunch of students through the exercise that would later become the Tueller Drill. Tueller learned that most officers can get a service pistol out of a holster and engage a threat with center-mass hits within 1.5 seconds.  So the question then becomes, how much distance can a bad guy cross in 1.5 seconds?  Timing a great many students running from a standing start, Tueller learned that someone can go about 21 feet in 1.5 seconds.  So 21 feet became the “Tueller distance,” or the maximum distance from a police officer a person can use an impact weapon against the officer before the officer can shoot them.  The Tueller Drill is often referred to as the “21 foot rule,” or the “7 yard rule.”  This really obscures the real take-home message of the Tueller Drill.  The value is not some particular distance.  What matters is your “Tueller distance.” People’s draw speeds vary.  Your Tueller distance will be greater or less than 21 feet depending on your ability to get the gun unholstered and pointed center-mass. The real lesson of the Tueller Drill is that someone armed with an impact weapon has the opportunity to use it at a far greater distance than most think—and certainly much greater distances than a juror might have otherwise thought.  If you imagine the length of typical American parking space, and add another three paces, you’ll be right about at 21 feet.

One group was told to spend all their time studying, in eight short sessions. A second group received six sessions of studying, interrupted by two tests. Finally, the third group alternated four brief study sessions and four tests. Because all three groups had the same amount of time, testing actually reduced the time available for studying. Yet the results were clear: forty-eight hours later, the students’ memory of the word list was better the more opportunities they had to test themselves. Regularly alternating periods of studying and testing forced them to engage and receive explicit feedback (“I know this word now, but it’s this other one I can never remember . . .”). Such self-awareness, or “meta-memory,” is useful because it allows the learner to focus harder on the difficult items during the subsequent study sessions.21 The effect is clear: the more you test yourself, the better you remember what you have to learn.

If you’re comfortable, I’m not teaching and you’re not learning. It’s going to get uncomfortable in here and that’s okay. It’s normal and it’s part of the process.” The simple and honest process of letting people know that discomfort is normal, it’s going to happen, why it happens, and why it’s important, reduces anxiety, fear, and shame. Periods of discomfort become an expectation and a norm. In fact, most semesters I have students who approach me after class and say, “I haven’t been uncomfortable yet. I’m concerned.” These exchanges often lead to critically important conversations and feedback about their engagement and my teaching. The big challenge for leaders is getting our heads and hearts around the fact that we need to cultivate the courage to be uncomfortable and to teach the people around us how to accept discomfort as a part of growth. For the best guidance on how to give feedback that moves people and processes forward, I turn to my social work roots. In my experience the heart of valuable feedback is taking the “strengths perspective.” According to social work educator Dennis Saleebey, viewing performance from the strengths perspective offers

Prin let the old one witter on. They could make him stay in here, stop him from leaving and stop him from offering any violence to this dream-image of the old representative, but they couldn’t stop his attention from wandering. The techniques learned in lecture theatres and later honed to perfection in faculty meetings were proving their real worth at last. He could vaguely follow what was being said without needing to bother with the detail. When he’d been a student he had assumed he could do this because he was just so damn smart and basically already knew pretty much all they were trying to teach him. Later, during seemingly endless committee sessions, he’d accepted that a lot of what passed for useful information-sharing within an organisation was really just the bureaucratic phatic of people protecting their position, looking for praise, projecting criticism, setting up positions of non-responsibility for up-coming failures and calamities that were both entirely predictable but seemingly completely unavoidable, and telling each other what they all already knew anyway. The trick was to be able to re-engage quickly and seamlessly without allowing anyone to know you’d stopped listening properly shortly after the speaker had first opened their mouth.

In 1931, amid that incredible transformation, a brilliant young Russian psychologist named Alexander Luria recognized a fleeting “natural experiment,” unique in the history of the world. He wondered if changing citizens’ work might also change their minds. When Luria arrived, the most remote villages had not yet been touched by the warp-speed restructuring of traditional society. Those villages gave him a control group. He learned the local language and brought fellow psychologists to engage villagers in relaxed social situations—teahouses or pastures—and discuss questions or tasks designed to discern their habits of mind. Some were very simple: present skeins of wool or silk in an array of hues and ask participants to describe them. The collective farmers and farm leaders, as well as the female students, easily picked out blue, red, and yellow, sometimes with variations, like dark blue or light yellow. The most remote villagers, who were still “premodern,” gave more diversified descriptions: cotton in bloom, decayed teeth, a lot of water, sky, pistachio. Then they were asked to sort the skeins into groups. The collective farmers, and young people with even a little formal education, did so easily, naturally forming color groups. Even when they did not know the name of a particular color, they had little trouble putting together darker and lighter shades of the same one. The remote villagers, on the other hand, refused, even those whose work was embroidery. “It can’t be done,” they said, or, “None of them are the same, you can’t put them together.” When prodded vigorously, and only if they were allowed to make many small groups, some relented and created sets that were apparently random. A few others appeared to sort the skeins according to color saturation, without regard to the color. Geometric shapes followed suit. The greater the dose of modernity, the more likely an individual grasped the abstract concept of “shapes” and made groups of triangles, rectangles, and circles, even if they had no formal education and did not know the shapes’ names. The remote villagers, meanwhile, saw nothing alike in a square drawn with solid lines and the same exact square drawn with dotted lines. To Alieva, a twenty-six-year-old remote villager, the solid-line square was obviously a map, and the dotted-line square was a watch. “How can a map and a watch be put together?” she asked, incredulous. Khamid, a twenty-four-year-old remote villager, insisted that filled and unfilled circles could not go together because one was a coin and the other a moon.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

