The Missing Link with Rola Tibshirani: Recent Episodes
Rola Tibshirani
Rola Tibshirani invites educators to connect with many groups, organizations or individual educators to bring the learning from inside the classroom to connect with real-world projects. Rola also shares the pedagogical process and the purpose of connection based learning.
The core misconception is confusing self-regulation with self-control, which often fails to address behaviours rooted in a dysregulated stress system, especially in cases involving trauma histories or allostatic overload. A shift is necessary in schools and parenting away from punishment-based self-control approaches toward applying neuroscientific understanding to reduce children's stress load and model self-compassion, leading to better outcomes.
In this thought-provoking session, Principal EL shares how we can positively change our school cultures by empowering our educators and school leaders to focus on the protective processes that build resilience in every child. Principal EL unpacks this vision for change with the “4Cs of School Success:” being Crazy about students, Curious about their lives outside of school, Consistent as adults in their lives, and driven to foster a Culture that is grounded in joy, learning and resilience. Join this keynote session to better understand the power of adult-child relationships in schools and celebrate the impact we can make when we leverage our roles as learners and leaders, and Choose to Stay.
Geoff Edwards Shared how AI is currently impacting classrooms—from curriculum design to daily teaching practices. AI tools or platforms that are game-changers for educators and students. Geoff shares about the OCSB approach to AI ad tools. Myths and misconceptions are frequently encountered when it comes to AI in schools. Many resources on OCSB are available for educators' tools and resources. Geoff focuses on the pedagogical process and deep learning being implemented with AI.
Dr. Vriend shares that stress is healthy and has fewer negative outcomes. We are rethinking stress. The balancing beam overestimates the bad and underestimates our ability to cope. Balancing is being realistic with expectations. Better coping opportunities. Aggressive state can be an overreaction. The nervous system is on overdrive: flight-responsive avoidance or withdrawal, anxiety, anger aggression, irritability, and body hyperactivity. Ideas to empower students include being involved in the plan. Listen to learn about managing emotions to differentiate between normal stress responses and trauma.
David McFall is a principal of Pierre Elliott Trudeau Elementary School in Gatineau, Quebec. How do we rethink schools? David sees the school through the students' eyes. He is an instructional leader focusing on project-based learning, play-based learning and community connections for educators and students' learning. Edutopia Links highlight the school's learning approaches. https://www.edutopia.org/school/pierre-elliott-trudeau-elementary-school
Jennifer Nieradka, a behaviourist Analyst with #OCSB @ocsbABA, shares Functions of Behaviour, reducing challenging behaviour through behaviour strategies and a skill-based approach. Listen to learn more about the 7 dimensions of #ABA to address behaviour that is observable, based on research. Goals have to be practical and meaningful for the students. The importance of the De-escalation plan to prioritize safety, relationships, Happy, Relaxed and Engaged in preventability as a starting point. Focus on the environmental variables for the learning context and identify the skills. #compasion #dignity #respect
Dr. Lyn Sharrat is a widely published researcher and author. She focuses her time and efforts on increasing each student’s growth and achievement by working alongside leaders and teachers to put FACES on their data, taking intentional action to make equity and excellence a reality for all students. Dr. Lyn Sharratt shares the importance of providing learning to everyone by ensuring where students are in our care in order for them to grow and lead.
Tom D'Amico, the Ottawa Catholic School Board director of education, shares that Iterative improvements are important to set yearly goals and improve yearly to continue learning. Transformative learning is important to challenge the status quo that is not serving everyone; the goal and the outcome are equality and social justice. Ethical leadership is important to have trust, support the dignity of every human being and create conditions to have a platform for all voices.
Livia has so much passion for leading with joy. Self-awareness is the foundation, and it is important to understand who you are, bringing strengths to anchor your values and beliefs. Believe in ourselves and meaningful connections, be compassionate leaders, and discover challenges as opportunities. Atomic interactions, small interactions of kindness, recognizing everyone, insightful reflections and emotional contagiousness for making a difference in people's lives.
Kim Lockhart shares the importance of the Science of Reading in a second language. The phonemic awareness of reading through all subjects in French and seeing learning through the Science of reading. Explicit instructions and explicit systematic instructions. Beefing up tier 1 instructions to the whole class is important. As educators, we need to give students more opportunities to practice.
