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?
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.
I'm reflecting on a sign I photographed in Tacoma. How is it that we grant thieves of land and thieves of human resources the entitlement to direct the process of deciding what constitutes justice in exchanges among free people?
Lay an egg … Lay an egg … Lay an egg … I don't know if David Shrigley had schools in mind when he drew this image, but it's a perfect picture of how it must feel to be a school child in America. (For that matter, what it feels like to be a teacher … Continue reading The Productivity Problem
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
Wolf Alexander Erich Albert Ferdinand Freiherr von Lersner Who would name their baby all of that!? … a given name … FOUR middle names … a rank (Freiherr – Free Lord, or Baron: a nobleman free to own land, in an age when not everybody was) … a nobiliary particle (“von,” that denotes belonging to … Continue reading Encomium for an engineer
Intrepid Explorer …
One of the ways we cripple our children is to assume that there's nothing going on inside their heads …
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
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)