Getting Unstuck – Cultivating Curiosity

In this weekly mini-feature of Getting Unstuck, we provide you with a new way of thinking, some unique content, or a critical skill that speaks to our mission of helping leaders wherever they are get unstuck and achieve their desired outcomes. I this week's episode, we introduce the concept of "resistance" as it potentially relates to students developing their agency — their choice and voice in what they want to learn, and how they want to learn and demonstrate their knowledge.

One of the most fundamental shifts we're seeing is a move toward greater student agency. When educators and educational systems focus on students as active navigators of their own learning and development, great things happen. And while we want to support student agency, we may not have a clear picture of how to develop it, or have the day-to-day habits and structure in place to make it happen in our schools. Our conversation with 11th grade literature teacher, Kerry Graham, provides some answers.

We know that writing as a life skill is made even more necessary as the business world increasingly demands workers who are critical thinkers who can articulate points of view and make persuasive arguments. As we think about the deeper purpose of school, we'll also discuss how writing can engage kids and help them develop agency. Aaron Pribble, a high school social studies teacher and author of Writing in the Social Studies: A Practical Guide for Teaching an Essential Skill, explains.

When is the right time to make changes to K-12 education? Now? Later? Today's guest, Dr. Kim Fleming, President of Core Education, a consulting firm specializing in teacher effectiveness initiatives argues that the best time is now. Kim then reviews changes that are already taking place in four critical areas of schooling: professional development, social and emotional learning, teacher roles, and student agency.

In this episode, Jeff takes a nostalgic trip, and social studies educators Larry Cuban and Phil Roden discuss the state of social studies education today, wrestling with both the purpose of social studies education: Is it to develop patriotism, citizenship, or critical thinking? And the best instructional method: Chronological? Thematic? Skills? Experiential?

"How do we create and spread better models of learning for young people, so that they can truly thrive in the world? asks Jenee Henry Wood, Head of Organizational Learning with Transcend Education, a not-for-profit organization that supports school communities to create and spread extraordinary, equitable learning environments. And when we say models, we mean the experiences that students are having in school. In Part 2, we learn about Transcend's 10-Step framework as it works with one school.

"How do we create and spread better models of learning for young people, so that they can truly thrive in the world? asks Jenee Henry Wood, Head of Organizational Learning with Transcend Education, a not-for-profit organization that supports school communities to create and spread extraordinary, equitable learning environments. And when we say models, we mean the experiences that students are having in school. In Part 1, we get exposed to the philosophy of change that Transcend follows with schools.

What's considered when creating a school experience for today's students facing tomorrow's world? A unique combination of design principles and ethos explains Tom Woelper, the founding head of the New England Innovation Academy. "The founders really thought that our educational system needed to evolve and change. It was not preparing students for our rapidly changing world where we're looking at disruptive technologies, the end of careers as we know it, and preparing students for jobs that don't exist yet.

As a former teacher turned speaker and happiness coach, Kim Strobel helps schools, businesses, and organizations prioritize their happiness and well-being so they can overcome their fears, discover their joy, activate their limitless potential, and boldly pursue their dreams.

Students must be able to drive their own learning to fully reap its benefits explains teacher Ben Pendarvis. If we want active citizens, reflective thinkers, and confident leaders to compete globally, we must give students more experiences to inhabit these roles. The results of these experiences empowers students to remember what they learn and take on the kind of skills we want to see in our local, national, and global economies, and also in our homes, neighborhoods, markets, and public forums.