Creating a safe environment for learning is paramount for Chelsey Roche. Her experience has shown her that students who learn in fear live in fear. A deeply reflective individual, Chelsey has used her own experiences to inform her practice and has found that Integrative Thinking tools extend past problem solving into the global competencies of deep learning.
Jennifer Cooper has created a culture of collaboration in her classroom through the use of all three approaches, persevering through the frustrations of learning new ways of thinking. Both students and teacher all view themselves as learners and work together to stretch their thinking.
Building a math culture in her classroom meant Grade 6 math teacher Suzie Milinovich had to focus on using curiosity and wonder. In Knowledge Building, Suzie has found an approach that promotes discourse that allows students to share their curiosities . By co-creating an intentional transformation of the physical environment, there has been a greater impact than she ever imagined.
The excitement that Allison Kemper’s students feel for learning is augmented by the use of the scaffolds found in Knowledge Building. The scaffolds allow students to dig deep with their learning and challenge them to go even deeper. Incorporating real life problems has also made the process exciting for Allison who continues to welcome the unpredictability of student curiosity.
Always wanting to use a student driven approach, Elaine Heaver has discovered that the combination of NPDL, Integrative Thinking, and Knowledge Building creates an enthusiasm in students that allows them to go to new depths. Elaine combines student-led inquiry, real life connections, diverse ideas and perspectives to make learning visible.
John Dafos has co-created with his students a classroom culture filled with learning opportunities. His passion for Philosophy and his belief in his students’ abilities are seen as students view life based on philosophical theories, appreciate multiple perspectives and problem solve in order to arrive at possible solutions. By examining ideas that are highlighted in selected texts the students are able to relate the lessons learned to their lives; leading them to challenge their perspective and other accepted conceptions of morality. Students have agency and are able to begin to determine their place in the world.