I’ve been having a series of amazing conversations lately about the nature of collaboration, in an effort to define exemplary collaboration.
Defining the Threshold of Exemplary Collaboration
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Entanglement of Literacy and the Arts
The Arts do not decorate literacy instruction:
They deepen it.
They expand it.
They entangle with it—beautifully.
Micro-routines for Durable-skills, Part 4: The ‘So What?’
A student’s high school transcript shows their grades and credits, but it doesn’t show their mastery of skills. It doesn’t tell a college admissions officer or a potential employer what they can do. The skills they’ve spent years building, the very competencies that employers are so desperate for, get lost in a sea of GPAs and standardized test scores. This is a massively missed opportunity for our students, and it’s a problem that we, as educators, have the power to solve.
Micro-routines for Durable skills, Part 3: The ‘Show’
Without a clear way to see and track progress, these skills can feel like a fleeting exercise, something we do in class but that disappears as soon as the bell rings. For skills to stick, students need to own their growth.
Micro-routines for Durable skills, Part 2: The ‘How’
This is the heart of what we call a “micro-routine.” These are tiny instructional practices that take just a few minutes of class time, but when done consistently, they create a powerful shift in student learning and skill mastery. This approach is the essence of Pillar Three of the CTL model.
Micro-routines for Durable-skills, Part 1: The ‘Why’
The blog series, “Micro-routines for Macro-skills,” is a multi-part exploration of how to intentionally teach and validate “durable skills” (soft skills).
Thinking Routines using the ALM
In this post we explore different ways and purposes for creating thinking routines that group students in different ways to maximize student interaction.