Complex history is in every single community, and discovering how it relates to individuals, either through your own family or the community you're living in, is a way to really have that sense of discovery that we offer people at Montpelier at their own home.
We always start with the scientific method, because the basis of science is the scientific method, and every one of our experiments kind of focuses on that.
122. Teaching Forensic Science in Elementary School
It is okay for you to feel a little like uncomfortable, a little nervous about it, your students will feel that same way, and being able to feed off of that, and them seeing your authenticity about it, I think, will be what leads to your success.
We have to be cognizant of the stories that we're taking in, because whether we realize it or not, we're adding to our essay of who we understand or misunderstand people to be.
That's part of what we want to create, is a community of like-minded changemakers, who are entrepreneurial, and go out there, and tackle some of these many issues that we face locally, regionally, nationally. The world is sadly full of problems, we need problem solvers.
How can we collaborate and really bridge those gaps to keep in mind that it's not about what we are self-serving as an entity need, but it's about the person we are serving? And how can we collaborate to help that person?
118. How Apprenticeship Plays a Role in the Future of Education
What we have in the US is they average all the scores of all the students that we will test. When you disaggregate that and you look at the kids are going to the top private schools or the top publics, the community public schools, and then the great charter school experiences, those kids are on par with the first, second, and third countries in the world, which dragging them that number is all the public school kids are going to more challenge schools and don't have access to resources, and that's a political economic problem that we should solve in this country.
Students are hungry for challenging opportunities. They rise to the occasion if given the support they need... Our vision for greatness has to apply to each child.
There is no reason that a teacher, whether it's early childhood or K-12, should have to use the same subsidies that we are putting, in my world, families into early childhood, so we can break cycles of poverty, why are we creating a poverty-driven workforce?
We really got to change the narratives and something that I really take pride in doing is stepping into the room and being that change, just by being in the room. And whether we win or lose, that is the win, is that I'm in there and being heard or being seen.
For many educators, we have to have our own place where we say, no, this is not what's best for kids, I'm going to do what I think is best for kids. But oftentimes in the face of a system, that's not responsive to that, it's a risk for teachers to do that.
Talk about a different learning environment and a different way to engage learners from kids to adults. So, I will say that's probably my favorite part of all of this, is how it's a different type of connection with someone.
We are not always limited also to the team that we have, we feel like whatever that is, the relevant topic outside, we can design a studio experience around that.
How do we motivate children to love to learn? And if you motivate them to love to learn, they become lifelong learners, because it's so much fun. They'll keep doing it outside the classroom walls and outside the classroom hours forever.
108 Doing the Impossible & Changing Mindsets Through Reading