As education continues to evolve, becoming ever more competitive and fast-paced, our framework as educators must evolve along with it. Equally as important as ensuring solid educational foundations, is the challenge of building healthy, lasting habits.
Over the last year, I have traveled across the United States touring studio spaces and makerspaces in high schools, colleges and universities, and community literacy centers. The objective in my traveling was to meet students and teachers and community leaders working with a variety of media in preparation to help lead our own school towards designing a new innovative, student-centered learning space. While each space I visited proudly showcased a variety of technologies, including 3D printers, laser cutters, cardboard, cubelets, raspberry pi, and more legos than one person could ever count, the common thread among these spaces is the teachers and facilitators implement a pedagogy that advocates for the adjacent possible. The learning diversity model with which we approach teaching and learning at Eagle Hill emphasizes the adjacent possible both in and outside of the classroom as we purposefully engage our students and faculty in conversations and activities that move us toward recognizing and acting upon new ideas.
Stress is, unfortunately, a part of everyday life - we all experience it. Whether at our jobs, during our commute, or trying to plan a big trip, stress is a natural element in our lives. It’s no different for children in school, and this is particularly true for children who struggle with learning disabilities
It is important to understand that two different laws govern the assistance that students with learning disabilities receive in high school vs. college. In high school, students with learning disabilities are covered under the federal law, Individuals with Disabilities Education Act (IDEA). There is no special education at the college level. When students matriculate to college, they are covered under the Americans with Disabilities Act (ADA). There are significant differences for what this means for students. The link below is an excellent resource outlining the most significant of these:
As the 3:11 bell rings and the last class is dismissed for the day, most students look forward to an activity filled afternoon with friends, sports, and the moments that will become lifetime memories. What they may not realize, however, is that when the school day ends, programming has been carefully crafted to provide for their continued learning for the remainder of the day.
When I first headed off for boarding school, I had the distinct feeling that I was being “shipped away.” I had read Roald Dahl’s books that detailed his many stories of strict parochial boarding schools, heard accounts from friends about these being places where “the bad kids went,” and generally understood it to be a punishment of some sort.
No parent is thrilled to hear that their child has a learning disability. At first blush this means a few things: my child will struggle more than others… my child will always be behind… my child is in for a difficult life.
It is commonly understood that exercise can benefit us all. From cardiac to cognitive benefits, it is almost universally accepted that “working out” is good for us. This same logic applies to students and individuals who struggle with learning disabilities ranging from common disabilities to more involved learning profiles.
Most students do not think of mathematicians as being creative. Math was created long ago, so their story goes. Geometry was created 2,300 years ago; Algebra 1,200 year ago; and Calculus 350 years ago. No math has been created since long ago, they speculate.
If you’re a parent looking for the right fit in an independent school, then you might want to give an extra look at any school with an IB program. I say this not only to parents with ambitious straight A students, but to parents in general looking for a quality learning community.