The deep learning movement fosters all learners contributing to the common good. The progressions contribute to deep discussions used for peer assessment and self-assessment. The progressions are a way to anchor reflective conversation—a pedagogical transformation of a classroom culture where each student's voice is heard. The educators are adapting to the learning environment for stimulating learning through the 4 elements. Educators are learners who embed the experience to adapt when lessons are not working. They listen to the pros and cons, constantly observing and assessing themselves and their students. It is a continuous state of reflection. The educators admit that they don't know it all and that it is fine to be a co-learner, co-constructor, and co-designer to build authentic students' voices and agency. It is a messy shift for professional accelerations.
Sean Kelly is a superintendent of Intermediate and Secondary Student Success at the Ottawa Catholic School Board. Sean shares the importance of building relationships through listening for deep learning. He emphasizes the importance of giving opportunities to educators to be creative and passionate by highlighting the process and the next steps. Leaders need to recognize what needs to be prioritized for the benefit of the schools and the system. When leaders are creative, they bring everyone else with their creativity.
With the learners, give them a chance to ask questions & listen to understand than to respond! The curriculum goes hand in hand with building relationships & connections with the students. "Your story is the Soul in each lesson," centering students' voices & stories. Building with them learning based on their voices by tailoring & tweaking activities & tasks, is a vulnerable part of education, not just how, but the WHY.
Getting to the why of learning tasks, what are the connections between the task to move students forward?
To reach Tu https://twitter.com/tu_vuong. https://www.cominghometuvuong.com/
The adults need to feel comfortable speaking their minds by creating shared agreements. Employers are happier when they express their needs, when everyone comes together and co-creating with the leaders.
Article to steps for the shared agreement. Empathy for perspective taking.
https://www.edutopia.org/article/shared-agreements-working-together-benefit-teachers-and-administrators
SEL skills will be uplifted through PBL.
Explore the topic, contact experts to seek advice, create solutions, and call to action by inviting others. https://bit.ly/3fx8Ky6
Environmental Science for Grades 6-12 PBL for sustainability. The learners creating #calltoAction
https://www.edutopia.org/article/3-ways-activate-student-engagement
Action to research for professional learning. A 5 Step Coaching Model for Instructional Innovation https://www.edutopia.org/article/5-step-coaching-model-instructional-innovation
Community building is the essence of empowering the teachers, the students and the parents. Having the vision to have the confidence of empowering innovative progress through personalized comprehensive support of unlearning and relearning. A School wide initiative of Gratitude Attitude by thinking globally and acting locally. " Good leaders create great leadership with others. "
Liz Dozier shares about being aware of our biases and decolonizing our minds in terms of our own biases. We have to take care of ourselves physically, mentally, and spiritually, because you can’t begin to unpack those biases if you’re worn down. It is really about remaining curious about the world around us and others’ experiences. How are schools focusing on from problem fixing to possibility creating?
Melanie shares that we need to stop doing school and focus on deep learning. We need to create knowledge and focus on students' assets. It is a continuous process of shifting and dancing to access learning in the best possible way.
Hedreich Nichols shares the importance of teaching human kindness citizenship explicitly through the development of interpersonal relationships, examining feelings, and building empathy.
Social actions already walk in with the students. We need to create a culture of kindness that models explicitly what kindness is and makes someone feel bad without attacking their character or behaviour. In the classroom, students are more empathetic than adults. We all have our own biases and perspectives. Allow students to take the lead, let their brilliance shine.
More on Hedreich Nichols: https://hedreich.com/bio/
https://anchor.fm/hedreich/episodes/SmallBites-Lagniappe-Teaching-from-a-Neutral-Space-e1bv1bo
https://us.amazon.com/Books-Hedreich-Nichols/s?rh=n%3A283155%2Cp_27%3AHedreich+Nichols
Making a difference in the lives of the students by maximizing their potential. By creating a culture in which students can take risks to take ownership of their learning. Creating clearer targets on why they are learning. Students should not be punished when they learn incorrectly. Educators should be transparent in their assessment practices. Students should understand self-assessment & feedback, as well as how grades are assigned at the end of the process. Students should explain their why and reflect on the process.
