Supporting Students to Ask More Questions May Narrow the Achievement Gap→

Lory Hough, writing for Harvard Ed. Magazine describes the finding of a study following 103 children aged 5 to 7 as they participated in a series of virtual science lessons, with one group being encouraged to ask questions and the other to listen carefully. The study aimed to determine whether encouraging children to ask questions or listen carefully would lead to greater learning and curiosity. Unshockingly, it did.

Furthermore, practice with question-asking was more beneficial for children with lower baseline knowledge, suggesting that question-asking shows promise for enhancing children’s motivation to learn and equalizing academic disparities.

Honestly, it's frustrating that we're still having this conversation: student-centered learning should not be a novel concept in 2023. And yet, there are still those who believe that this approach only “works” in advanced classes, or that it doesn't work for all students. This could not be further from the truth.

Decoding the Master Schedule: Analyzing Course Offerings, Choice, and Length to Uncover Educational Values

A school's master schedule speaks volumes about its priorities. It reveals how the school decides to allocate the time of students and staff and what it values most in education.

For example, a school that prioritizes test scores and academic achievement may require more instructional time for core academic subjects and less time for electives. Students who require additional support to improve their academic performance may get double the time in ELA or math. In contrast, a school that values a more "well-rounded" education may prioritize a wide variety of elective options for students to choose from, even for students who struggle academically.

Another way is to look at the type or length of courses offered. In schools that prioritize deeper learning and the development of essential skills, you will likely find courses with integrated curricula. They may offer courses like "GeoDesign," "Biolit," "American Studies," or "Civic Reasoning," with two teachers and more time for students to collaborate. In more traditional schools, courses will typically be of uniform length with titles aligned with specific graduation requirements like "English 9," "US History," or "Biology."

The number of choices offered to students at different grade levels can also reflect a school's priorities. A school that offers a lot of choices early in high school may have limited off-campus opportunities for students later in high school because students don't have as much flexibility in their schedule. A school that values off-campus opportunities may require a more rigid freshman schedule.

Schools that prioritize building a positive school culture or social-emotional learning may provide time in the master schedule for an advisory period to help facilitate restorative circles, mindfulness exercises, or workshops in conflict resolution. Schools without such a period prioritize academic class time and need to push into different subject areas for lessons on culture and social-emotional learning.

Master scheduling is an underappreciated art form. I urge administrators to review their master schedule with a team to ensure that it aligns with the school's values and goals for students. Promoting open dialogue and critical thinking is crucial during this process. If there is a discrepancy between the team's assessment and the school's priorities, changes should be made. The master schedule is a powerful tool to support the school's mission and vision for students. Don't be afraid to make adjustments that align with your school's values. Your students and community will thank you.

The Power of Project-Based Learning: A Showcase of Handy Middle School's Success

Sixth-grade teachers at Handy Middle School have spent the year transitioning their instructional approach to project-based learning (PBL), and the results have been impressive.

The video is great because it amplifies teacher and student voices to describe what project-based learning is and how it benefits students. The level of engagement and ownership of learning is evident in the projects showcased, and it's exciting to see the impact on student success.

PBL has transformed the way Handy teachers and administrators think about teaching and learning, and it aligns with the district's vision of empowering students to be lifelong learners. It allows students to build on prior knowledge, develop new skills, and connect learning to the real world. Students become problem-solvers, collaborators, and creative thinkers.

I'm insanely proud of the work that students, teachers, and principals have accomplished throughout the Handy redesign. It's inspiring to see students taking ownership of their learning and seeing the impact it has on their academic success.

I can't wait to see what's next for these kids.

Making Dumb Groups Smarter→

Cass R. Sunstein and Reid Hastie writing for the Harvard Business Review:

A smaller but nonetheless substantial body of research—some of it our own—has focused on the decision-making strengths and weaknesses of groups and teams. But little of this work has trickled into the public consciousness, and it has yet to have a noticeable effect on actual practice. It’s time for that to change. We aim to bring behavioral research into direct contact with the question of group performance—to describe the main ways in which groups go astray and to offer some simple suggestions for improvement.

Here are a few takeaways for anyone who frequently facilitates group decision-making:

1. Keep your opinion to yourself, especially at the start, if you are interested in soliciting diverse opinions from the group.
2. Be clear of a problem-solving or critical-thinking outcome (rather than one of group cohesion or collegiality) by emphasizing a need for information disclosure.
3. Emphasize the importance and implications of the group's decision and de-emphasize any apparent gain from individual contributions.
4. Disclose roles by telling the group who is at the table and why.
5. For groups that may otherwise be too similar in their opinions, assign a devil's advocate. Be wary of this excercise, however as it can become little more than a game.
6. For high-stakes decision-making, construct a "Red Team:" a group of individuals who were not part of the original team brought together For the purpose of finding mistakes and exploit vulnerabilities in the plan.