The Studio Reunion 2.0: Revisiting the Impact of an Immersive PBL Classroom

Happy New Year!

With a new year comes a renewed focus on the blog, beginning with a very special first post of the year. Nearly two years ago I sat down with four students who were part of my very first cohort of students who were in my completely immersive cross-curricular, project-based learning  classroom. Today I share with you a another conversation made up of five other former students who were part of the second cohort of students. Much like the group before, they are in their final years of college, and they are all on the cusp of entering the job market. Continue reading

When Shaping a School Culture, Expect Difficulties and Delays

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The title of today’s post sounds more ominous than I intend it to sound. Two full months into my school year has brought with them ups and downs but due to the unique position I find myself in this year, the downs seem a little lower and ups seem a bit higher. Here is what I will promise from today’s post–I will only spend a short paragraph about the difficulties and delays. Most of today’s post will concentrate on what my school has been up to help continue to shape the school culture in a way that better prepares students for life after high school. On a quick side note, I find out soon if I passed my comprehensive exams or not. When I find out, I’ll be posting my reflection on the whole process.

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Happy New Year: A Look Ahead to 2015

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To look ahead I need to look behind a moment first. 2014 has been a good year as well as a mentally draining one. Academically, I hit my first motivation wall where I struggled for a semester and a half to fully embrace what my doctorate program was asking of me. The good news is I’ve come out the other end better for the struggle. In large part, this struggle was catalyzed by me moving teaching positions and taking on a teacher-leadership role for the first time. Looking back I have to admit I put so much of my time and effort into my new position that I nearly burned myself out and some of my classroom instruction suffered for it as well. Still, I felt accomplished. I took on a role that I was initially scared to take on; I came into it uncertain of what the role would ask of me and questioned how I’d fair in the endeavor. Now I feel I know that I can do the job. Moving forward it will be about striking a balance among my many professional hats–doc student, teacher, and academy lead.

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