This tag is associated with 6 posts

Teacher remixed: 5 ways to change our profession

[Author’s note: originally posted on] I am keenly missing the #dml2013 fellowship this week. While I’m not quite writing Ignite talks that will never be heard (or drawing sad-face slides), sniffle, I am thinking a lot about how public school teachers, in particular, can make it safe for kids to participate meaningfully in their … Continue reading

The Evaluation: schooling at the end of teaching, unions, & care

Nearly sixth months ago, I posted “The Evaluation,” a near-future science fiction short story imagining public school teaching as day-labor inside a techno-bureaucratic panopticon. Since then, I’ve tried to hold myself accountable for posting about the work that my kids and I do together, which I love and in which I believe. I want to … Continue reading

The failing, not the succeeding

Last time I shared out the fun we had spinning a wheel. Now we (in a small PBL group that meets twice weekly) are spinning our wheels trying to make a counter/sensor that will tally the spins of a particularly sick skateboard wheel. Here’s a short list of our failures so far: We could use … Continue reading

Socrates Was Wrong

Socrates was wrong? I don’t believe that necessarily, but read on and you’ll see why I wrote it (on top of shooting for a subject line controversial enough to increase the open rate of my post 🙂 I attended a workshop this summer at the Right Question Institute in Boston. We spent two days working … Continue reading

The summer of our discontent

[This is a cross-post from, which is a blog about reforming classroom practice. Here the post is addressed to every community member invested in educational transformation, and whether or not there should be such a distinction or such a disclaimer as this are questions ripe for comment and debate.] Transforming our schools will take … Continue reading

What I’ve been struggling to say and do

I will value my student’s natural curiosity and emotional well-being more than I value teaching as I was taught. I will value the curriculum that my student brings to school more than I value my curriculum. I will uncover my student’s curriculum rather than unpack my own. I will dedicate all of the time I … Continue reading