Design

Let’s be honest. For decades, classrooms have been filled with compliant work disguised as learning. Neatly filled-out worksheets, meticulously copied notes, and essays that are polished but lack real thinking. Rows of learners working in silence, heads down, obediently completing tasks designed to check off standards but never designed to spark curiosity, challenge assumptions, or […]

Educators love to talk about learner ownership. We want our classrooms filled with motivated, self-directed, reflective, and critical-thinking learners. We praise initiative. We admire resilience. We celebrate deep thinking. But here’s the uncomfortable truth: we expect these qualities to show up, but do we actually teach them? Do we design learning spaces where they can

Picture this: A classroom where learners know their teacher not only cares about them but expects great things from them. It’s a space where trust fuels risk-taking, where mistakes are part of the process, and where learners push themselves further than they thought possible. Too often, we hear the mantra “relationships before rigor,” as if

Imagine walking past a construction site and seeing scaffolding towering alongside a building. What strikes you first? It’s not permanent, yet it’s essential. Without it, progress would grind to a halt. Scaffolding provides access to the unreachable, safety in precarious situations, and flexibility to change as the project grows. This image mirrors what effective classroom

Imagine you’re in a kitchen, preparing a meal. Some recipes are simple, like scrambled eggs, while others require more focus, like preparing a soufflé. Like cooking, learning most often involves managing complexity. Cognitive Load Theory (CLT), proposed by John Sweller, explains that our brains have a limited working memory capacity. This theory categorizes the mental

Differentiation has long been characterized by an analogy that paints a daunting, almost impossible picture for educators: A single doctor stands in front of 30 patients, all with different ailments, and is expected to treat each one. It’s an analogy that resonates with many because it accurately reflects the overwhelming nature of trying to meet

In our classrooms, the labels we assign to learners often become invisible chains, limiting their potential and shaping their futures in ways we can’t always see. These labels, whether they stem from learning disabilities, behavioral issues, or socio-economic backgrounds, are all too often seen as defining characteristics. But what if we chose to see beyond

In an episode of The Big Bang Theory fittingly titled, “The Closure Alternative,” Amy takes Sheldon on a rollercoaster ride of OCD exercises aimed at curing his itch for closure, something we can all relate to on some level. One standout moment is when Amy plays the American national anthem but deliberately skips the last

If there is one thing that I could ask 100 different educators and get almost 99 different responses, it is this question: What is your definition of differentiation? Differentiation is one of those ambiguous edujargon words that so many find vague, confusing and overcomplicated. Yet, this word appears on countless classroom observation sheets and is

If you are reading this, chances are you already know one thing about my work. If I had to sum up everything I believe about education and our jobs in the profession, it would be just one word: Intentional. My fervent belief is this: If we as educators are intentional in two things, we will