There is no question that creativity is a vital skill for the 21st century. But at the same time, thanks to the increasing obsession with standardized testing and other high levels of quantifiable achievement, creative subjects like art and music
With schools in harder-hit countries closing due to the new coronavirus, I know I’ll have more colleagues around the world who are forced into online learning or some other kind of remote learning (for students without dependable internet access). So
The coronavirus situation is still pretty stable, so schools here are open for the foreseeable future. But with schools in harder-hit countries closing, I know I’ll have more colleagues around the world who are forced into online learning or some
I’ve been experimenting with learning stations, or centers, in my music classroom. I’m always intrigued when I walk into classrooms that are set up with exciting experiments, games, and other provocations for learning. But a long time passed between admiring
A teacher new to PYP asked me recently, “How do you do inquiry in a specialist class?” I remember how confused and overwhelmed I was when I first landed in a PYP school. I was the only music teacher there,
I was a bit slow to work this out, but having the Learner Profile and Attitudes on my walls had an incredible impact on my teaching. My teacher training, though fairly progressive, did not prepare me for PYP teaching. The
For many teachers, making the change to PYP can be overwhelming, not only with all the jargon, but the complete shift in thinking. It’s not that the concepts are strange—it’s not even that we weren’t already doing these things. The
Response-ability: I was introduced to this term in a workshop with Cathryn Berger Kaye, a former teacher who focuses on service learning, and it has really stuck with me. Instead of “responsibility” we think about “response-ability”: Anyone has the power to
“I don’t know.” It’s a common response from students, particularly on those days when I make a point of calling on students who are avoiding eye contact and trying to hide behind someone. And I will start by saying this:
Okay, the title is a ruse. Children say, “I don’t know.” You can’t stop them. It’s a go-to response, it’s natural, and it’s fine. But what we want is for students to not stop there. “So you don’t know (or