There’s a big difference, in other words, between having a mentor guide our practice and having a mentor guide our journey. OUR TYPICAL PARADIGM FOR mentorship is that of a young, enterprising worker sitting across from an elderly executive at an oak desk, engaging in Q& A about how to succeed at specific challenges. On the other hand, a smartcut-savvy mentee approaches things a bit differently. She develops personal relationships with her mentors, asks their advice on other aspects of life, not just the formal challenge at hand. And she cares about her mentors’ lives too. Business owner Charlie Kim, founder of Next Jump and one of my own mentors, calls this vulnerability. It’s the key, he says, to developing a deep and organic relationship that leads to journey-focused mentorship and not just a focus on practice. Both the teacher and the student must be able to open up about their fears, and that builds trust, which in turn accelerates learning. That trust opens us up to actually heeding the difficult advice we might otherwise ignore. “It drives you to do more,” Kim says. The best mentors help students to realize that the things that really matter are not the big and obvious. The more vulnerability is shown in the relationship, the more critical details become available for a student to pick up on, and assimilate. And, crucially, a mentor with whom we have that kind of relationship will be more likely to tell us “no” when we need it—and we’ll be more likely to listen.

To Greg, who had suffered from bouts of depression throughout his life, this seemed like a terrible approach. In seeking treatment for his depression, he—along with millions of others around the world—had found that cognitive behavioral therapy (CBT) was the most effective solution. CBT teaches you to notice when you are engaging in various “cognitive distortions,” such as “catastrophizing” (If I fail this quiz, I’ll fail the class and be kicked out of school, and then I’ll never get a job . . .) and “negative filtering” (only paying attention to negative feedback instead of noticing praise as well). These distorted and irrational thought patterns are hallmarks of depression and anxiety disorders. We are not saying that students are never in real physical danger, or that their claims about injustice are usually cognitive distortions. We are saying that even when students are reacting to real problems, they are more likely than previous generations to engage in thought patterns that make those problems seem more threatening, which makes them harder to solve. An important discovery by early CBT researchers was that if people learn to stop thinking this way, their depression and anxiety usually subside. For this reason, Greg was troubled when he noticed that some students’ reactions to speech on college campuses exhibited exactly the same distortions that he had learned to rebut in his own therapy. Where had students learned these bad mental habits? Wouldn’t these cognitive distortions make students more anxious and depressed?

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

Good luck. For most of my generation, it would just go to student debt and cocktails. If anything came to me (an impossibility), I would dump it into a poorly managed career in edgy luxury items. You can’t make opera money on perfume that smells like cunts and gasoline. At any rate, I didn’t usually make an appearance beyond the gala. Or, I hadn’t until recently. But Joseph Eisner had promised me a fortune, and now he wouldn’t take my calls. He did, however, like his chamber music. It had been an acquired taste for me. In my distant undergraduate past, when circumstance sat me in front of an ensemble, I spent the first five minutes of each concert deciding which musician I would fuck if I had the chance, and the rest shifting minutely in my seat. I still couldn’t stand Chanel. And while I had learned to appreciate—indeed, enjoy—chamber ensembles, orchestras, and on occasion even the opera, I retained my former habit as a dirty amusement to add some private savor to the proceedings. Tonight, it was the violist, weaving and bobbing his way through Dvořák’s Terzetto in C Major like a sinuous dancer. I prefer the romantics—fewer hair-raising harmonies than modern fare, and certainly more engaging than funereal baroque. The intriguing arrangement of the terzetto kept me engaged, in that slightly detached and floating manner engendered by instrumental performance. Moreover, the woman to my left, one row ahead, was wearing Salome by Papillon. The simple fact of anyone wearing such a scent in public pleased me. So few people dared wear anything at all these days, and when they did, it was inevitably staid: an inoffensive classic or antiseptic citrus-and-powder. But this perfume was one I might have worn myself. Jasmine, yes, but more indolic than your average floral. People sometimes say it smells like dirty panties. As the trio wrapped up for intermission, I took a steadying breath of musk and straightened my lapels. The music was only a means to an end, after all.

