Taking risks is how humans learn. It is how humans have always learned. A person sees a problem, takes in the available information, and tries a solution. It is in that process - whether the goal is understanding a Shakespeare play, figuring out an algorithm, or writing a theory of history - that engaged learners make breakthroughs, be those breakthroughs individual, group, or societal. In this book, three experienced practitioners describe how to re-imagine teaching spaces - conventional schools - as learning spaces, spaces where risk is encouraged, celebrated, and actually taught in every area of endeavor: from how, where, or if to sit, to how to find the right pathway to learning. In bringing the stories of a central office Innovation director together with an elementary teacher and administrator and a veteran secondary teacher leader, Education Reimagined: A Space for Risk demonstrates how fundamental change is possible in any school
Autorentext
IRA DAVID SOCOL , formerly the award-winning chief technology and innovation officer for the Albemarle County
Public Schools in Virginia, is the senior provocateur and learning environment specialist with Socol Moran Partners.
CHERYL WALCHACK HARRIS is with the Albemarle County School Division in Charlottesville, VA.
She earned her masters of education from the University of Virginia in administration, supervision, and curriculum.
J. MICHAEL THORNTON II is an educator with a bachelor of arts in history, a master of arts in teaching,
and a masters of education. He has been an administrator and teacher in Albemarle County, VA, and is currently
an administrator in Sioux Falls, SD.
Inhalt
Preface
Chapter 1: A Risk Worth Taking
Chapter 2: Getting Started
Chapter 3: Creating a Learning Space
Chapter 4: Teacher Autonomy
Chapter 5: Growth Mindset
Chapter 6: Creating a Vision
Chapter 7: Sharing a Vision so that is Becomes a Shared Vision
Chapter 8: Changing a Learning Space
Chapter 9: Financial Awareness
Chapter 10: Administrator Autonomy
Chapter 11: Decision Making: Choice and Comfort
Chapter 12: The Learning Space and Student Autonomy in the Classroom
Chapter 13: Different Vision of Risk: Differentiation and Individualism in the Classroom
Chapter 14: Elementary School Learning Spaces
Chapter 15: Middle School Learning Spaces
Chapter 16: High School Learning Spaces
About the Authors