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Issue 11, Spring 2014
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Education, Expanded,
   Cameron Ishee
Students as Experts in Professional Development,
   Ben Krueger
A Humbling Lesson in Listening,
   Ashley DeGrano
Teaching, Learning, and Relationships,
   Student Panel
A Reel-y Authentic Project,
   Daisy Sharrock & Elizabeth Perry
Growth Through Reflection,
   Georgia Hall
Making Critique Work,
   Briony Chown
Permission to Wonder: Using Art to Deepen Learning,
   Philip Yenawinen
What Does it Mean to Think Like a Teacher?,
   Cindy Meyer Sabik


Cards:
1: Building a Better Athlete
2: Airwaves of Identity
3: #Hashtag Film Project
4: Understanding Habits of Heart and Mind through Our Community
5: Jambox Project
6: LEGO Carnival
7: What’s the Story – an Art Project
8: Raptors for Rodents
9: Re-inventing Romeo and Juliet
10: In Sickness and In Health
11: Water We Doing?
12: Creating Ripples with Underwater Robots
13: A Picture is Worth 1000 Words




NEWS & EVENTS

 

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Welcome
What does it mean to design instruction for deep, engaged learning? How do our students experience these efforts? Regarding this second question, our UnBoxed interview takes the form of a student panel, aired as part of a Deeper Learning MOOC in February 2014. Seven students, five from High Tech High schools and two from elsewhere, offer reflections on teaching, learning, and schooling. Participants in the MOOC viewed the panel as the highlight of the experience. We hope you will enjoy our excerpted, edited version, drawn from the transcript of the session. Cameron Ishee adds another student voice to the mix in an article describing how she developed a sense of agency (and global awareness) in a flexible school setting allowing for student choice in program design.

Student voice and choice figure prominently in our offerings by adults, too. Ben Krueger and colleagues invite students to assist in designing structures for learning, both by soliciting student feedback on lesson designs and by employing their sixth-graders as technology instructors for the training of new teachers. In separate articles, Georgia Hall and Briony Chown describe ways to support and enhance student reflection and peer critique in the elementary classroom. Ashley DeGrano recounts what happens when she invites students to plan the exhibition for their project on immigration.

Cindy Meyer Sabik considers the roles of mindset, disciplinary thinking, and culture in teaching practice, asking what it means traditionally, and what it should mean, to think like a teacher. Philip Yenawine discusses the use of visual thinking strategies (VTS) to encourage openended discussion of works of art, culminating in learning that lasts. Both authors emphasize fostering students’ ability to pose and explore questions as a key to self-directed, self-confident learning. Finally, Daisy Sharrock and Liz Perry align the learning in an ambitious, crowd-funded, student-run food truck project to the elements of deeper learning as defined by the Hewlett Foundation, including content mastery, critical thinking, collaboration, communication, academic mindset, and self-directedness.

The UnBoxed cards in this issue offer glimpses of projects and practices that we find inspiring. These cards are freely available on our UnBoxed website in a printer-ready format. Simply print, fold, share and discuss. Each card refers the reader to a web address for further information.

We wish to thank the K-12 and university educators who have reviewed our submissions for this issue and offered invaluable counsel. We invite all of our readers to join us in conversations about purpose, policy and practice in education by submitting your thoughts for publication or serving as a peer reviewer. To learn more, visit www.hightechhigh.org/ unboxed.
Read, enjoy, and participate!

—The Editors