9/11 Remembrance

Originally published on 9/11/19 "September 11th is not an event that any of you, our current students, remember, but it is seared into the memories of the adults who are part of this community," remarked Assistant Head of School Frank Tipton. In a somber commemoration marking the 18th anniversary of September 11, the entire school... Continue Reading →

Going Meta (as a learning goal)

Perhaps the most important reason for developing metacognition is that it can improve the application of knowledge, skills, and character qualities in realms beyond the immediate context in which they were learned... Research has identified three levels of reporting on metacognitive processes: 1. Verbalization of knowledge that is already in a verbal state (such as recalling what... Continue Reading →

A Call to be Seen

One of the joys of working at Gann Academy is the opportunity to share a reflection on the Torah portion of the week. We offer these reflections at our "town meeting" each Friday morning, and we also send them to parents via email. Here's my contribution from this past Friday, March 5, 2019 (Leviticus 12:1-13:59).... Continue Reading →

Charting a New Path

Schools in the Mastery Collaborative have long been doing the heavy lifting required to achieve what the mayor and chancellor’s initiatives seek to promote: equity in both admissions and academic achievement. Without additional support, the question is whether an approach with a promising record of success can spread to schools with like-minded leadership, or whether... Continue Reading →

The Power of Pictures

People who study memory know that drawing a picture is one of the best ways to remember something. But how often do history teachers use this powerful memory tool with their students? Most of us don’t do it often enough. An intentional use of student-generated images can help students to remember important historical events much... Continue Reading →

The Empathetic Humanities

Does the lack of charity in public discourse – the quickness to judge, the aversion to context and intent – stem in part from what we might call the ‘adversarial’ humanities? These practices of interpretation are certainly on display in many classrooms, where students learn to exercise their moral and intellectual prowess by dismantling what... Continue Reading →

Blog at WordPress.com.

Up ↑