By far, ❓Unanswered Questions was the prompt that I under-utilized with my own class. Now I see it in a whole new light, and boy is there immense power in prompting students to note and explore truly unanswered questions.
Language of the Discipline is more than just slapping an icon next to an existing spelling list. It’s about digging into the words, phrases, symbols, and acronyms that an expert uses to discuss their field efficiently.
“I want to challenge my students” is about the most common goal out there. Unfortunately, it’s not quite right.
I used to create extension menus, thinking they were an essential tool for differentiation. Overtime, I’ve changed my thinking. Here’s why.
Looking for some recommendations for a book study or reading group? Here are some of my favorites (although not necessarily directly about education!).
What’s the best way to attend a conference? After going to hundreds of them, I offer a few stray thoughts on how I approach an education event.
When differentiating, it’s helpful to note where on the “spectrum of abstraction” your content lies. Then, see what happens when you move that content to be more abstract or more specific. It often unlocks lots of new opportunities for thinking.
Being able to generate many possible answers is key to high-level thinking. So why don’t we ask students to do it more often?
This article is a companion piece to an earlier article about running curiosity-based research projects. This particular piece focuses on experiment-based research rather than “look it up in a book” research. Developing Experimental Question An experiment needs a hypothesis. Before developing their hypothesis, students will need a question to answer. Some will already have a […]
Lisa Van Gemert gave me a copy of her new book: Living Gifted. Here’s what’s inside…