Marsha highlights the importance of connection -- with her local colleagues, with other global connected educators, with her students and with the content and context of her classroom. Her transparent sharing illustrates the potential of these connections to amplify and deepen student learning and also provides a roadmap for others to follow or adapt.
For educators feeling mired in prescriptive reform efforts yet yearning to design student centered learning experiences for their students, Teaching in High Gear demonstrates the possibilities, addressing head on concerns over coverage, time, and control.
When Marsha writes:
My students today “get” that learning is a process. And whileWe don't have to imagine how that happened. Because of her transparency, myriads of educators can now more comfortably forge their own journey to vast learning landscapes for both themselves and their students.
they may encounter moments where something doesn’t turn
out the way they expected, they know how to change that into
something positive. If students have a better idea than the one
I present, they ask me to change things up. We co-create and
co-learn with each other—we do the hard stuff. (p. 95)