Event Details

As educators, we seek to prepare our students for the future — to equip them with the knowledge, skills, and dispositions that will help them become productive, reflective, responsible members of their communities as they move into adulthood. But none of us can predict the kind of future that awaits them. So how do we shape learning experiences that prepare our students for an uncertain future? 

 

Course Designer

Tina Blythe
I began my work in education many years ago as a middle and high school teacher in urban public schools and afterschool programs. For sixteen years, I was a full-time researcher at Project Zero, a research group based at the Harvard Graduate School of Education. I also served for twelve years as the Director of Faculty Development for the Boston Architectural College.

These days, I divide my time: I continue to work with Project Zero in developing and facilitating online learning experiences and as a workshop/learning group facilitator for the annual summer institutes (the "Project Zero Classroom" and the "Future of Learning"). I continue to teach at the Harvard Graduate School of Education. I serve as an ongoing consultant for Silkroad, an organization founded by the cellist Yo-Yo Ma that seeks to promote cross-cultural understanding through the arts (including working with them to put on the annual "The Arts and Passion-Driven Learning" institute here at the Ed School). And I do occasional guest teaching stints for the 8th grade at a Boston-area independent school.
 
I travel a fair amount as a consultant for schools and organizations and have given talks and workshops throughout the U.S., Latin America, Asia, Australia, and Europe. And I write, as much and as often as I can.The issues and questions that run through all of these activities for me: How do we create powerful learning experiences for students and for educators? What do we count as learning -- our own and our students' -- and how do we make that learning visible and assess it collaboratively with our colleagues? I'm particularly interested in collaborative inquiry and teacher inquiry groups as powerful forms of professional development, and in mining the data that get generated day in and day out in classrooms -- namely, the work that teachers and students do -- as important sources of evidence for what students are learning and how to deepen that learning.
 
Work is definitely a joy, but an even greater joy for me is spending time with my husband, Lyle Davidson (a faculty member at the New England Conservatory of Music, as well as a former Project Zero researcher), and our teenage daughter. Reading (all genres!), going to concerts (all kinds of music!), knitting, and long walks top my list of great ways to spend time with them.
 

Course Instructors

Patricia León Agustí
I am an educator working in many areas of professional development. For 11 years I was Director of the Rochester School in Bogotá, Colombia, and during that time I founded the Colegio San Francisco de Asís, a PreK-12 school for poor children. The two schools, opposite in their economic circumstances, each benefitted from my work with Project Zero as I developed each school’s curriculum based on the Teaching for Understanding. During 1998–1999 I was a visiting scholar at the Harvard Graduate School of Education and worked closely with Project Zero. I have worked with WIDE World Spanish online courses since the beginning as a coach and as instructor. For four years I worked throughout Colombia with teachers from the public sector on a project called Teaching for Understanding for the Construction of Citizenship.
 
I am the Executive Director of FUNDACIES and Vision Action, non-profit organizations dedicated to educational research and professional development for educators. Together with María Ximena Barrera, during the last years, we have been working with different schools in Latin America and Spain accompanying them in the process of implementation of the Teaching for Understanding and Cultures of Thinking Frameworks. For me, education is not just a profession, it is part of who I am.
 
María Ximena Barrera
I have been working with Project Zero ideas for more than 20 years. I have participated in several educational seminars offering workshops and talks focused on Teaching for Understanding, Multiple Intelligences, and the use of protocols and Thinking Routines. For four years I worked throughout Colombia with teachers from the public sector on a project called Teaching for Understanding for the Construction of Citizenship. Since 2001 I have worked with WIDE World as an instructor for the courses taught in Spanish (Teaching for Understanding, Leading for Understanding and Coach Development). During the last 15 years I have participated in the PZC Summer Institute as fellow and as a Study Group Leader.
 
Currently I am involved in the field of early childhood, first by implementing the Visible Thinking strategies at the Rethink and ReUse Center in Miami, and now as an Adjunct Professor at Florida International University. I am an active member of FUNDACIES and Vision Action, non-profit organizations dedicated to educational research and professional development for educators where I am the Director of Program Development. Together with Patricia León, during the last years, we have been working with different schools in Latin America and Spain accompanying them in the process of implementation of the Teaching for Understanding and Cultures of Thinking Frameworks. As much as I love teaching, I love learning!

 

People