Growing a growth mindset across a culture of understanding rather than competing to learn. The book, The Magic of Growth Mindset will be released soon. It is important for teachers to model growth mindsets as well, and for leaders to be aware of how they respond, it is more about the effort than how well they do. Get everyone to take some risks. A safe space for making mistakes, lots of modelling by leaders to teachers, and for the students to take it home.
Stephenie creates learning communities that support students' voices, agencies, and gamifications. Stephanie approaches coaching for teachers' through design thinking for pedagogical powerful ways. Following up with teachers about the process involves inspiring them through a coaching cycle. To learn more about Stephanie's initiatives, please visit her website : https://sites.google.com/mrshowell24.com/mrshowell24/home and https://www.goldedu.org/
Ludenso focuses on discoveries for all ages through AR. Students create through 3D modelling to connect real authentic problem solving to the world. The tools are cocreated through the pedagogical process that encourages students' inquiries. Ludenso has based its AR on pedagogical practices and full feedback from teachers and students. There are SDGs challenges to create futuristic sustainable solutions by the students.
Educators are empowered to disrupt unjust systems and create change at the core of equity. To teach from an equity standpoint, we must first recognize our identity. To extend our learning, we must begin with ourselves first identifying ourselves before teaching the curriculum. Multiples perspectives are at the foundations of the curriculum. Students are given authentic tasks that explore perspectives from different angles. In what ways can students become change-makers and develop their responsibility for citizenship?
Project based learning moves forward with critical conversations that are students centred. Students centred learning designing engagement to relevance and empowerment of learning. "Project based learning and inquiry are the opportunities for students to uncover new content on their own. Through exploration and problem solving, children make truly remarkable discoveries (many of which teachers will not foresee)." School is about the students more than us!
http://rosscoops31.com/
Mike shares the importance of designing through Project-Based Learning with an authentic purpose to problem solve. The framework for students to connect multidisciplinary through a structure of thinking, high-level questioning by both students and teachers. Projects start with a Driving Question (DQ) to engage students and frame the anticipated learning. Social-Emotional Learning skills are embedded in high-quality PBL. "The SEL framework emphasizes student behaviour in the classroom, whereas PBL applies it more globally to issues outside of themselves. But the skills are the same in each case, with PBL using Social Awareness to drive this decision making." It is not just about choice it is that purpose. http://www.michaelkaechele.com/marriage-of-sel-and-pbl/
A new way of thinking about success in the classroom is presented in the book 100 Or Nothing by Dr. Glen Coleman. Using what you know! Failure, Friendship, and Feedback are ways for people in a community to support each other, and having Fun is the fourth F. Storytelling, kindness, and inclusivity are important aspects of classroom success. In his books, Dr. Coleman describes a four-phase workflow. Phase 1: Students study independently. Phase 2: Students take a collaborative test with their peers. Phase 3: The same test is taken again, but this time it is individual. Phase 4: Game Day for creating and conversing.
Heather Singmaster is a Director in the Center for Global Education at the Asia Society, where she oversees the Global Cities Education Network and works integrating global competence into Career Technical Education (CTE) programs as well as state and national policy.
Through the SDGs, local and global communities are helping to solve problems. Bringing a global focus to the classroom and having students work together. Global competencies, that are adapted across the world having the knowledge, skills and disposition to act on global issues. The skills to research the world, formulate global questions, recognize perspectives, communicate ideas, and use technology effectively for students to use their agency to improve conditions locally and globally. International school networks implementing interdisciplinary planning for global learning to increase diversity in careers.
Implementing the four outcomes for self-understanding ourselves identity, connections to the families and communities, the knowledge you need to be you, and competencies.
The 7th competency is the commitment to learning to humanity.
The teacher's relationship with the students is understanding who they are, what is important for them what is important for the learner, and contextualize the curriculum that connects to their lifestyle.
Real problem solving within the community, interpersonal and universal connections are essential. Contributive learning has the opportunity to reopen students' lives and solve problems- to help someone in humanity through the power of goods.
https://www.thelearnerfirst.com/
Margret Atkinson shares the importance of passion for learning always involving students in growth. The students are humans we need to help them develop habits to help them for their entire life.
Creating an environment honoring each other for a community to embrace their voices as they are valued by building trust.
The classroom is a paradigm for a larger world. Through virtual classrooms understanding the human on the other side of the screen is important. cultivatingthegardenfma.com
Project Based Learning is key to learning, the learning comes alive to real-world experiences.