The school is teeming with activity. The rooms are small and large, many are special-purpose rooms, like shops and labs, but most are furnished like rather shabby living or dining rooms in homes: lots of sofas, easy chairs, and tables. Lots of people sitting around talking, reading, and playing games. On an average rainy day—quite different from a beautiful suddenly snowy day, or a warm spring or fall day—most people are inside. But there will also be more than a few who are outside in the rain, and later will come in dripping and trying the patience of the few people inside who think the school should perhaps be a “dry zone.” There may be people in the photo lab developing or printing pictures they have taken. There may be a karate class, or just some people playing on mats in the dance room. Someone may be building a bookshelf or fashioning chain mail armor and discussing medieval history. There are almost certainly a few people, either together or separate, making music of one kind or another, and others listening to music of one kind or another. You will find adults in groups that include kids, or maybe just talking with one student. It would be most unusual if there were not people playing a computer game somewhere, or chess; a few people doing some of the school’s administrative work in the office—while others hang around just enjoying the atmosphere of an office where interesting people are always making things happen; there will be people engaged in role-playing games; other people may be rehearsing a play—it might be original, it might be a classic. They may intend production or just momentary amusement. People will be trading stickers and trading lunches. There will probably be people selling things. If you are lucky, someone will be selling cookies they baked at home and brought in to earn money. Sometimes groups of kids have cooked something to sell to raise money for an activity—perhaps they need to buy a new kiln, or want to go on a trip. An intense conversation will probably be in progress in the smoking area, and others in other places. A group in the kitchen may be cooking—maybe pizza or apple pie. Always, either in the art room or in any one of many other places, people will be drawing. In the art room they might also be sewing, or painting, and some are quite likely to be working with clay, either on the wheel or by hand. Always there are groups talking, and always there are people quietly reading here and there. One

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

There are many types of teachers out there from many traditions. Some are very ordinary and some seem to radiate spirituality from every pore. Some are nice, some are indifferent, and some may seem like sergeants in boot camp. Some stress reliance on one’s own efforts, others stress reliance on the grace of the guru. Some are very available and accessible, and some may live far away, grant few interviews, or have so many students vying for their time that you may rarely get a chance to talk with them. Some seem to embody the highest ideals of the perfected spiritual life in their every waking moment, while others may have many noticeable quirks, faults and failings. Some live by rigid moral codes, while others may push the boundaries of social conventions and mores. Some may be very old, and some may be very young. Some may require strict commitments and obedience, while others may hardly seem to care what we do at all. Some may advocate very specific practices, stating that their way is the only way or the best way, while others may draw from many traditions or be open to your doing so. Some may point out our successes, while others may dwell on our failures. Some may stress renunciation or even ordination into a monastic order, while others seem relentlessly engaged with “the world.” Some charge a bundle for their teachings, while others give theirs freely. Some like scholarship and the lingo of meditation, while others may never use or even openly despise these formal terms and conceptual frameworks. Some teachers may be more like friends or equals that just want to help us learn something they happened to be good at, while others may be all into the hierarchy, status and role of being a teacher. Some teachers will speak openly about attainments, and some may not. Some teachers are remarkably predictable in their manner and teaching style, while others swing wide in strange and unpredictable ways. Some may seem very tranquil and mild mannered, while others may seem outrageous or rambunctious. Some may seem extremely humble and unimposing, while others may seem particularly arrogant and presumptuous. Some are charismatic, while others may be distinctly lacking in social skills. Some may readily give us extensive advice, and some just listen and nod. Some seem the living embodiment of love, and others may piss us off on a regular basis. Some teachers may instantly click with us, while others just leave us cold. Some teachers may be willing to teach us, and some may not. So far as I can tell, none of these are related in any way to their meditation ability or the depths of their understanding. That is, don’t judge a meditation teacher by their cover. What is important is that their style and personality inspire us to practice well, to live the life we want to live, to find what it is we wish to find, to understand what we wish to understand. Some of us may wander for a long time before we find a good fit. Some of us will turn to books for guidance, reading and practicing without the advantages or hassles of teachers. Some of us may seem to click with a practice or teacher, try to follow it for years and yet get nowhere. Others seem to fly regardless. One of the most interesting things about reality is that we get to test it out. One way or another, we will get to see what works for us and what doesn’t, what happens when we do certain practices or follow the advice of certain teachers, as well as what happens when we don’t.

