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 below is an attempt to assess our current, common, core beliefs about education. I intend to write follow-up posts about the Ten Horsemen … and the language, policies, 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)
I delivered this poem in Amsterdam, at the Annual General Meeting of the Association Montessori Internationale, on April 17, 2016. I wrote it in response to a request that I celebrate the intersection of the mathematical and the pedagogical threads of the conference with a poetic interlude. Less than three weeks later, back at home … Continue reading Let me be Zero – a poem about what counts in education
I have a friend who's a teacher educator, who alternates between amusement and despair at the intellectual and bureaucratic chasm between teacher training curricula and current research on teaching & learning, on the one hand … and between research on teaching & learning and the school quality measures that drive teacher ed curricula, on the … Continue reading Public education: mass producing the indolent consumer
“Not everything that can be counted counts, and not everything that counts can be counted.” – Albert Einstein – My friend Sam is a gravitational physicist who recently made a disappointing foray into high school teaching. In his late career enthusiasm for kindling new flames of lifelong interest by sharing his research passions with high … Continue reading School Accountability, Feedback Systems, and Cupcake Contests
Opponents of Self Directed Learning sometimes liken SDL to abandonment, but it is nothing of the kind.
A number of things became clear as I embarked on construction of the observation rubric I envisioned almost 15 years ago. Several (more professional sounding) names for the tool have been tried, but one moniker kept showing up on our doorstep. We finally relented and brought it in from the cold. The not-kidding-even-a-little-bit observation rubric online … Continue reading Essential characteristics of The DOG