It is important to listen to students' inquiries. The students drive the questioning. Through a culture of trust and risk takings, the students amplify their voices and choices.
Many entry events from a variety of sources catch students' eyes for building empathy.
Connecting the students to the community opens up the classrooms to see how students learn and to build with real-world opportunities. The students will have voices to impact the community.
https://twitter.com/LindaAmici/status/1351408620949401600?s=20
Project based learning benefits opportunities for students in an area of interest. Investing in how students are learning through PBL is more than just focusing on assessment/grading. Engaging students with real authentic connections and options of their choices. PBL is building skills beyond the content.
Michael Crawford shares that an entrepreneurial mindset for the students is when problems are opportunities. Entrepreneurship seeing how students have agency over their learning. For people seeing needs to take action to deliver needs. Dissolving the classroom walls is impactful by having the students problem-solve with the community. In entrepreneurial thinking, the students develop confidence and self-esteem. Educators are learners by seeing and learning from each other. Teachers are already vulnerable at taking risks, trying new things, and are very intentional for learning. The adolescents must be given opportunities to learn about themselves for feeling and decision making. Self-awareness and self-reflection wire to fire together with the neurons. The students need to have opportunities to express their feelings about themselves.
Mandy shares that burnout can be overwhelming. Moral obligations can be challenged and can cause demoralization. Burnout and demoralization can be similar. Demoralization under control or feeling burnout, make sure the boundaries are appropriate. Understanding what is in your control and outside of your control. Spending time to connect and reconnect with the students.
Engagement is how much you love what you are doing. It is difficult to be innovative when we are burnout. We have to be in a space to be innovative, self-care, and mindfulness keep you at the moment. Having healthy boundaries and resilience through self-control. An internal look of self-control to be more resilient, practicing gratitude and self-care. Four pieces for self-care physical, emotional, intellectual, and spiritual self-care, helping yourself to feel centered.
The students need to step into their emotions they need to feel to heal. The students can identify the emotions that they are feeling.
Tara Linney is a tech consultant, a connected global educator focusing on SEL, empathy, and SDGs. Working with teachers in many communities creating opportunities for lasting impacts on well-being. Global education is bringing together educators from different backgrounds and parts of the world. Inclusivity is to grow through global connections. SDGs real-world opportunities to reach problem-solving with a purpose for sustainability. #coding #equity #Python #RaspberryPi
Kristen builds relationships with parents and students from day 1 to meet students' success. Beginning with thematic daily activities for students' to build relationships for community sharing and trust. The students co-construct their expectations, their goals, and what to expect from each other. "Do not power pack the academic before the human. " Reflections should be habitual and embedded for the students.
Evan Whitehead is an educator who has the expertise that connects to students well being, social-emotional learning, differentiation, special education, building communities, equity, and diversity, including cultural competencies and mental health. Evan shared the importance of community building as the foundation for learning and its importance, starting from the beginning of the year. Being vulnerable is an authentic effort for educators. Evan encourages educators to know the students and their families. Taking care of ourselves as teachers are important to be well for our students. Evan has so much to offer about well-being, including the three B's: balance, boundaries, and breaks. We have so much to learn from Evan on equity, empathy, building emotional connections, and intentional efforts to know our students.
Lori is a community facilitator who focuses on collaboration, communication, social metacognition, and transformation for leaders and teams. Team building is about strategy; Community building is about culture. If you don’t get the culture right, it really doesn’t matter how right you get the strategy. Community building is relationship building; it forges authentic connections among the members of the group.
https://thekalliergo.com/
Connie is passionate about integrating global competencies, and connecting students to problem solve globally. The interconnections of developing skills, building trust, and personal relationships are the key to students' collective thinking. When students collaborate, they are empowered by the freedom of accountability and develop global accountability. The students are leaders today by developing solutions to impact their communities. https://www.somethingmoreglobal.org/ https://us.iearn.org/
Abigail French navigates real issues with the students to find solutions by transforming learning through 21st-century skills. The students wrestle, tackle, and acknowledge by facilitating conversations valuing all thinking. Roses and thorns through circle time for students to become empathetic listeners for supporting each other.
