lived experience

“How” or “Why,

tudents come to see learning not as reading, memorizing, and providing the correct answer.

he questions you ask should not be structured in a way that they seek one correct answer, per se, but rather perspectives or experiences of scholars that have come before yo

Everything works together to make one unified whole.

For example, a perfectly symmetrical design may result in tranquility or boredom while an asymmetrical design may create excitement or anxiety. 

similar projects

ommuter students find it hard to make (and keep) friends

Unlike those who live on campus, commuter students can’t really be wasting time

personal experiences

juvenile justice, policing, and prison reform

non-violent drug offenders, give judges greater authority over sentencing, decrease recidivism, and limit juvenile solitary confinemen

Sentencing Reform and Corrections Ac

ifferentl

read

I am genuinely here to support you in your journey through this class and SFSU more generally; let me know how I can help!

you will have the chance to negotiate your own grade.

 Therefore, this class is all about you

The center of gravity is in the kids; their purposes and interests are our point of departu

facts toward insight or complex ideas rarely take place” in many classrooms.By the same token, if we’re still using tests (Kohn, 2015) rather than authentic assessments of theirunderstanding, we’re giving them a gift of meaningful questions with one hand only to take it awaywith the other (by evaluating them on the number of facts they’ve crammed into short-termmemory).Deep questions help kids to stay curious, grow increasingly resourceful at figuring things out, andbecome active meaning makers. To structure learning around such questions is to take the first steptoward creating an environment that is not merely academic but genuinely intellectual.2. WHOSE QUESTIONS?It makes good sense to create thoughtful questions for students, but it’s even more important toelicit their questions — a possibility missing from many resources on the subject. Teaching, likeparenting and managing, is greatly improved by following a four-word admonition: Talk less, askmore. And better than asking subject-matter questions is the process of encouraging kids to come upwith the questions that matter to them. If this is more the exception than the rule in our classrooms,it may be because it requires us to give up some control.There is a purely practical justification for asking students what they’re curious about: Even amarvelously gifted teacher can’t always figure out the right question to ask a given student at justthe right time, as Duckworth (1987, p. 5) pointed out. Thus, she added, it’s fortunate that “childrencan raise the right question for themselves if the setting is right.” As a result, “they are moved to taxthemselves to the fullest to find an answer.” By inviting their questions, we unleash the power ofintrinsic motivation because all of us tend to develop more enthusiasm for, and ultimately becomemore skillful at, pursuing questions about which we’re genuinely curious than those handed to us bysomeone else.This may explain the National Research Council’s (1996, p. 31) declaration that “inquiry intoauthentic questions generated from student experiences is the central strategy for teachingscience.” (By “is,” we can assume they meant “should be.”) And their conclusion is by no meanslimited to science.In more traditional classrooms, students are rarely asked what they’ve been wondering abou

p). “Knowingthe right answer is overrated

– the answer isn’t obvious and can’t be summarized in a senten