HEADRUSH

By Breanna Morsadi

Image for post
Image for post

There’s a lot of talk lately around the future of education. With many leaning into hybrid learning due to the pandemic, new considerations for best practice in education have more recently come to light. What these practices share is they put students at the center of their learning. A host of schools, whether project-based, personalized, agile, or student-led, meet students where they are and consider their holistic well-being as ongoing practice. To support student autonomy and self-direction isn’t easy; this requires a holistic systems change which can’t be achieved in isolation. …


How do I know?

By Breanna Morsadi

Image for post
Image for post

When introducing students to project based learning (PBL), we often get pushback. Students moan, “Can’t you just tell us the answer?”, “Why is this so hard?”, or “Why do we have to do this?” Understandably, I would lash out too if I didn’t know the benefits of self-directed learning and wasn’t fluent in the iterative (and sometimes agonizing) process of project design. While PBL Works outlines definitions for project based learning, gold standard project design, and gold standard teaching practices, we don’t always share the research, benefits, and best practices behind these methods with students.

It’s time…


TED inspires student passion projects

By Breanna Morsadi

I felt the true power of learner-centered education for the first time around ten years ago. My students from THINK Global School had just presented their own TED style talks to a local community in Athens, Greece, and had brought the audience to laughter, tears, and critical thought. Initially born as a teacher-led project, our module Create your TED Talk evolved into something bigger and inherently student-led — a symposium which empowered students to chase their curiosities, initiate and take full ownership of what became an annual school ritual, and, most importantly, own their learning experiences.

In…


Negative correlation proves students associate the difficulty of active learning with feelings of learning less

By Breanna Morsadi

Image for post
Image for post

Extensive research supports that students in active environments learn more than in passive, lecture based classrooms. Despite these findings, most institutions still follow traditional teaching methods. In addressing why schools remain resistant to active learning, the 2019 PNAS research correlates that while “students in active classrooms learn more, they feel like they learn less.” So the good news is, kids are learning more than they think! The bad news is, students don’t feel like they are learning more in active classrooms, when, in fact, they are. Such misperceptions are actually dangerous, as this negative correlation leads students…


Headrush helps chart and track independent paths of study

By Breanna Morsadi

Article originally published by Community Health Magazine, Educational Services and Staff Development Association of Central Kansas (ESSDACK), Autumn 2020

Image for post
Image for post

Even before the pandemic, rural communities were wrestling with how to expand educational options to students without having access to resources, funding, and additional specialty teachers. Many of these schools struggle to gain additional support due to their geographic location or shrinking student population.

A small rural district in Stafford, KS has figured out a way to do just that — expand opportunities for students without an influx of resources, funding, or additional staffing.

“We figured out a…


How PBL in local communities nurtures more empathetic leaders and creative problem-solvers

By Gaia Ines Fassò

Image for post
Image for post

Learning is an experience. Social. Emotional. Multi-sensory. It took nothing short of a global pandemic to re-centre the educational discourse around this important premise.

But what kind of experiences foster effective, lasting learning? During the lockdowns, I have been interviewing students around the world about their experience of learning remotely. THRIVE goes live today, where you can find voices of students during the lockdown and take part in a regenerative dialogue around the type of learning experiences that help students to thrive at life-long learning.

From Ina’s and Scott’s stories, we learn about the unique combination…


By Breanna Morsadi

Image for post
Image for post

Writer Antony Jay poses that “The uncreative mind can spot wrong answers, but it takes a very creative mind to spot wrong questions.” With 850 million students having migrated to remote learning last spring, and in anticipating more COVID related school closures this fall, many schools and districts are asking, “How will this disruption play out?” While this ed transformation continues to evolve and our questions and potential plans for restructuring with it, we have an opportunity to seize the present and focus on one thing — creative thinking. Creative thinking is what allows us to think…


Empower your Learning Community

By Breanna Morsadi and Chloë Fraser

Cultivating a learner-centric environment isn’t always easy. With COVID lingering and back-to-school plans in full swing, are we taking the time to bring our learning communities together? By creating opportunities for school-wide challenges, collaboration, and co-design, we can unite our learning communities, fuel intrinsic motivation, and empower collective creativity. So, educators and students, if you’re tired of traditional lessons, looking to make a difference in your community, or simply want more relevance in what and how you learn, we’ve got you covered. …


dis-PLACEd Guide to Fall Planning

By Breanna Morsadi

Image for post
Image for post

With an unprecedented displacement in education, there are many conversations — formal and informal — contemplating what to do next. One of those conversations happened as a group of educationalists gathered to discuss plans for fall and beyond by asking, “How will we co-create new places of learning?” This dis-PLACEd challenge, hosted by Project ARC co-founders, Dayna Laur and Tim Kubik, and guided by Edcamp Foundation Co-Founder, Mike Ritzius, resulted in an idea share that focused on the opportunities that lie within this ed disruption. After sharing powerful lessons learned from the first half of 2020, this…


An agile LMS for the agile mind

By Breanna Morsadi

This is part 2 of a multi-part series we’re writing on agile learning. For more on this topic, you can also check out part 1: From the Predetermined Mind to the Agile Mindset.

Image for post
Image for post

The first half of 2020 has presented us many challenges, but also opportunities to completely redefine how we educate our students. Education needs to be more agile as our current climate is challenging the status quo. Agile learning is more than just a framework; it is a mindset that celebrates iteration, design and process. …

HEADRUSH

We facilitate project-based learning from START to FINISH. Join our community as we enhance dialogue to support deeper learning.

Get the Medium app

A button that says 'Download on the App Store', and if clicked it will lead you to the iOS App store
A button that says 'Get it on, Google Play', and if clicked it will lead you to the Google Play store