Gregory is a talented songwriter who tells stories through his music. Creativity is important to be pursued in a safe space to be vulnerable to learn and take risks. You can find Gregory's 2 album Standing Tall and 20/20 Vision on:
https://linktr.ee/gregorynaufal
Vicky Masson is a global educator who collaborates to take action with her students. Collaboration is important to get students to be critical thinkers and advocate for success. Students' voices and perspectives are explored through real meaningful connections to build empathy and action taking. Vicky is an active global advocate through many organizations promoting second language learning experiences.
GWATFL - http://www.gwatfldc.org
GWATFL TIPS - https://www.gwatfldc.org/gwatfltips.html
TeachSDGs http://www.teachsdgs.org/
HP Teaching Fellow https://global.digitalpromise.org/reinvent-the-classroom/
Digital Promise Learner Variability Navigator:https://digitalpromise.org/initiative/learner-variability-project/
Creative Connections - https://creativeconnections.org/
Empatico - https://empatico.org
The World’s Largest Lesson - https://worldslargestlesson.globalgoals.org/
The Wonderment - https://thewonderment.com/
ACTFL - https://www.actfl.org/
“Single Voices Global Choices” https://singlevoicesglobalchoices.wordpress.com/meet-the-team/
Koen Timmers - https://no.moreplastic.info/
Darcy Rogers @ Organic World Language: https://owlanguage.com/people/darcy-rogers/
Smithsonian Learning Lab Http://www.learninglab.si.edu - https://learninglab.si.edu/collections/people-place-and-time-how-art-reflects-culture-collection-2-mendez-v-westminster-1947-national-postal-museum/0fVr52E75MDpAypW#r/
Barbara shares that teaching is about building relationships,
Students' voices and choices through real-world connections by building thinking skills. The students take ownership and agency by problem solving SDGs issues and genius hour to be self-guided learners. The students define their needs and curate for their own curiosity.
Educators don't need to be the keeper of education. We need to ask the questions who is learning and what are students learning? The students to be in the driver seat. We navigate students giving students their reigns to seek their own information and they fall in love with the learning. Trust and relationships between the students and the teacher, the students to build relationships among themselves. Honor & celebrate all voices. Assessment is a built-in communication and conversations. Learning is always in motion and you can't miss the excitement in a child's face when they are learning.
Pav Wander amplifies and lifts students' through trusted relationships in the classroom. The students build a community that they would want to be part of the learning space. Focusing on students' personal needs and building relationships to benefit from what a diverse community is able to offer them. Design thinking & empathy were embraced for problem-solving. Pav is a risk-taker who is seeing opportunities from podcasting and Zenispriatin as a personal growth curve.
The students will be creating their future and the future we created for them. Evo designs learning experiences for students to be internationally minded, empathetic, opportunists to develop leadership skills to have a vision. To be tenacious and resourceful, self-driven success for entrepreneurship innovation. A sense of responsibility for self -inquiry and global inquiry to the Sustainable Development Goals and be innovative for their future. -
Ellen is a risk-taker who tailors the learning to the needs of the students. "It doesn't matter the Grade you teach when you focus on real-world experiences". Learning from inquiring and having students capture their thinking when learning. The students are doing the thinking for themselves and consolidating to share the learning. Recognizing how their thinking has changed and communicating thinking.
The idea of community culture is being able to form relationships with teachers, students, parents, and administrators. It is important to present your authentic self to learn from the community and take their perspectives to be a member of a team. It is important to establish the wellness and the wellbeing of a community. Supporting team members with fairness, trust, cultural awareness, and understanding what is happening around the world.
The asking of why continues to drive Kavita's learning journey. From the questioning of why of learning to the deeper connections to the international curriculum for more answers from Inspire Citizens.
Self-awareness and social empathy are authentic transdisciplinary learning. There is no learning without social-emotional connections. Pursuing holistic learning with the students. Self passion, building relationships for global impact, collective well being, social intelligence, and social justice through the accumulation of skills for the students to take actions.
Teaching is about relationships that are the foundation
of purposeful learning. Important connections, giving space for students to connect with each other, earning the trust and relationship that made the transfer easy for distance learning.
Connection & collaboration with the Middle School team for Project-based learning on systems and systematic oppression.
It is starting with big ideas on systems and relationships. with the students as well as co-teaching with colleagues through remote learning.