Anarchism is the great liberator of man from the phantoms that have held him captive; it is the arbiter and pacifier of the two forces for individual and social harmony. To accomplish that unity, Anarchism has declared war on the pernicious influences which have so far prevented the harmonious blending of individual and social instincts, the individual and society. Religion, the dominion of the human mind; Property, the dominion of human needs; and Government, the dominion of human conduct, represent the stronghold of man's enslavement and all the horrors it entails. Religion! How it dominates man's mind, how it humiliates and degrades his soul. God is everything, man is nothing, says religion. But out of that nothing God has created a kingdom so despotic, so tyrannical, so cruel, so terribly exacting that naught but gloom and tears and blood have ruled the world since gods began. Anarchism rouses man to rebellion against this black monster. Break your mental fetters, says Anarchism to man, for not until you think and judge for yourself will you get rid of the dominion of darkness, the greatest obstacle to all progress. Property, the dominion of man's needs, the denial of the right to satisfy his needs. Time was when property claimed a divine right, when it came to man with the same refrain, even as religion, "Sacrifice! Abnegate! Submit!" The spirit of Anarchism has lifted man from his prostrate position. He now stands erect, with his face toward the light. He has learned to see the insatiable, devouring, devastating nature of property, and he is preparing to strike the monster dead. "Property is robbery," said the great French Anarchist, Proudhon. Yes, but without risk and danger to the robber. Monopolizing the accumulated efforts of man, property has robbed him of his birthright, and has turned him loose a pauper and an outcast. Property has not even the time-worn excuse that man does not create enough to satisfy all needs. The A B C student of economics knows that the productivity of labor within the last few decades far exceeds normal demand a hundredfold. But what are normal demands to an abnormal institution? The only demand that property recognizes is its own gluttonous appetite for greater wealth, because wealth means power; the power to subdue, to crush, to exploit, the power to enslave, to outrage, to degrade. America is particularly boastful of her great power, her enormous national wealth. Poor America, of what avail is all her wealth, if the individuals comprising the nation are wretchedly poor? If they live in squalor, in filth, in crime, with hope and joy gone, a homeless, soilless army of human prey. It is generally conceded that unless the returns of any business venture exceed the cost, bankruptcy is inevitable. But those engaged in the business of producing wealth have not yet learned even this simple lesson. Every year the cost of production in human life is growing larger (50,000 killed, 100,000 wounded in America last year); the returns to the masses, who help to create wealth, are ever getting smaller. Yet America continues to be blind to the inevitable bankruptcy of our business of production. Nor is this the only crime of the latter. Still more fatal is the crime of turning the producer into a mere particle of a machine, with less will and decision than his master of steel and iron. Man is being robbed not merely of the products of his labor, but of the power of free initiative, of originality, and the interest in, or desire for, the things he is making.

10 Practical Strategies to Improve Your Critical Thinking Skills and Unleash Your Creativity In today's rapidly changing world, the ability to think critically and creatively has become more important than ever. Whether you're a student looking to excel academically, a professional striving for success in your career, or simply someone who wants to navigate life's challenges with confidence, developing strong critical thinking skills is crucial. In this blog post, we will explore ten practical strategies to help you improve your critical thinking abilities and unleash your creative potential. 1. Embrace open-mindedness: One of the cornerstones of critical thinking is being open to different viewpoints and perspectives. Cultivate a willingness to listen to others, consider alternative opinions, and challenge your own beliefs. This practice expands your thinking and encourages creative problem-solving. 2. Ask thought-provoking questions: Asking insightful questions is a powerful way to stimulate critical thinking. By questioning assumptions, seeking clarity, and exploring deeper meanings, you can uncover new insights and perspectives. Challenge yourself to ask thought-provoking questions regularly. 3. Practice active listening: Listening actively involves not just hearing, but also understanding, interpreting, and empathizing with the speaker. By honing your active listening skills, you can better grasp complex ideas, identify underlying assumptions, and engage in more meaningful discussions. 4. Seek diverse sources of information: Expand your knowledge base by seeking information from a wide range of sources. Engage with diverse perspectives, opinions, and ideas through books, articles, podcasts, and documentaries. This habit broadens your understanding and encourages critical thinking by exposing you to different viewpoints. 5. Develop analytical thinking skills: Analytical thinking involves breaking down complex problems into smaller components, examining relationships and patterns, and drawing logical conclusions. Enhance your analytical skills by practicing activities like puzzles, riddles, and brain teasers. This will sharpen your ability to analyze information and think critically. 6. Foster a growth mindset: A growth mindset is the belief that your abilities can be developed through dedication and hard work. Embracing this mindset encourages you to view challenges as opportunities for growth, rather than obstacles. By persisting through difficulties, you build resilience and enhance your critical thinking abilities. 7. Engage in collaborative problem-solving: Collaborating with others on problem-solving tasks can spark creativity and strengthen critical thinking skills. Seek out group projects, brainstorming sessions, or online forums where you can exchange ideas, challenge each other's thinking, and find innovative solutions together. 8. Practice reflective thinking: Taking time to reflect on your thoughts, actions, and experiences allows you to gain deeper insights and learn from past mistakes. Regularly engage in activities like journaling, meditation, or self-reflection exercises to develop your reflective thinking skills. This practice enhances your critical thinking abilities by promoting self-awareness and self-improvement. 9. Encourage creativity through experimentation: Creativity and critical thinking often go hand in hand. Give yourself permission to experiment and explore new ideas without fear of failure. Embrace a "what if" mindset and push the boundaries of your thinking. This willingness to take risks and think outside the box can lead to breakthroughs in critical thinking. 10. Continuously learn and adapt: Critical thinking is a skill that can be honed throughout your life. Commit to lifelong learning and seek opportunities to expand your knowledge and skills. Stay curious, be open to new experiences, and embrace change.

