{"id":147,"date":"2014-05-09T00:24:57","date_gmt":"2014-05-09T00:24:57","guid":{"rendered":"https:\/\/cohort21.com\/garthnichols\/?p=147"},"modified":"2014-05-09T00:24:57","modified_gmt":"2014-05-09T00:24:57","slug":"being-relentless","status":"publish","type":"post","link":"https:\/\/cohort21.com\/garthnichols\/21st-century-skills\/being-relentless\/","title":{"rendered":"Being Relentless…."},"content":{"rendered":"

One of my big take-aways from this year’s Cohort 21 experience is the overall momentum and capacity for shifting our practice that was generated within the members this year. When Justin and I first began this journey, we had talked about how important it was to us, personally, that we pursue excellence in our classrooms and school as a whole. It has always been about improving student learning; however, gauging student learning, understanding how it improves, and how to measure it, can be like standing on shifting sands. What I’ve arrived at, is that this is not a bad thing; rather, this is a great thing!<\/p>\n

Knowledge is changing, the way we use knowledge is changing, and so too should have we use it, learn it and teach it. So too should be how we ask students to manipulate it, experience and create it for themselves and others. Just look at the results when you Google: “How is Teaching a Journey”? It is a reflective practice like none other that I know of…\"Learning<\/a><\/p>\n

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And so, through our year at Cohort 21, I’ve seen many of our members reflect on their journey, stumble, run into challenges, or even successes, as they strive to shift their practice and improve student learning in the 21st Century.<\/p>\n

Check out how Alexia Moliotsias<\/a>\u00a0has repositioned her role in the classroom:
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