Posts by Cameron Paterson
Timetable Absurdity
In a century that is being defined by flexibility in time, we no longer need to be held hostage by sacred school timetables.
What Can Students Do?
We must shift to co-construct assessment rubric criteria with students instead of at students.
Who is Going to Teach the Kids?
Cameron Paterson shares how reprioritizing the focus of work for teachers is critical to the success of schools moving forward.
New Metrics for Success
Cameron Paterson explores the way schools and universities quantify the educational achievements of young people and how the school system is too narrowly fixated on test results as a measure of student achievement.
What I Learned From the Stanford Certificate in Innovation & Entrepreneurship
How can you recognize opportunities for change in school? Here are some ideas about how to find inspiration and lead innovation applied to the schooling context.
The Importance of Teacher Voice
Only 59% of teachers surveyed are confident voicing their honest opinions and concerns, but as Cameron Paterson explains, the rich experience and expertise of teachers mean that their opinions should be sought, listened to, and highly valued.
Organizational Learning and Collaborative Structures
Many problems identified specifically with ineffective teaching practices are attributed to teacher isolation. When teachers collaborate, they share experiences and knowledge that can promote learning for instructional improvement.
Democracy and Education
Democracy is facing a performance crisis. Cameron Paterson breaks down how education can make a difference and what we can do moving forward.
Reggio Emilia: An Inspiring Approach to Early Learning
In Reggio Emilia, an early childhood approach that has evolved over the past 50 years, schooling is based on the pedagogies of listening and relationships. A great deal of children’s work is done in small groups, grounded in meaningful projects. Learn more here.
Meeting Students on Their Own Cultural Turf
Every student has different realities from their teacher, but this is especially the case if the teacher is from another ethnic, racial, cultural or socioeconomic background. This uniqueness of each student’s experience is a fundamental, and often overlooked, piece of the teaching and learning puzzle.