Although the terms teaching and learning are typically paired, those of us who teach know that students don't always learn. When I complained about this early in my teaching career, a colleagues chided me: "Saying 'I thaught the students something, they just didn't learn it' is akin to saying 'I sold them the car, they just didn't but it'".

As educators, we can’t sit on the sidelines watching it happen. We have to recognize that students’ use of technology is stronger and work from our own strength, which is pedagogy. This means that we harness the technology and use it to help students learn thinking and analytical skills. They may know the tools better, but we have to help them use them wisely. As Jeff Utecht, a teacher in Shanghai, says, “If we want to engage students in learning, we need to first understand their world. This world is without borders, boundaries, and is limited only by the speed of one’s Internet access” (personal communication, 2006).

Project-based learning is a constructivist approach that encourages learning in depth by allowing students to use inquiry-based methods to engage with issues and questions that are rich, real, and relevant to their lives.

At the Lab School children planted gardens and grew crops not to become farmers but to learn about food, chemistry, and geography. These students, who came from fairly affluent families in Hyde Park, acquired considerable knowledge, but they were creatively and actively involved in their education and less dependent on textbooks and traditional instruction. Children could read a textbook to learn how to boil an egg, but experimenting on their own drew upon their interests and strengthened their powers of observation. Efficiency was sacrificed, but active engagement in learning, as in democracy, required time and patience.

First, engaging in SoTL improves student learning because it affects how faculty members think about teaching and learning opportunities for their students. Second, contributions to the field of teaching are improved and enhanced. Third, engaging in SoTL enriches one’s experiences as a teacher.

But rubrics are recipes, and we must stop creating cooks who follow recipes. We must begin inspiring students to, like chefs, confidently create their learning experiences.

means seeing how changes such as these fit into the big picture, too. Are all staff members and, indeed, students engaged in developing the vision and mission of the school? Do leaders constantly explain how specific changes or team tasks fit into this larger vision? Can teachers and students articulate that connection as well? When asked what kind of school they are involved with, will you get the same sort of answer from teachers, students, bus drivers, janitors, parents, and administrative assistants, as well as the principal?

As a teacher, no matter what grade level, no matter how hard you try to engage the entire class or implement the suggestions above, you will still encounter “that one kid” who will get under your skin: the class clown, the smart-ass, the student who acts like you are pulling his teeth every time you ask him to do something, the kid who always has to say “this is stupid.” They are just part of the clientele base we serve and they can drive us to drinking (figuratively speaking…and sometimes literally).   Please remember that you are the adult.  The negativity or resistance “that one kid” radiates can be handled in a way that does not disturb the class structure.

Deniers have learned to use social media to their advantage. On Holocaust Remembrance Day in 2017, a survivor was interviewed on a BBC radio program. The producers were “shocked” by the “staggering” number of “brazen” Holocaust denial and antisemitic phone calls and social media posts they received. Though they had previously broadcast programs on the Holocaust and had received some antisemitic and denial comments, this response, one producer told me, was “unprecedented…unlike anything we have seen before.” They were so deeply unsettled that they invited me to appear on a subsequent program that addressed Holocaust denial.7 But denial is not something engaged in only by the Far Right. In many segments of the Muslim community, including among European Muslims, there is also an inclination to deny this historical reality. There are schools in Europe where teachers find it difficult to teach about the Holocaust because the students insist that it never happened, and the material the teachers present is dismissed by the students as false.

