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- Articles on Changemaking education, learning, and instruction for the 21st century
Albert Bandura: Self Efficacy for Agentic Positive Psychology
Self Efficacy is a skill that we all can exercise regardless of our background and our current environment. This article gives an overview of what it means to have self-efficacy, the four ways to build self-efficacy, and how self-efficacy can influence us.
Changemaker Students – Laura Hay – Medium
An article that shed some light on ways that an educator can play a role in encouraging students to be changemakers. It explains the process of introducing changemaking to students through social relationships, passion, problem-solving among other things.
What Kids Need to Learn to Succeed in 2050 – Youth, Now – Medium
The art of reinvention will be the most critical skill of this century. A reflection on what and how kids are learning in the present day and whether they are gaining the skills and knowledge that they may need in the future.
5 Strategies to Teach Social Responsibility | TeachHUB
Social responsibility is an important element that helps students to become changemakers. Here are five strategies that we can use in the classroom to enrich students’ social responsibility.
Can we help children understand ‘problem solving’ through fun?
Considering that problem-solving requires the integration of many skills like self-management, this article gives insights on how to bring it all into practice. By introducing simple steps that parents or teachers can use with children to encourage them to solve their problems.
4 Principles For Creating Change, And 4 Barriers That Make It Harder | Co.Exist | ideas + impact
Finding ways to disrupt society for the better can be difficult, but by avoiding these pitfalls and following these steps, change makers can create real impact.
"Rolling Out" a Game | Edutopia
Engaging your students in a game in a classroom doesn’t only rely on the game itself and its objective. The steps you take to introduce a game are also important and this article gives insights and examples on effective ways to “roll out” a game.
Pauline Roberts7 1/2 Steps to Flatten Your Classroom: Move to Global Collaboration O…
Vicki Davis, a teacher, shares her slide on collaboration and connection in the classroom. She introduces 7 ½ steps towards creating a connection within yourself and your students.
Bringing Design Thinking to Schools Research Report
This study on design thinking in schools was devoted to investigating three main questions. The way that students express understanding during design thinking activities, the impact of affective elements on design thinking in the classroom, and the connection between design thinking, academic standard and content learning in the classroom are the main objectives of this study.
The Future of Education: More Spiders, Fewer Leaves
In this article, Education is described as a spider web as now education has evolved and it is no longer about teachers always teaching in schools. It explains how education serves the industrial revolution and the results of these different types of learning.
César Bona, a Spanish teacher who is known for his interactive and dynamic teaching, shares some insights about things that all teachers should know. He shares how and why he values respect, responsibility, creativity, and interaction among other things.
- Articles on empathy for Changemaking
A School Culture of Changemaking – Laura Hay – Medium
An overview on the role of schools and teachers as they emphasize the elements of changemaking in the classroom. With empathy being one of the major elements of changemaking, this article talks about ways to make empathy a foundation for students and for teachers when managing students’ disruptive behaviors.
Every Child Practicing Empathy | Ashoka | Everyone a Changemaker
Ashoka addresses the importance of empathy in making collaboration effective. In this short article, Ashoka talks about their network Start Empathy and the network’s goal of making empathy an essential objective in schools.
A Case for Promoting Empathy in Schools – A New Game – Medium
This article discusses the important role of empathy in changemaking and addresses the question of whether empathy can be taught. The article focuses on the advantages and skills for which empathy can equip students, transform schools, and change the world.
Why Empathy is as Important as Reading and Math | Ashoka | Everyone a Changemaker
An article that addresses the shift from the old paradigm to the new paradigm. In our present-day, empathy, leadership, teamwork, and responsibility have a major presence in education and their presence is justified.
Two-City Collaboration - Start Empathy
Four schools in New Orleans and Texas collaborate in this two-city collaboration that is devoted to making empathy more present in their communities. In this collaboration, the emphasized idea is that a small act of kindness can lead to other acts of empathy and love.
Using Student-Led School Meetings to Encourage Changemaking - Start Empathy
Hyde-Addison is an elementary school that values changemaking and this is seen mostly with empathy and leadership and how they’re integrated into how they do things there. School meetings are used as a tool for students to practice their leadership skills.
