the DOG: From where? and For what?

I have been developing the Dimensions of Observable Growth for more than ten years (at my own expense, and without compensation) starting when my own two children were in school in Colorado in the early 2000's. The strong (and still intensifying) U.S. push for "data driven" decision making in classrooms prompted me to find a … Continue reading the DOG: From where? and For what?

Ed Reform without disruption. Hm.

The image is a capture from the Assessment Work Group page of the Collaborative for Academic, Social, and Emotional Learning (CASEL). It's the list of criteria for participation in the 2nd round of an Assessment Design Challenge that could, one imagines, yield a rich, primal soup of diverse new perspectives, ingredients, tools, and methods of … Continue reading Ed Reform without disruption. Hm.

Power Over or Power With: Children’s personalities reflect the way adults engage with them

Children’s behavior can be a good guide to where their significant adults stand on the Influence Continuum. Sometimes the freedom we give children isn’t free. When we implicitly pressure children to make the choices we want while we are telling them the choice is theirs, the effects on their behavior are the same as if … Continue reading Power Over or Power With: Children’s personalities reflect the way adults engage with them

Ten Horsemen of the Educational Apocalypse

It's impossible to conceive of different ways to think about education without first identifying and momentarily suspending our most basic (and usually unexamined) assumptions. The illustration embedded here is an attempt to assess our current, commonly held, largely unexamined core assumptions about education. I intend to write follow-up posts about the Ten Horsemen … and … Continue reading Ten Horsemen of the Educational Apocalypse

Return to Scientific Pedagogy (or: why I’m a feral Montessorian)

To my way of seeing it, "Montessori" has ceased to be a meaningful descriptor. Through the systematic formulation and implementation of a discipline she called Scientific Pedagogy, Maria Montessori developed and documented a successful, well-defined, and thoroughly integrated classroom practice for assisting the healthy and natural education of pre-school and elementary age children. Montessori's American … Continue reading Return to Scientific Pedagogy (or: why I’m a feral Montessorian)