At other charter networks, the changes made to boost college success might look a little different, but they share one commonality: making students more independent learners and thus more likely to survive on a college campus. At Boston’s Brooke Charter Schools, for example, which just launched its first high school and has yet to send any graduates to college, the mindset begins in the earliest grades. During one visit there, I watched fourth-grade teacher Heidi Deck practice “flipped instruction,” in which students, when presented with a new problem, are first asked to solve it on their own, armed only with the tools of lessons learned from previous problems. “We really push kids to be engaged with the struggle,” said Deck. Next, she invites them to collaborate with one another to solve the problem, followed by more individual attempts to do the same. Always, Deck expects the students to figure out the puzzle. This is exactly the opposite of the most common approach to instruction, in which teachers demonstrate and then have students practice what they just watched. That’s dubbed the “I do —we do —you do” approach. With flipped instruction —and the many other teacher innovations here —“kids have to do the logical work of figuring something out rather than repeating what the teacher does,” said Brooke’s chief academic officer, Kimberly Steadman. The goal: Starting with its Class of 2020, the first graduating class Brooke sends off to college, all its students will be independent learners, able to roll with the surprises that confront all college students, especially first-generation college-goers.

What you witness are campuses where the students are customers first, classrooms are filled with adjunct professors who rush off to their next job after class, and students spend very little time engaged in studying or learning.

Professional development is a collective resource, not a personal prerogative. Peer engagement forges powerful links between teacher learning and student growth.

Placing young people in dynamic situations, involving multiple interests and without a simple solution, is a catalyst for the development of critical thinking, collaboration, and communication skills. In a way, engaging students in the restorative discipline process is a form of project-based learning where the school incident provides the text for their learning. The

The truth is that when we scrub joy and comfort from the classroom, we distance our students from effective information processing and long-term memory storage. Instead of taking pleasure from learning, students become bored, anxious, and anything but engaged. They ultimately learn to feel bad about school and lose the joy they once felt. My

Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or

Makerspaces bring joy back to learning! Anticipate and plan for students to be excited and actively engaged in your Makerspace. Get ready to move students from passive learners to active learners and prepare to become a facilitator of learning yourself.

that educators and students alike have found themselves more and more flummoxed by a system that values assessment over engagement, learning management over discovery, content over community, outcomes over epiphanies. Education has misrepresented itself as objective, quantifiable, apolitical.

•  Create a base of rigorous learning opportunities. Teachers begin with clear ideas about what learning should occur as the result of a lesson or unit aligned with assessments and standards. Then, teachers connect students with the curriculum by transforming student-boring topics into student-friendly concepts that have enduring value beyond the classroom, lie at the heart of the discipline, require analysis, have the potential to engage students, and span various cultures. Give students a reason for studying the curriculum.

The school culture creates press when it sets expectations that every student can master a high-standards curriculum. Principals create press when they expect teachers to teach the curriculum and to help each student reach the required mastery levels. Teachers can create press by expecting each student to learn the class’s objectives, by providing intellectually challenging and engaging work, by familiarizing students with the specific standards and criteria for work quality and quantity, and by the types and frequency of assignments and assessments they expect students to complete as evidence for accountability. Press also comes when school counselors include many demanding courses in students’ educational

All learning depends in part on memorizing information and ideas. The assumption in schools seems to be that you either have a good memory or a bad memory, and that if you have the latter, you’re probably not very bright and are just going to have to work harder. And yet the students who struggle to memorize historical dates or multiplication tables often have no trouble memorizing the lyrics to hundreds of songs or referencing a particular play from a sporting event that took place ten years earlier. Their “bad” memories in school may be a lack of engagement, not lack of capacity.