The Yale Center for Emotional Intelligence gives an insight on how life and education would be for students and teachers if emotional intelligence became a standard part of the curriculum. It gives a perspective on the possible impact of such a change on students’ performance, conflict resolution, health, and success.
Putting Empathy in Action.pdf | Ashoka | Everyone a Changemaker
Empathy is one of the main elements of changemaking and this makes it more important for it to be integrated in our daily lives. Ashoka provides some strategies that can help us practice empathy on several levels, individually, in schools and communities.
Ashoka’s start empathy emphasizes on the need for prioritizing the skill of empathy with all children. This is because empathy is seen as the foundation of changemaking and in order for us to have change-makers, we need to have empathetic people first.
Nine Competencies for Teaching Empathy - Educational Leadership
Empathy is the foundation that makes classroom environment, teachers and students caring towards others. It isn’t merely a skill that we pull out of a hat whenever we feel like it, rather it is a skill that needs to be consistently present. Empathy has nine competencies that can be taught, understood and practiced daily and this article gives an overview of what these competencies look like.
The Most Important Teaching Skill in the History of the Universe | Ashoka | Everyone a Changemaker
Cultivating empathy is a significant skill in education and this article shares the story of Gloria, a student who was encouraged to develop empathy. Because of how important empathy is, Ashoka created a Changemaking network to acknowledge changemaking schools and teachers who are devoted to cultivating empathy.
- Articles on Social Justice & Social Entrepreneurship
6 Elements of SJE « Using Their Words
An overview of the six elements of social justice curriculum design for elementary education. Within every element, the role and the objective of teachers and students are explained with examples.
A framework for exploring the intellectual and moral virtues of social justice educators. This article presents three categories that need to be taken into consideration when identifying the virtues of social justice teachers.
Social Justice Projects in the Classroom | Edutopia
Successful social justice projects require raising students’ awareness about issues and providing advocacy and aid opportunities. This article gives some insights on how to implement practices that encourage awareness, passion, and advocacy in the classroom.
Social Entrepreneurship: The Case for Definition | Stanford Social Innovation Review
A look into the meaning of social entrepreneurship and its job in the world. This look will help to distinguish between social entrepreneurship activities from other activities.
5 Successful Examples of Social Entrepreneurship | RingCentral Blog
Five examples of social entrepreneurship that accomplished social change by using their names and their initiatives. These five social entrepreneurs integrated social change within their business goals.
Kids for Social Justice: 6 Ways Kids Can Change the World - Sacraparental
You don’t have to be a mature adult to help in creating social justice. With these six ways, kids can become better human beings and change the world into a better place.
Social Entrepreneurship: 7 Ways to Empower Student Changemakers | Edutopia
In this present day, there are increasing options for people to use their voices and make a difference in the world. This article gives seven ways to encourage students to become changemakers.
Bullying prevention padre piquer school
The Changemaker school Padre Piquer takes bullying very seriously and they have their own protocol to prevent bullying. In these slides, the school shares its ways of identifying bullying in its several forms and their ways to prevent it.
Social Entrepreneur + STEM Education = Social Sci-preneur - Overview | MIT - Solve
We create Changemaker social sci-preneurs, who apply STEM to create positive change for the greater good. Partnering with education agencies (e.g. school districts), we integrate the changemaking skills - empathy, teamwork, leadership, and problem-solving into STEM curricula, redefining STEM as using knowledge and skills to create social change.
- Changemaking organizations, websites, social media and blogs
Youth Years | Ashoka | Everyone a Changemaker
This organization encourages you to explore the diverse ways that Ashoka’s Youth Years programs support changemaking in young people, adults, organizations, and companies. Engage with their dedicated programs today to help advance an “Everyone a Changemaker” world.
Changemaker Communities-Vipin's website
Changemaker Communities is a connected, citywide ecosystem created through intentional partnerships with influential institutions in a region to build support for the next generation of changemakers in their communities. Changemaker Communities hopes to empower the next generation to take the initiative to create positive change for the greater good.
Explore this collection of the world’s most promising social innovations, submitted from every corner of the globe. These solutions give you insights into where the world is heading in the future.
Inspired Teaching partners with teachers as the leverage point for change in the education system. Through innovative teacher preparation and professional learning programs, they help teachers build their practice to actively engage their students as empathetic, critical thinkers.
