Saving Summer: Rethinking Themes, Essays, and Media

I’m about to do a dangerous thing: post a document long before it’s “ready.” It is not even close, and I think–that’s where it should be. A finished document would mean there is no room for growth or adaptation; it’s a sketch. Flipping my thinking around about the silo type of units, students would be better served if we took a gravitational, or centrifugal force idea. While we’re spinning, we stay connected and use metacognition to be cognizant of what draws us in. Choices are key, here, with a map for guidance. In essence, every UBD and essential questions demand…

Finding the exits.

Did you ever hear a buzzword or jargon from an evaluator or someone in an evaluative role and while you’re nodding your head, you have the realization that it’s meaningless without context? (That’s a nice way of saying baloney.) Recently the idea of ‘students not having a sense of urgency’ was attributed to my practice, and this made my hackles rise. I’ve been reflecting on what part is defensiveness, irritation, etc. for a few days now. The notion of ‘urgency’ connotes panic. Fortunately, I had read Andrew Miller’s article, The Tyranny of Being On Task before this jargon was laid…