Adaptogens: Herbs for Strength, Stamina, and Stress Relief by David Winston and Steven Maimes An in-depth discussion of adaptogens with detailed monographs for many adaptogenic, nervine, and nootropic herbs. Adaptogens in Medical Herbalism: Elite Herbs and Natural Compounds for Mastering Stress, Aging, and Chronic Disease by Donald R. Yance A scientifically based herbal and nutritional program to master stress, improve energy, prevent degenerative disease, and age gracefully. Alchemy of Herbs: Transform Everyday Ingredients into Foods and Remedies That Heal by Rosalee de la Forêt This book offers an introduction to herbal energetics for the beginner, plus a host of delicious and simple recipes for incorporating medicinal plants into meals. Rosalee shares short chapters on a range of herbs, highlighting scientific research on each plant. The Business of Botanicals: Exploring the Healing Promise of Plant Medicines in a Global Industry by Ann Armbrecht Forbes In a world awash with herbal books, this is a much-needed reference, central to the future of plant medicine itself. Ann weaves a complex tapestry through the story threads of the herbal industry: growers, gatherers, importers, herbalists, and change-making business owners and non-profits. As interest in botanical medicine surges and the world’s population grows, medicinal plant sustainability is paramount. A must-read for any herbalist. The Complete Herbal Tutor: The Ideal Companion for Study and Practice by Anne McIntyre Provides extensive herbal profiles and materia medica; offers remedy suggestions by condition and organ system. This is a great reference guide for the beginner to intermediate student. Foundational Herbcraft by jim mcdonald jim mcdonald has a gift for explaining energetics in a down-to-earth and engaging way, and this 200-page PDF is a compilation of his writings on the topic. jim’s categorization of herbal actions into several groups (foundational actions, primary actions, and secondary actions) adds clarity and depth to the discussion. Access the printable PDF and learn more about jim’s work here. The Gift of Healing Herbs: Plant Medicines and Home Remedies for a Vibrantly Healthy Life by Robin Rose Bennett A beautiful tour of some of our most healing herbs, written in lovely prose. Full of anecdotes, recipes, and simple rituals for connecting with plants. Herbal Healing for Women: Simple Home Remedies for All Ages by Rosemary Gladstar Thorough and engaging materia medica. This was the only book Juliet brought with her on a three-month trip to Central America and she never tired of its pages. Information is very accessible with a lot of recipes and formulas. Herbal Recipes for Vibrant Health: 175 Teas, Tonics, Oils, Salves, Tinctures, and Other Natural Remedies for the Entire Family by Rosemary Gladstar Great beginner reference and recipe treasury written by the herbal fairy godmother herself. The Modern Herbal by Maude Grieve This classic text was first published in 1931 and contains medicinal, culinary, cosmetic, and economic properties, plus cultivation and folklore of herbs. Available for free online.

how the material is processed is more important than the student’s intention to learn. What this means is that the fact that a student who deliberately prepares for a test but neglects deep processing of the material won’t do as well as one who engages in deep processing, even if (s)he isn’t deliberately trying to learn

enthusiasm for their subject to motivate them, to bring their subject alive and make learning an exciting, vivid and enjoyable experience.    It is teachers’ passion for their subject that provides the basis for effective teaching and learning. These teachers use their subject expertise to engage students in meaningful learning experiences that embrace content, process and social climate. They create for and with their children opportunities to explore and build important areas of knowledge, and develop powerful tools for learning, within a supportive, collaborative and challenging classroom environment. (DfES, 2003a: paras 1–

Spiral learning is an approach that can help us both be strategic about faith-related content and have a plan for engaging with a child’s questions. Fair warning—or maybe you’ll expect this by now—the strategy is intentionally smaller, slower, and shorter than we perhaps might have thought it should be. Simply put, spiral learning is an educational strategy where teachers circle around important ideas again and again, over time, on purpose. Each time they return to an idea, they add something new onto what’s been learned so far. It is especially useful when students need to learn something complicated or nuanced, because layers of complexity can be added with each spiral.

Studies have found that people learn more from coordinated words, diagrams, and sounds than from text alone. The human-computer interaction experts came to understand that the best designs carefully engaged multiple human senses, which are neurologically designed to receive and integrate information in parallel. Other researchers focused on how computers allow people to connect with one another, and how people connect with information about themselves that we increasingly store in digital form. All of this greatly increased the potential for using computers to help students learn. Yet despite those decades of technological progress and mounting evidence that students learned perfectly well in a variety of technology-aided and mediated environments, it did not change the nature of the hybrid university in any important way.

My assessment approach focuses on self-evaluation and metacognition. I ask students to write process letters about their work, and I ask them to reflect frequently on their own progress and learning. The most authentic assessment approaches, in my view, are ones that engage students directly as experts in their own learning.

School administrators must engage with stakeholders, support student well-being, and mentor staff to promote a conducive learning environment.

In recent years, the integration of virtual reality (VR) technology into classrooms has sparked a wave of excitement and innovation in the field of education. As educators seek new ways to engage students and enhance learning outcomes, VR presents a promising frontier ripe with potential.

Psychological principles in teaching, such as cognitive and behavioural theories, provide valuable insights into how students learn and process information, complementing transformative teaching theories and enhancing educators' ability to create engaging and effective learning experiences.

Attention and focus play a crucial role in transformative teaching, so teachers must learn to capture and maintain students' engagement throughout the learning process.

By incorporating gamification elements into lesson plans, educators can harness the power of play to increase student motivation, participation, and retention, transforming the learning process into an engaging and immersive experience.

In the transformative classroom, students are active participants, not passive recipients of knowledge, fostering a culture of engagement and empowerment.

Experiential Learning Theory encourages learners to actively engage in experiences and reflect on them, promoting deeper understanding and personal growth in the transformative teaching process.