Jen Cort Consultant Diversity, Student Leadership, Advisory
An educator and a clinical social worker Jen Cort publishes variable blogs and publications on important issues like diversity, equity and inclusion in schools. Jen’s philosophy on the importance of self-advocacy in students is addressed in her blogs.
Changemaker Education – Medium
A publication series on Changemaking by Ashoka’s Start Empathy initiative. This blog shares ideas and stories on the different elements of changemaking like empathy and gives insights on how to utilize them with our students, children and with ourselves.
The Global Change Leaders: empowering learning ecosystems for the greater good.
The Global Change Leaders (GCL) is an international community who are creating learning ecosystems – at city, region and country level – that empower every young person to contribute to a better world. We are committed to collaboration and systemic action at every scale.
Parenting Changemakers – Evolving Parenting for the 21st Century
Parenting Changemakers is a parent-led initiative aimed at enabling parents and children to practice changemaking with the an intention of building “everyone a changemaker” world.
This blog is dedicated to encouraging everyone to contribute in the world and become a changemaker. It shares articles on empathy in action, social entrepreneurship and learning among other important matters.
This blog gives the latest information about the Hawaii’s Design Thinking initiative. Design Thinking Hawaii is a volunteer-based organization dedicated to applying design thinking to make Hawaii a better place.
Find and share resources to help students engage in innovative processes for tackling complex real-world problems in human-centered ways.
North Central Massachusetts Changemaking
A Padlet page dedicated to changemaking in schools. Creating community, empathy, collaboration, design thinking are some major changemaking elements that you can find in this page.
Design for Change USA is the national affiliate of Design for Change World. When young people participate in DFC, they are joining a powerful coalition of others around the world in saying, I CAN!
The Princess of Girona Foundation is devoted to helping others towards their personal and professional growth. This program provides training, awards and it gives the young generation a chance to be involved in real-life activities.
- Books & E-Publications
The 5 Books Every Changemaker Should Read | The Huffington Post
The founder of the Changemaker Toolkit shares a list of five books that every changemaker should read. These books vary from fiction to nonfiction, but they all in one way or another have lessons to learn about changemaking.
14 Children's Picture Books About Solutionaries - Institute for Humane Education
Helping children to see their powerful potentials of becoming agents of change is a great way to inspire them to become changemakers. One way to do that is to share inspirational stories of other agents of change like the 14 children’s picture book about solutionaries mentioned in this article.
101 Changemakers: Rebels and Radicals Who Changed US History » Zinn Education Project
The Zinn Education Project gives a lot of attention to teaching about people’s history in the classroom. It provides accurate, interesting and engaging stories about history that can’t be easily found in textbooks and curricula.
7 must-read books by and for women changemakers
Being and having a great model motivates and inspires us. Therefore, this list of 7 books by and for women who have made a difference can help with inspiring us to be changemakers too.
Ashoka’s Start Empathy gives a list of books that reflect on creating empathy all around us, our community, education and business.
Changemakers: Educating with Purpose | Ashoka | Innovators for the Public
A book that is written nine educators who share the goal of implementing changemaking within their teaching. These educators are working with different ages and in different regions in the United States, yet they are all moving towards empathy, leadership, teamwork, and changemaking in their schools.
All Issues | Stanford Social Innovation Review
Stanford Social Innovation Review is a magazine where social change leaders around the world share their ideas and thoughts. Here is a list of all the issues of the SSIR magazine.
SolutionsU features stories produced by 1,400+ journalists from 700+ news outlets, featuring 148+ countries, and growing every day. The stories cover a wide variety of people, communities, and institutions working to advance change around the globe.
Booklists - Social Justice Books
A collection of books that tells multicultural stories of social justice for all ages. These books tell diverse stories, so teachers and students all around the world can relate to them.
Recommended Reading | Ashoka U
Ashoka U has an important vision for the future of education as it aims for all schools to embrace changemaking in their teaching. Here is a list of recommended readings and other resources to help you understand the vision of Ashoka U.
Maker Movement Manifesto Sample Chapter.pdf
In his book, Mark Hatch addresses the Maker Movement and how it is changing the world. The Maker Movement is all about creativity and innovation and it something that every individual can be a part of.
