Imagine schools designed to work in alignment with everything we now know about how kids learn, grow and thrive.
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We now understand that evolution has provided humans with a powerful toolkit of predispositions that go a long way in explaining our ability to learn language, cooperate in groups, solve problems, plan for the future and empathize with others. This evolutionary inheritance both empowers us and constrains us. We are born ready to learn, but our brains are wired to learn more effectively under certain conditions. Humans learn best when we ‘go with the grain of the brain’ instead of against it.
Imagine schools designed to work in alignment with everything we now know about how kids learn, grow and thrive. Read more
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I decided to get to work creating a learning environment more conducive to producing the types of questions that create lifelong learners rather than savvy test-takers. Michael Wesch
I have come to the conclusion that “teaching” can actually be a hindrance to learning, especially when it is assumed that learning requires it. Michael Wesch
Consider the often-heard lament, “some students are just not cut out for school.” The statement passes without question or even a hint of protest, yet think about what the statement says when we replace “school” with what school should be all about: “learning.” Some students are just not cut out for learning? Nobody would dare make the statement. Learning is the hallmark of humanity. We are all cut out for learning. It is what makes us human. If our students are “not cut out for school”, perhaps we have made the mold too narrow or inflexible, or more likely, just not meaningful enough to inspire a student to fit in. Michael Wesch
All the power is in the hands of the student; where it has always been. While it may be against the law is not be in school under the age of 16, it's definitely within the control of the student whether he or she wishes to actually learn something. Paul Hillsdon, High School Student
Too many leave school with the appetite killed and the mind loaded with undigested lumps of information. Sir Richard Livingston
Deep down many children became deeply frustrated, with so much of their latent predispositions just untapped by the daily routine of instruction. The daily challenge of making sense of their environment had been replaced by a dull recognition of waiting to be told what to do and how to do it. John Abbott, Terence Ryan
No Contest, which has been stirring up controversy since its publication in 1986, stands as the definitive critique of competition. _ No Contest_ makes a powerful case that “healthy competition” is a contradiction in terms.
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