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Dean Shareski
  • It started with purpose — students knew why they were there, what they were trying to produce, and why it mattered. There was also a much stronger sense of community in extracurriculars; students described these places as like “family.” And there was lots of opportunity for student leadership as opposed to passively receiving knowledge. There was lots of intrinsic motivation and passion — that’s the identity and creativity parts of deep learning. But there was also a lot of careful feedback, practice, and refinement — that’s the mastery part.
  • One answer was the ethos of the class. These teachers created spaces where they brought together rigor and joy and which were intellectually demanding, but also open, playful, and warm. Creating that combination is challenging, but really powerful when achieved.

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Dean Shareski

THIS Is Why Schools Exist | Silver Lining for Learning

"You know who I rarely, if ever, see featured in the articles, books, podcasts, pronouncements, panel discussions or prognostications of the futurists “helping” schools prepare for the “new normal?” Music, art, or drama teachers. Why must the future be so colorless and dystopian?

The simple truth is that band was the only thing we did not have at home that justified my kids going to school. Schools tend to undervalue the things to which they actually add value."

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  • You know who I rarely, if ever, see featured in the articles, books, podcasts, pronouncements, panel discussions or prognostications of the futurists “helping” schools prepare for the “new normal?” Music, art, or drama teachers. Why must the future be so colorless and dystopian?

     

    The simple truth is that band was the only thing we did not have at home that justified my kids going to school. Schools tend to undervalue the things to which they actually add value.

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