Human Restoration Project

Join Dr. Kendall Cotton Bronk, a leading researcher in youth purpose, as she defines purpose and its significant impact on well-being and academic success. Hear from Dr. John Cagle about how student relationships drive happiness in schools, while Skylar Primm shares insights from an innovative environmental charter school focusing on student-driven projects. Elizabeth Martin reflects on her rewarding transition to a rural teaching environment, highlighting reduced burnout and increased autonomy. Together, they explore how educators can nurture purpose and curiosity in classrooms.

In this podcast, we're talking about "the good life." What is it exactly that we want students to have in their future? Is it a great career, a content lifestyle, a family, solidarity, freedom, respect for one another, a mixture of all of the above? And if we can't agree on that question or at least have somewhat unified goals in getting there, how can education exist to serve that question? In addition, do teachers have and deserve "the good life"?We've spoken to various educators from across the world, and I hope you enjoy listening to their amazing thoughts and ideas.Guests, in order of appearance:Steven Gumbay, who has taught for over 40 years, starting in Denver, CO, then transitioning to Taiwan, Zambia, Kenya, Hong Kong, Myanmar, and Ethiopia. Steven has served as a science department chair and as a consultant building secondary, primary, and preschool programs.Dr. Erin Raab and Nicole Hensel of REENVISIONED and The Future Project. Erin holds a Ph.D. in Education from Stanford University, where her scholarship pertained to the question of how we can transform education systems to foster individual flourishing and thriving democracies. Nicole obtained a dual Masters in Public Policy and Education Leadership from Stanford University. You can find their work below.Richard Loeper-Viti, whose progressive practices have transformed his English international classroom. Starting in a top-ranked charter school in the United States, he ventured to Chengdu, China after his wife, a US Diplomat, received a new position.Anne Connolly, a CERT inclusion specialist and special education primary instructor, who has taught for over 20 years. Anne currently uses her progressive practices in an elementary classroom in Ontario.Gamal Sherif, who has taught over 20 years in middle and high school, served as a fellow for the US Department of Education, and is an ambassador for the UN Sustainable Goals Project. Gamal has a focus on sustainable teaching practices.Resources Dr. Erin Raab’s summarized research on education systems design. (full dissertation) REENVISIONED’s website The Future Project’s website The Future Project’s “Future Camp” sign-up, for students to take hold of their dreams (available across multiple states)Further Listening S2: E11: Administration, Organization, and Vision w/ Amy Fast Ed.D. S2: E12: Trauma, Mental Health, and Well-Being w/ Mandy Froehlich

We are joined by Dr. Susan Engel, professor of developmental psychology at Williams College in Williamstown, Massachusetts. Dr. Engel has authored a variety of publications and books, including The End of the Rainbow: How Educating for Happiness (not money) Would Transform Our Schools and A School of Our Own: The Story of the First Student-Run High School and a New Vision for American Education, among many more - including her latest book, The Children You Teach: Using a Developmental Framework in the Classroom. Furthermore, Dr. Engel co-founded the Hayground School, a non-profit school focused on experiential learning and the teachings of John Dewey.In our conversation, we talk about so many important topics: Why is “next step” and industry-prep (e.g. “Preparing students for tomorrow’s industries.”) potentially a problem? Why is well-being imperative to learning? How does this contradict those who focus so much on rigor? How can we convince educators and administrators that progressive policies help students learn? How can we enact this research without eliminating standardized testing? How can testing (if shifted to other realms) actually help us in progressive education?

Restoring Humanity are short(ish) segments on understanding a key idea of progressive education. In this podcast, we’re looking at the history, research, and practical application of “purpose finding” in schools. Why would we not explicitly focus on students finding their purpose in life?

