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How do we create meaningful, equitable, deeper learning...for our teachers? This is the question that two of our contributors tackle.

As educators, how do we learn? What is the difference between planning the next project or lesson and learning? How do we learn from each others’ “craft knowledge” and encourage all voices in our school communities to be both teachers and learners?

This episode comes from the Climify podcast, which is hosted by Eric Benson, and produced by the Climate Designers Network. Benson interviews Tish Tablan, senior program director at Generation 180, about how going solar can benefit schools' budgets and provide opportunities for PBL, as well as helping us all thrive as we face an unprecedented climate crisis.

This multi-grade art project had students create sea creatures out of recycled materials.

Teachers plan meaningfully and rigorously in ways that allow the synergy of soft and hard skills to interact

Following the COVID-19 pandemic, Ferdinand T. Day (FTD), a Title 1 elementary school in Alexandria, Virginia, noticed an alarming increase in chronic absenteeism rates that disproportionately impacted Hispanic students

How can assessment practices be designed to best support student learning? In school, the term “assessment” is often shorthand for “grades”—or, perhaps, tests, quizzes, rubrics, and similar evaluative tools. However, thinking of “assessment” as interchangeable with “test” or “grade” limits the potential for assessment practices to lead to meaningful and deeper learning.

Charged with the challenge and the honour of trying to capture the spectacular quality of David Price’s life, an image, not words, came to mind.

M’s fourth graders were buzzing as they worked in pairs to solve the math problem M. had just presented to them. The other educators in the room circulated and listened in as students used academic language to discuss their answers with each other, jotting down notes about what their partner had said and the language they had used. 

The Issue 25 letter from the editor