My driving question of the summer is this: “Why do you teach the way you teach?”  About a month ago, I quickly (and in my head), tried to count up the number of teachers I’ve had in my life.  I included elementary, junior high, high school, college, grad school, numerous extra grad classes, and all of the conferences and workshops I’ve attended during my twenty years in education.  Roughly, I’ve observed the teaching of 200 instructors.  None used differentiation. Few used authentic assessment.  Almost all used lecture. Continue reading →