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Erin Gohl

Erin Gohl
Erin Gohl is a Getting Smart columnist, and an independent writer focusing on issues of equity, engagement, and technology in educational policy and practice. Connect with her on Twitter: @eringohl

ImBlaze: Igniting Powerful Real-World Learning Experiences

There is a growing national momentum behind having students learn in contexts and at times outside of the traditional school day. This new tool from Big Picture Learning provides a valuable approach for managing these types of experiences.

Smart Review | Inventing Ourselves: The Secret Life of the Teenage Brain

In Inventing Ourselves: The Secret Life of the Teenage Brain, Sarah-Jayne Blakemore uses neuroscience to push back on long-held negative perceptions about teenagers to reframe adolescence as a unique and actually productive developmental period. Learn more here.

A Beginning Rather Than an End: Reframing Summer as the Start of Next School...

By reframing the potential of summer, from “ten weeks of academic wilderness between school years” to “the start of the next learning opportunity,” summer has the possibility to serve as a smooth, engaging, and uninterrupted continuation from one school year to the next.

Reflections on NAEP: Breaking the Reactionary Cycle

In the wake of large-scale test score releases (especially those showing mediocre or negative results), political will for innovative educational programs often subsides. A system perspective shift toward whole-child development could stem this trend.
Student and Teach Smiling

Education Systems Should Be Based on How Students Develop 

A flowering of research from neuroscience, psychology, early childhood, and a variety of other disciplines on the science of learning and development has begun to shed light on what is necessary for students to reach their full potential. How can our systems catch up to these findings?

In Broward County, Student Voice Impacts the Classroom and Beyond

When students have a voice, and they know their voices matter, they realize they have agency in their own lives and in broader social, political and economic conversations. And then, great things happen.

Homework or No Homework? Maybe We’re Asking the Wrong Question (Part 2)

By: Kristen Thorson and Erin Gohl. By reimagining homework, teachers have the potential to design purposeful experiences that transcend the walls of a classroom and build a solid foundation for learning. Homework can even feel like an opportunity for students and families.