Discovery_framework_unleashing_community_changemaking_final.pdf
In this Discovery Framework, Ashoka addresses the steps and ways of identifying barriers and finding solutions to create change. Stories told by changemakers are shared to address different issues in the world.
Publications | The Global Change Leaders
Weaving Institutional Partnerships supports change leaders and aims to take them to a more collaborative route. Here are some of their publications on changemaking.
Additional Recommended Books
20 Gifts of Life: Bringing Out The Best In Our Kids, Grandkids, And Others We Care About
Be a Changemaker: How to Start Something That Matters
Emotional Intelligence: Why It Can Matter More Than IQ
Empowering All Students at Scale
Empowering Global Citizens: A World Course
Empowering Students to Improve the World in Sixty Lessons
Changemakers: Embracing Hope, Taking Action, and Transforming the World
How to Change the World: Social Entrepreneurs and the Power of New Ideas
Intellectual Empathy: Critical Thinking for Social Justice
Real Kids, Real Stories, Real Change: Courageous Actions Around the World
Teaching Empathy: A Blueprint for Caring, Compassion, and Community
The Teen Guide to Global Action: How to Connect with Others (Near Far) to Create Social Change
UnSelfie: Why Empathetic Kids Succeed in Our All-About-Me World
Yes! Youth-Led Changemaking: A Game-Changer in the Field of Youth Development
- Learning Theories Related to Changemaking
1) Constructivism (Social constructivism)
Theorists: Piaget, Von Glassersfeld, Milwood, Dewey, Vygotsky, Montessori, Bruner
Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. Results suggest that PAL interventions that focus on academics can also improve social and self-concept outcomes.
From the theory, procedures for the teacher's role in using formal and informal cooperative learning and cooperative base groups have been operationalized. Those procedures are widely used by educators throughout the world. The applications have resulted in revisions of the theory and the generation of new research.
This excerpt explores three approaches to inquiry-based learning: project-based learning, problem-based learning, and learning by design, highlighting key research and unpacking important elements of each approach.
2) Connectivism
Theorist: George Siemens, Stephen Downes
George Siemens, & Gráinne Conole. (2011). Special Issue - Connectivism: Design and Delivery of Social Networked Learning. International Review of Research in Open and Distance Learning, 3.
The authors discuss the range of conversations around the theory of connectivism as it relates to other theories of education. They discuss the various critiques, as well as benefits that implementing connectivism in classrooms seems to have on learning. The purpose of this article is to advance the discussion, to clarify areas of needed research, and to contribute to ongoing debate about the influence of the Internet on teaching and learning.
Utecht, J., & Keller, D. (2019). Becoming Relevant Again: Applying Connectivism Learning Theory to Today’s Classrooms. Critical Questions in Education, 10(2), 107–119.
While the Internet has brought with it the opportunity for a connected, collaborative learning landscape, many classrooms and academic institutions today do not take full advantage of the value this connectedness can have for their learners. Using the eight principles as a frame, this paper will offer concrete techniques for K-12 and higher education institutions to engage their learners in the collaborative learning environment of today’s technologically connected landscape.
Archana Shrivastava. (2018). Using connectivism theory and technology for knowledge creation in cross-cultural communication. Research in Learning Technology, 0, 1.
This study examined the significance of connectivism theory and technology for knowledge creation in cross-cultural communication. The findings rely on the exercise designed and conducted by the facilitators of two different institutions/universities based in two different countries. This exercise was conducted for two intercultural management classes in New Delhi, India and Graz, Austria. This article used student-centric teaching approach and output-oriented methodology based on the principles of connectivism and knowledge creation. It demonstrates how these approaches foster lifelong learning in students.
3) Multiple intelligences
Theorist: Howard Gardner
Gardner, H. G. (1985). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Gardner's trailblazing book revolutionized the worlds of education and psychology by positing that rather than a single type of intelligence, we have several--most of which are neglected by standard testing and educational methods.
Armstrong, T. (2009) Multiple intelligences in the classroom. Alexandria, VA: Association for supervision & Curriculum Development
This book includes updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, educational policy, and more.
