What accounts for the difference between a student who talks about goals and one who actually reaches them? What makes the difference between a student who works hard at everyday tasks and one whose hard work leads to a promising future? The difference is in the student’s aspirations—his or her ability to set goals and think about the future while being inspired in the present to reach those goals. As the definition suggests, there are essentially two pieces of the aspirations puzzle: dreaming and doing.
Based on her research, Dr. Immordino-Yang will engage the audience in discussions and activities about how learning happens and how adults can support it . She will argue that learning is driven by an inherent desire to make culturally appropriate meaning of one's experiences in the world.
“Do you build relationships with your students? What do you do with "that" child that pushes EVERY. Single. Button... DAILY, many times??? Have you tried to build a relationship?? After all, it's not simply about teaching.”
Guest blogger Glenn Whitman, Director of the Center for Transformative Teaching and Learning, suggests a scientific approach to manageable homework: students should do it without interruption, and schools shouldn't assign too much of it.
Brené Brown studies human connection -- our ability to empathize, belong, love. In a poignant, funny talk, she shares a deep insight from her research, one that sent her on a personal quest to know herself as well as to understand humanity. A talk to share.
Mary Perfitt-Nelson's insight:
People with a strong sense of love and belonging feel they are "worthy". They have courage to be imperfect. Compassion to be kind to themselves first and connection as a result of authenticity. And then to others. Fully embraced vulnerability. What made them vulnerable made them beautiful.
It is important that students hear from us that mistakes are tools for learning and that they can solve any problem that comes their way. This helps build your relationship with them as you become more credible and trusted.
It’s been interesting to watch Megan grow up, from an elementary school student all the way to today, as a college student. I’ve watched her mature through the typical stages a kid goes through—where she seemed to almost change personalities and move between extraversion and introversion—through her teen years. Megan actually inspired the thought I’m …
Developed by The Quaglia Institute for Student Aspirations (QISA)
QISA believes that for students to have high aspirations, three Guiding Principles must be present: Self-Worth, Engagement, and Purpose. These Guiding Principles direct the development of educational experiences, from the individual classroom to the entire school building. Students who have aspirations believe in themselves, are meaningfully engaged in their learning and the life of the school, and work with intention toward their goals.
The Guiding Principles, in turn, are lived out through the 8 Conditions that emphasize relationships, active and engaging teaching and learning, and a sense of responsibility over one's own aims and goals. The 8 Conditions are: Belonging, Heroes, Sense of Accomplishment, Fun & Excitement, Curiosity & Creativity, Spirit of Adventure, Leadership & Responsibility, and Confidence to Take Action. The 8 Conditions make a difference because they help schools put into practice the three principles that guide Aspirations work.
Who does the curriculum really belong to, anyways?
"People talk about giving students a voice. A seat at the table. If we’re going to solve these problems, we’re going to need more than that. We want kids to be engaged in learning, to be excited to show up and happy about school? Give them real agency in their own education.
We want kids to be learning, to be passionate about their work? Let them learn things that have real meaning to them. Make them the authors of their curriculum.
We want kids to learn how to learn, to be innovative, to make change, to be able to tackle the nuanced and constantly shifting problems that the future presents? Don’t give them a voice. Give them our schools."