I have a shameful confession to make: Secretly, I am not lazy. I’ve learned that if I do literally nothing for more than a year, two at most, I start to get depressed. I’m not recanting my old manifesto. I still hope to make it to my grave without ever getting a job job — showing up for eight or more hours a day to a place with fluorescent lighting where I’m expected to feign bushido devotion to a company that could fire me tomorrow and someone’s allowed to yell at you but you’re not allowed to yell back. But once I become genuinely engaged in a project, I can become fanatically absorbed, spending hundreds of hours on it, no matter how useless and unremunerative. As a teacher, I edit my students’ writing with a nit-picking precision and big-picture ambition they may likely never experience again. And I don’t believe most people are lazy. They would love to be fully, deeply engaged in something worthwhile, something that actually mattered, instead of forfeiting their limited hours on Earth to make a little more money for men they’d rather throw fruit at as they pass by in tumbrels. It’s no coincidence that so many social movements arose during the enforced idleness of quarantine. One important function of jobs is to keep you too preoccupied and tired to do anything else. Grade school teachers called it “busywork” — pointless, time-wasting tasks to keep you from acting up and bothering them. ("It’s Time to Stop Living the American Scam", The New York Times)

the sturdy power of psychological and emotional engagement to school success, it has become a tool not to replace content such as math, but to make it more likely that students will acquire the math skills being taught. Helping students to feel comfortable, capable, and welcome primes them to learn

Smith suggests that we are more driven by our loves than our ideas because we are more desiring beings than thinking beings. We have thoughts and ideas, but what’s behind them is our deeply held loves, idols, hopes, and imaginations. To bring it home to our own school communities: if what really drives people is their affections rather than their thoughts, the primary task of the Christian school is to shape our students’ loves and desires. Smith says, “What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions – our visions of ‘the good life’ – and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect?”29 Bold implication: How do we use student literacy to shape loves and desires? What about science? Chapel? Recess? I get excited to think about our schools grabbing students by the gut! That’s truly distinctive. It’s infectious and contagious. We should hope to find new ways to employ our curriculum to love God, what He loves and His gospel, because it’s life-giving. Yes, we want students to get excited when they learn about Van Gogh’s sunflowers, but we also hope that through their learning, they come to love God and others more. That’s a challenging task; it’s a lot harder than attaching a verse to a lesson. However, we must dare to accept the endeavor because we don’t want to see students merely conform to boundaries set before them. We want to see them transform, and we fully believe that this only happens when students come to love God because they see how much they need Him and how good He is. This is where life-long change happens. This is where a foundation built at our schools can stick with them into college and life. This drives our missional hope and confidence because we believe the gospel restores people; it restores families; it restores culture. Maybe, we should speak of a worldview as engaging the world through an embodiment of beliefs. As Christians, this looks like embodying the core tenants of the faith – embodying need, embodying thanksgiving, embodying hope, embodying rescue and restoration. When we take on these beliefs, our desires change. This is especially true as the Spirit transforms us through our habits being brought into conformity with these beliefs. As a result, much of the conversation about the Christian worldview must consider what it will look like when the gospel starts to seep and ooze out of us.

Black students at a predominantly white university, for example, might be particularly prone to feel that they don’t fit in or belong at that university, especially if they experience an academic setback, as many students do in their first semester. If so, then an intervention designed to redirect their narratives from “I don’t fit in here” to “Everyone experiences bumps in the road” might increase their sense of belonging and improve their academic performance. To find out, researchers conducted a study with black and white first-year students at a predominantly white university. In the treatment condition, the students received statistics and read interviews with upper-class students indicating that most students worry that they don’t belong when they begin college, but that these worries lessen over time. To reinforce this message, the students wrote a speech illustrating how this lesson applied to them; that is, how their own worries about belonging were likely to be temporary. They delivered this speech in front a video camera, ostensibly so that it could be shown to future students at their school. Participants in the control group underwent the same procedure, except that they learned that social and political attitudes change over the course of one’s college career—they heard nothing about changes in one’s sense of belonging. The entire session lasted only an hour. Yet, as with other story-editing interventions, it had dramatic long-term effects on the black students’ performance and well-being. Those who got the message about belonging, relative to those in the control group, believed they fit in better at college, became more engaged in college academically (by studying more, attending more review sessions, and asking more questions in class), and achieved better grades in the rest of their college careers. Not only that, but on a questionnaire they completed right before they graduated, black students who had received the “belonging” intervention reported that they were in better health, had visited a doctor fewer times, and were happier than did black students in the control group. The “belonging” message had no effect on the white students, because most of them already felt that they fit in at their university.22