Garnder, H.,& Morgan,S. (2006). The science of multiple intelligences theory: a response to Lynn Waterhouse, Educational Psychologist, 41(4), 227-232.
This response to Lynn Waterhourse’s critiques of the Multiple Intelligences theory(MI) that reorients and clarifies for the reader the usefulness and implications of MI theory with the goal of demonstrating why Waterhouse’s critique misses the mark in a number of respects.
4) Educational Objectives
Theorist: Bloom
Ramirez, T. V. (2017). On Pedagogy of Personality Assessment: Application of Bloom’s Taxonomy of Educational Objectives. Journal of Personality Assessment, 99(2), 146–152. https://doi-org.sandiego.idm.oclc.org/10.1080/00223891.2016.1167059
This article explains how the taxonomy can be applied to the teaching of personality assessment and discusses the implications for assessment pedagogy. It provides examples of effective instructional activities, an overview of the signs of learners at each level, and highlights typical errors that students make in their oral and written work. There are also strategies to help learners progress to higher-order thinking are also addressed.
Aviles, C. B. (2000). Teaching and Testing for Critical Thinking with Bloom’s Taxonomy of Educational Objectives
Teaching and testing for critical thinking can be a challenge for new and experienced social work educators because critical thinking has no operational definition. This article uses Bloom's Taxonomy of Educational Objectives as a tool from the wider context of education to assist new and experienced social work educators to think more precisely about what it means to teach and test for critical thinking. Bloom's Taxonomy includes six knowledge levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. This survey paper presents each level along with sample test items. Many of these can be adapted to the K-12 classroom.
Fast, K. V. (1974). Analysis and classification of the ACS-NSTA high school chemistry achievement tests using Bloom’s taxonomy-cognitive. Science Education, 58, 17–21.
Using Bloom’s Taxonomy of Educational objectives as a way of identifying assessments in High school chemistry classes. This article gives an idea about how educators are structuring their assessments and may encourage instructors to be more aware of the types of assessments they give to their students.
Wenjuan Song. (2019). A Study on the Influence of Teachers’ Questioning in High School English Reading Class on Students’ Critical Thinking. Theory & Practice in Language Studies, 9(4), 424.
This article studied whether teachers' questioning has an impact on the critical thinking of high school students in English class. The results showed a certain degree of a positive correlation between the Teachers' questioning and the students' critical thinking scores through the classroom observation record table and the students' reading scores in the test.
5) Scientific pedagogy
Theorist: Montessori
Montessori, M. (1912). The Montessori Method : Scientific pedagogy as applied to child education in “The Children’s Houses” with additions and revisions by the author. By Maria Montessori. Translated from the Italian by Anne E. George. With an introduction by Henry W. Holmes. With 32 illustrations from photographs. New York Rederick A. Stokes Co.
Maria Montessori (1870-1952), the first Italian woman to obtain an MD, was one of the great pioneers in studying the intellectual development of the young child.
Feez, S. (2011). Montessori and early childhood : a guide for students (1st ed.). Los Angeles: Sage.
This book considers the Montessori approach within the context of early childhood education and care and examines it in light of new insights from the fields of neuroscience and child development. By helping the reader understand the influence of Montessori on contemporary early years policy and practice, the book outlines ideas relevant to all early years settings and suggests ways for all early childhood educators to apply these ideas in practice.
American Montessori International of the United States, I. . R. N. (1997). The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice. AMI/USA National Conference (Bellevue, Washington, July 25-28, 1996).
This set of proceedings from the Association Montessori International (AMI/USA) 1996 conference contains the conference schedule and 20 presentations. The conference presentations are focused on Classroom Techniques, Educational Improvement, Educational Research, Elementary Education, and the Montessori method.
6) Critical pedagogy
Theorist: Friere
Friere, P. (1998). Teachers as cultural workers : letters to those who dare teach (pp. 63–68). Westview Press.
Paulo Friere describes the importance of critical pedagogy in the classroom. Each chapter defines a specific aspect of critical pedagogy that teachers must take into consideration as they take on their roles as educators
Moratilla, N. C. A. (2019). Revisiting Paulo: Critical Pedagogy and Testimonial Narratives as Liberative Spaces in the Philippines’ K-12 Curriculum. Journal for Critical Education Policy Studies (JCEPS), 17(2), 246–278.
