If you are stuck in student-centered approaches, you might be contributing to the problem (and the meta-crisis)

Take a moment to look at the model below. What does it represent for you? What do you see? An army command structure? The way a laptop is made of components and subcomponents? A galaxy cluster containing hundreds of galaxies, which in turn contain hundreds of billions of individual solar systems? Where does your imagination [...]

A Curriculum of Kindness

This article was inspired by my conversations with Louka Parry and David Penberg. It was published in IntrepidEd News on 1 October 2021. Sometimes I fixate on a subject or idea and find myself buying a bunch of books and watching videos to feed my curiosity and further my understanding of a single topic. Recently, [...]

A Learning system that values questions not answers

What if instead of an education system based on “show what you know,” which can discourage curiosity and creativity because of the right answer syndrome, what if we built a learning system that conceived achievement as the quality of questions the learner asks, not what they are asked to know? The power of this learning system of questions is in how it would foster curiosity and creativity, because if a learner stops asking questions, they stop learning.

Embracing the Interconnectedness of Learning

“When we try to pick out anything by itself, we find it hitched to everything else in the universe.” —John Muir, founder of the Sierra Club So much space is taken up rebuking the Industrial Revolutionary model of education that still inspires most schools today. You can hear, watch, and read people questioning why it [...]

What if schools became intergenerational learning spaces?

This article was also published on 28 August 2021 in IntrepidEd News. This may sound odd, but I love calling for help when my computer decides to go rogue, not following the plan that I so carefully and naively laid out before class. I fumble a bit with the cursor and click the same icon [...]

What if we used Portfolios of Impact to evidence learning, thinking, and action?

This article was published in Intrepid Ed News on 10 August 2021. Our lives take different courses based on the decisions concerning us made by people we often don’t even know. This is because selection processes that are out of our control determine what will happen. Most people taste this process for the first time [...]

Twenty-first century skills: Are they just the same old story?

This article was published in a slightly different form in Intrepid News 18 June 2021. There is something insidious about pushing schools to change so they can prepare students for jobs that do not yet exist, for problem-solving to address threats to productivity, or for new business models with geographically and culturally distributed workforces. There [...]

What if we created a Curriculum for the Commons?

This article was originally published in Intrepid Ed News on 4 June 2021 under the title "Student Pathways into Curriculum: Chaotic or Empowering?" We justify our need for a set curriculum by invoking our responsibility to prepare students for the future, expose them to ideas that will make them respectable well-rounded citizens, and equip them [...]

How Could Ethics Guide a New Purpose for Education?

This article was originally published on 21 May 2021 in Intrepid Ed News. Every once in a while, a report comes out from a behemoth transnational organization that rings alarm bells, warning us about how the education system is not equipping young minds to meet the challenges of tomorrow. A lengthy document outlines the skills [...]

Impact and Net Promoter Scores—How we can re-think curricular innovation

There doesn’t seem to be a universal definition of what curricular innovation is all about, even if it’s one of the hottest buzzwords in education. Curricular innovation is often associated with student-centered experiences, learner empowerment, creation over consumption (or regurgitation), and preparing kids for the unknown. Of course in some circles this raises the question, [...]

What if teachers were required to go on externships as part of their professional development?

I have been thinking quite a bit recently (and I am certainly not the only one) about how much of the curriculum delivered in the classroom actually prepares students for success in their professional and personal lives. There is so much discourse out there about 21st-century skills and the preponderance of competency development over knowledge [...]

Measuring impact needs to be part of any assessment strategy

What if we turned assessment upside down and, instead of starting with looking what the student can do or what they know, we started to measure the impact of students' ideas and actions? What if, instead of having assessment center on skills and knowledge in relative isolation (a test, a product, a presentation), we looked [...]