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If we encourage students to learn from their mistakes; but we never examine our own deep-seeded mindset toward making mistakes, never live and breath learning through mistakes and never share with the students the process of learning from mistakes in our own lives, students will “smell” that! They think, perhaps subconsciously, “Huh, we’re encouraged to learn from our mistakes but our teacher never makes ANY mistakes. I’m not sure I should be making them.” Becky Carlzon explores how to align challenge in our schools and classrooms.

Challenges lead to growth when they stretch students’ capabilities in a way that ise ngaging and accessible. Unfortunately though, many people associate challenge with difficulty and therefore shy away from something that appears too hard. Overtime, however, we can adjust that perspective by emphasising that "easy is boring”and challenge is “interesting". ... James Nottingham explores key ways to engage students in challenge.

I wonder what comes to mind when you think of “challenging learning”?‍ What does challenging learning mean to you?‍ How do you embed challenging learning in your schools and classrooms?‍ What blindspots or pitfalls do you see in embedding challenge?‍ Becky Carlzon explores the nuances of "challenge" and "challenging learning"

"Challenging students is not about complicating their learning journey; it’s about enriching it." James Nottingham explores why creating challenge is so key to impactful learning and strategies to go about doing that ...

Project Zero’s Thinking Routines are endlessly useful to create open-minded and open-ended discussions with students. I love the way when, used well, they level the playing field and elicit new and deeper thinking. Since they’re so impactful in the classroom, why not apply them to reflecting on how we show up and how much we are growing ....

Do you show and tell the children in your class you love them? How to you create an atmosphere of unconditional support and love in your learning environments and as an intentional part of your teaching and leadership? Dive into this blogpost to explore some ways to be intentionally loving with your class.

Does your approach to teaching and learning bring balance? is it as "yin" as it is "yang" and why might that matter? Becky Carlzon dives into some reflections on creating balance rather than burnout in our education systems.

Ditch punishing resolutions and replace them with soul-nourishing intention. Find out how in this short blogpost. Feed your soul, start your year right.

What do the LPA and Reggio Emilia have in common? Through making links between impactful approaches like the Learning Power Approach, inquiry and Reggio Emilia, we are able to deepen our pedagogical understanding, empower ourselves as educators and make consciously competent choices in curating learning experiences for and with our students. In this rich blogpost, Tara Kher explores the links between the LPA and Reggio Emilia ...

I was teaching a particularly challenging group of Year 6 students who I’d allowed to become my personal ‘rocks’. Not only were these children academically struggling, but at least half the class had some degree of learning or behavioural difficulty. Despite having a background in Special Needs education, I felt myself drowning - I was losing positivity and was struggling to figure out how to support my class without losing myself in the process.

If someone asked me this question early on in my career, I would have probably laughed and thought, “that's all we need, like we don’t have enough to do!”

Blogpost explaining the what, why, how of Masterminds and the impact they can have on your personal and professional development.