Denise Andre is the director of education at the Ottawa Catholic School Board. She encourages educators to be reflective practitioners to also be connected learners to serve their students. A proud director of teachers and students who embrace learning and unlearning for new opportunities to continue with equity and differentiation. "When educators grow and learn their students grow too. Through their partnership and trust, they impact their communities."
Branka is an educator who connects Math to real world experiences for the students. From the environment to peace in the world. Giving students their agency to drive their creativity for learning. Empathy is important for their social emotional learning by connecting to real world experiences.
The learning was hijacked for many years, as we are now figuring out how to build passion back. Teachers will be redefining the learning after the pandemic. Barbara Bray an author, a coach, an innovator and a disruptor for students' empowerment and agency for learning. Barbara Bray shares, this is the time that educators can do something that they always wanted to do by disrupting the practice into passion projects by the students.
Julia creates a brave space with a common vision honoring all opinions and voices. An ecosystem of building each other up never tearing each other down, failing forward to take risks, and be their best.
Listen to the voices of the students as students already come with voices.
Her students focus on how they are the world learning by challenges and sharing perspectives of causes of these challenges from the SDGs. the students focus on the wellness wheel from the learning zone to the growth zone. Self-awareness and critical thinking, connected classrooms bring the world to make sense to help students understand what to do as global citizens. There is so much to do in the world to help the voices be loud.
The students are our great teachers by hearing their voices for the better, listen to the students' open conversations for growth and opportunities.
SDGS are a launchpad to create doorways to be part of the global ecosystem to be a problem solver and problem finders, personalized action for all students to make a difference to co-create action with each other. A new vision of every single voice to make a difference on the planet.
Mrs. Uppal promotes a community at The British School of New Delhi that is a holistic culture of a safe, happy and secure learning environment. Every student perseveres through a personalized learning journey in which their voices are critical part of the community. It is a community of growing leaders, together building growth and well being from the child to the educators.
When the students are thinking they are developing many competencies like communication, critical thinking, collaboration, and creativity.
SOAR encourages students to develop critical thinking skills by extending their thinking to create something new. Empathy is at the heart of the design thinking process.
Steve Sostak is an author a leader with a contextualizing curriculum to spark students' lead action for a collective well being. From a whole school for sustainable development of the Global Impact Model to teachers service learning through the design thinking lens. Care, aware able & impact for students to make a difference in a powerful agency. Sustainable thinking, system thinking. cognitive empathy to the relationship of equity of a stronger community.
Meghna is an educator who believes in connections than corrections. The language of connections will get the academic content faster to the learners. The global connection should start from KG. What is a local problem is also a global problem. The students should imply sustainable challenges for knowledge and cognitively throughout the school. The whole school is weaving the SDGs into the curriculum.
Melissa Lavoie represents students' voices from rural communities through Google Maps and Google outreach tools. The students are Personal stakeholders by sharing their rural communities. Education represents seeing on Google maps, the students are historians and digitally preserving their communities by sharing the images of their communities. They are representing their perspective.
The students learn through fieldwork and service-learning within the community. The SDGs are the goals for building empathy.
SDGs are cross-disciplinary for all grade levels. All learning is rooted in empathy. Following the Design Thinking process feel, imagine, do & share the students are being resourceful by connecting to experts.
Vito Michienzi is an author a magician, a programmer and of course a teacher who writes to answer his own questions. If you are not building relationships you are not teaching. Vito's upcoming book will be "Teaching Outside The Curriculum".
Patricia Fiorino shares how Social Emotional Learning is part of the academics. SEL skills are embedded in the curriculum. All students have needs and strengths, navigating students and teachers to be an environment to feel safe. When SEL is implemented students apply positive strategies, students' academic engagement is up and students see themselves as problem solvers.
Xena Biffert is an educator who emperors students' agency through outdoor space explorations. The environment provokes students' learning for real community projects and creativity. the students document on journals by sitting and reflecting on their inquiries from sketching to poetry. Xena hopes to continue the outdoor culture of learning and building capacity throughout the school. Through outdoor learning, the students' childhood memories will be permanent and protecting nature while navigating their own voices.
Tristan Nuyens empowers Ss through thinking skills to think critically and honor to collaborate through rich conversations to problem solve. The students learn to push their own autonomy and demonstrate full agency when problem-solving. By using nonpermanent vertical surfaces thinking spreads like wildfire around the room. Allowing students to read the test and have rich conversations prior to writing the test builds their confidence and develop rich conversations about learning.