Restoring Humanity are short(ish) segments on understanding a key idea of progressive education. This time, we're tackling discipline! What are the roots of our discipline system, what issues exist, and how can we solve them?Cited within: Heinz-Peter Gerhardt: “Paulo Freire” EdGlossary: “Hidden Curriculum” Paulo Freire: “The ‘Banking’ Concept of Education” P. Allman: “Paulo Freire’s Contributions to Radical Adult Education”

Today we’re joined by Ira Socol. Ira is the public education director of Educational Technology and Innovation, a Design Project Manager, Researcher, a specialist in Universal Design technology, Senior Provocateur, among many other titles. Ira’s latest book, written with Dr. Pam Moran and Chad Ratliff, Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools, explores how maker spaces, project-based learning, and student-centered instruction radically changes schools from assembly lines to a community learning space.In our discussion, we focus on converting traditional schools to ones that put students first. Often, when we talk about ‘student-centered learning”, we’re really just offering a faux choice designed by teachers. Instead, why not change schools to truly do what students want? Why not completely realign traditional practice to the needs of the 21st century? And what if, despite what everyone may think, students did better on traditional standardized assessment as a result? Ira offers research and anecdotes to help one understand the impact of zero-based thinking and what teachers/administrators/parents/whomever may do to transform their schools to be more human. Despite some minor connectivity issues, make sure you listen in to this one!

Restoring Humanity are short(ish) segments on understanding a key idea of progressive education. This time, we're tackling discipline! What are the roots of our discipline system, what issues exist, and how can we solve them?We also cite: William Bagley's Classroom Management (1908) School Discipline in Public Education (2011) For Public Schools, Segregation Then, Segregation Since (2013) How Racial Bias Affects the Quality of Black Students' Education (2016) The Trevor Project: Facts About Suicide (n.d.) Effective Discipline for Misbehavior: In School vs. Out of School Suspension (n.d.) ACLU: School to Prison Pipeline (n.d.)

Today we're joined by Dr. Tony Wagner. Tony is a Senior Research Fellow at the Learning Policy Institute who has served at Harvard University for over twenty years. Tony has worked in K-12 education as a school teacher, K-8 principal, university professor in teacher education, and is the founded the Educators for Social Responsibility. An author of many thoughts including Creating Innovators, The Global Achievement Gap, and Most Likely to Succeed (documentary now available on iTunes) - Tony has been a perpetual driver of innovative educational practice. Tony has been a prime resource for Michael and I for years and we're always thrilled to show new staff and students Most Likely to Succeed to promote project-based learning and transforming the traditional model. In our discussion, we primarily focus on the need to change education and hope that's on the horizon - specifically the Mastery Transcript Consortium (of which Tony serves on the board.) Our emphasis on grades, unwavering class times, age segregation, and more have led us toward a stale curriculum which does a disservice to students. Instead, why not flip the entire model by reimagining college admissions?

For this episode we're trying something new. Instead of having a guest, I'm (Chris) deep-diving into one element of progressive education - offering history and advice to gradeless learning. I tried my best to cover an extensive look at this topic, including - most importantly - the point of why this is needed.There are many quotes and research provided, here is a list of the resources used: Much of the historical data (and all quotes) are from "Making the grade" by Jack Schneider & Ethan Hunt (2013). We recommend the portfolio tool Seesaw. **Mistakenly, I said that Seesaw was free for everything except grading - this is mostly true, but to assign "skills" and organize student posts via tags it is $120/year. A simple workaround is to create folders for skills and have students upload work into them. I celebrate the upcoming work of the Mastery Transcript Consortium.

Mandy Froehlich is the Director of Innovation and Technology in the Ripon Area School District in Wisconsin and author of The Fire Within: Lessons from Defeat That Have Ignited a Passion for Learning. This collection of stories from educators describes how adversity is met with strength and everyone grows as a result. Furthermore, Mandy is a Google for Education Certified Trainer, ambassador for Canvas LMS, a keynote speaker, presenter, and PD lead.In our discussion, Mandy and I (Chris) spoke about the dangers of the stigma surrounding mental health and its specific detriment to teachers and students. Often, teachers are put on a pedestal - being seen as heroic (or for some, godlike) - and facing trauma is both unrealistic to account for, as well as dangerous to the psyche of "teacherhood."Furthermore, we talk about the steps teachers can take to ensure they are well equipped to deal with trauma in the classroom, as well as simple actions that can have drastic impact on students' lives.