Student voice and choice figure prominently in our offerings by adults, too. Ben Krueger and colleagues invite students to assist in designing structures for learning, both by soliciting student feedback on lesson designs and by employing their sixth-graders as technology instructors for the training of new teachers. In separate articles, Georgia Hall and Briony Chown describe ways to support and enhance student reflection and peer critique in the elementary classroom. Ashley DeGrano recounts what happens when she invites students to plan the exhibition for their project on immigration.
Cindy Meyer Sabik considers the roles of mindset, disciplinary thinking, and culture in teaching practice, asking what it means traditionally, and what it should mean, to think like a teacher. Philip Yenawine discusses the use of visual thinking strategies (VTS) to encourage openended discussion of works of art, culminating in learning that lasts. Both authors emphasize fostering students’ ability to pose and explore questions as a key to self-directed, self-confident learning. Finally, Daisy Sharrock and Liz Perry align the learning in an ambitious, crowd-funded, student-run food truck project to the elements of deeper learning as defined by the Hewlett Foundation, including content mastery, critical thinking, collaboration, communication, academic mindset, and self-directedness.
The UnBoxed cards in this issue offer glimpses of projects and practices that we find inspiring. These cards are freely available on our UnBoxed website in a printer-ready format. Simply print, fold, share and discuss. Each card refers the reader to a web address for further information.
We wish to thank the K-12 and university educators who have reviewed our submissions for this issue and offered invaluable counsel. We invite all of our readers to join us in conversations about purpose, policy and practice in education by submitting your thoughts for publication or serving as a peer reviewer. To learn more, visit www.hightechhigh.org/ unboxed.