by edtosavetheworld | Nov 2, 2015 | Stage 2: Active Processing, Stage 2: Joyful and Efficient, Testing and Assessments
Differentiation is a word that is used often in education — but I worry there is a lack of consensus on what it means, it’s purpose and what it looks like in the classroom. Here is an attempt to distill the essential elements down to four buckets or key...
by edtosavetheworld | Sep 29, 2015 | News and Trends, Stage 2: Active Processing, Stage 2: Joyful and Efficient, Stage 3: Conceptual Understanding, Testing and Assessments
Lately, and rightly so, there seems to be a lot of buzz around differentiation, personalized learning, personalization, individualization… and many folks are trying to distinguish among them. The MAJOR distinction, it seems, is whether or not the goals of...
by edtosavetheworld | Jun 30, 2015 | Stage 2: Active Processing, Stage 2: Joyful and Efficient
Although my passion is teaching older children, I’m currently learning so much about early childhood development as a mother of a toddler. Babies are natural explorers, everything is new! After my son carefully examines an object visually, he tries to stretch it...
by edtosavetheworld | Jun 26, 2015 | Stage 1: Adult Learning and Leadership, Stage 2: Active Processing
If you’re in the mood for a little inspiration this morning, take a peek at this 2013 Ted Talk from chemistry teacher Ramsey Musallam. In it, he reminds us to not confuse technology use with innovation in education. Flipping your classroom, for instance, so that...
by edtosavetheworld | May 20, 2015 | Stage 2: Active Processing, Stage 2: Joyful and Efficient
Last week I had a video conference with teachers from the Choueifat Lebanese School in Beirut. These teachers have been working hard for two years to use our framework in their school, starting with joyful and efficient classrooms. They are doing a terrific job in...
by edtosavetheworld | Mar 17, 2015 | Stage 2: Active Processing, Stage 3: Critical Thinking
We have all tried to teach students to make connections between things that have obvious connections. But what about between things that don’t have obvious connections? In his book Brain Rules, expert John Medina talks about a six-year study of more than 3,000...