Tania focuses on the students' accountability throughout the assessment process. Learning is a journey based on co-constructing learning goals, open discussions for a gradeless assessment. Visible learning for equity and ownership of the journey, from long-range planning to a clear path of expectations. Grades are negotiated and determined with the students. Applying Design thinking process with a purpose for problem-solving through makers days.
Lynn Thomas empowers her students through real-world learning opportunities. The students being researchers for social justice to empathy building for action-taking. It is important to develop social emotional learning and have students explore the Science of learning. The sustainable Global Goals are the lens to all curriculum expectations
Erin Dowd is an educator with Belouga. Belouga aligns students' impacts through the SDGs. The students explore through episodes and connect to other students working on the same contact. From Belouga's connections, the students collaborate through missions and series to real-life learning connections within their classroom or community. Opportunities to Collaborate and self reflect, taking action on how to impact others. Impact campaigns from communities around the world.
From Engineering to teaching robotics, curriculum developers to the development thrive SDGs. The students build their confidence when they develop life skills for real-life experiences. Thrive is taking action by giving students opportunities for global connections to problem solve wither by prototyping a product or implementing a social solution. https://www.thrivesdg.com/ #Innovation #creativity #entrepreneurship
Transferable learning is building conceptual understanding that transfers across situations a bigger picture of how the world works. The students think about the why of learning. The students articulate the transferable concepts the why of the structure of the disciplines through strong reasoning and evidence. How do we get Ss not to forget their Learning? Conceptual relationship questions are the stem for planning in order for students to make the connections and articulate them. The students build schema and organizational structure in the brain. https://edtosavetheworld.com/author/edtosavetheworld/ For Videos about conceptual Learning and resources. Author http://bit.ly/JS_Corwin Conceptual Understanding Elementary and Secondary
Being in the field of teaching is like by being chameleons and living our dreams.
Dr. Jennifer William shares how we all own the Sustainable Development Global Goals. We all can take actions to make a difference. It is connecting to take action fearlessly and boldly through conversations at the high-level. The students and the teachers have to be at the table with these conversations. Innovation with a twist by connecting students to a purpose and connecting their passion for action-taking. Dr. Jennifer Williams new book is Teach Boldly using EdTech for Social Good.
Jenna believes in students' voice and for teachers to be active listeners. From Art animation to #PBL sharing #joy. She bridges her curiosity to her students in the classroom. From Impact Team to Speakup creating a creative space of inclusion with the students. Jenna believes in dreaming big and making it real with the students.
Mahfuza Bridges students learning by building skills tackling through #SDGs with HS Ss for the power to make a change in their local and global communities. From the process of collecting data, critical thinking for answers and empowering students to change perspectives. The students becoming community members and impacting learning beyond the classroom. Learning is the real world when students leave the school system to be global citizens.
Jen is a risk-taker and an innovator who builds a community with the students to develop empathy. Inquiry Minds is the class for the students to apply SDGs and design thinking. Through the process of creativity and critical thinking, she empowered the students to recognize their actions for the future.
David is a game designer high school teacher who guides at risk students to design games for Social Change. Designing for problem solving and critical thinking with the focus on a growth mindset. From a troubled point of view to a successful point of view creating a culture of trust and the risk of investing in the unknown. Social emotions are successful in getting to understand the social-emotional learning through rust empathy from the students.
David connects the students through personal challenges with authentic end users for feedback with game designers. Game design needs to be cross-disciplinary allowing the student to teach the teacher of turning the content into a game.
Lisa is an educator who believes in community building for learning. She bridges her students to community difference-making to empower their compassion and empathy to others. Lisa reflects on the moments of growth and surprising moments of community building.
Steven Floyd a researcher and an educator who emphasizes, thinking at all levels through the curriculum on inclusivity, equity diversity of courses with genuine opportunities for the students. The students to be engaged & have access to all materials exploring students' interests through the curriculum. Dedications for all to be successful at the competencies to be placed at the forefront for students.
Ian Fischer promotes equity for learning, thinking strategies and accountability for learning. Building students confidence to take risks and promote critical thinking and skill development for real foundational learning in #math, #Science #SEL Empowering Students' learning to move forward. #assessment4learning