The paper includes a survey of studies that foreground the use of testimonios, or testimonial narrative, in education and argues that the same strategy can be used in the Philippines’ new curriculum. The use of testimonios in literature and other disciplines may constitute an attempt at locating alternative knowledge and cultural modalities while surfacing the narratives of Philippine society’s marginalized sectors.
Cortez, F. G. F. (2016). Critical Rethinking of Critical Thinking: A Contribution of Critical Pedagogy in Facing the Challenges of K + 12. Kritike: An Online Journal of Philosophy, 10(1), 315–330
This paper argues that the tradition of critical pedagogy can deepen and sharpen our understanding of critical thinking as one of the manifest aims of the new Philippine educational system (K - 12 system). The paper explains that critical thinking cannot be restricted to a one-dimensional meaning of simply being a set of logical and cognitive skills. Inherent to critical thinking is its political and social dimension.
Wood, B. E., Taylor, R., Atkins, R., & Johnston, M. (2018). Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement. Teaching and Teacher Education, 75, 259–267.
This paper reports on a two-year study that explored teachers' pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transformative citizenship learning. The study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement.
7) Learning styles
Theorists: Honey and Momford, Kolb, Fleming
Stevens-Smith, D. A., & Fleming, D. (2016). Learning Preference Changes in the Educational Setting. International Journal of Pedagogy & Curriculum, 23(2), 9–25.
The purpose of this study is to investigate the relationship between the learning preferences of pre-service and experienced elementary educators and the impact they may have on pedagogical knowledge. The study is looking to determine if differences exist in the groups and when/how they occur. It is argued that whatever teaching approach is used, it is important that teachers are aware of the changes that occur and apply these changes to classroom instruction.
Zhang, K., & Bonk, C. J. (2008). Addressing Diverse Learner Preferences and Intelligences with Emerging Technologies: Matching Models to Online Opportunities. Canadian Journal of Learning and Technology, 34(2).
This article offers instructors and instructional designers across educational sectors and situations new ways to think about addressing diverse learner needs, backgrounds, and expectations. The authors argue that learning technologies are important for effective teaching, as are theories and models and theories of learning as well as more immense power can be derived from connections
between the theories, models and learning technologies.
Brown, B. L., & ERIC Clearinghouse on Adult, C. and V. E. C. O. (2003). Teaching Style vs. Learning Style. Myths and Realities.
This article talks about when students' learning preferences match their instructor's teaching styles, student motivation and achievement usually improve, but some students may do better with a learning/teaching style mismatch. Learners need to become better all-around learners by adapting their learning style to non-preferred teaching styles. Teachers can become more flexible by being willing to change their view of the role of students.
Hale, J. E. (2016). Learning Styles of African American Children: Instructional Implications. Journal of Curriculum and Teaching, 5(2), 109–118.
This article offers examples of valiant efforts to develop meaningful instructional implications from learning styles scholarship. Additionally, an example is given of an advance in the public policy arena that merges the efforts of psychological scholars with that of lawmakers to apply their research to effect change for children. They provided empirical data that documented that the "separate but equal" doctrine of education was psychologically devastating to African American children. It is recommended that contemporary public policy architects follow in their footsteps.
8) Organizational learning
Theorists: Nonaka and Takeuchi
Juceviciene, P., & Valineviciene, G. (2015). Educational Environments for Students’ Organizational Learning. Social Sciences (1392-0758), 87(1), 64–73.
This paper is a theoretical attempt to investigate the educational environment for students’ organizational learning concept, aiming to substantiate educational environments for organizational learning in university studies. Organizational learning is analyzed in the light of management and educational sciences
9) Situated learning
Theorist: Lave and Wenger
Kyratzis, A., & Johnson, S. J. (2017). Multimodal and multilingual resources in children’s framing of situated learning activities: An introduction. Linguistics and Education, 41(1), 1–6.
Building upon traditions of linguistic anthropological research and research on classroom interaction, the authors use ethnography to place local practices within the range of practices that are possible for the particular peer groups, classrooms, and communities studied. The authors also provide an overview of the individual contributions to the issue and the central themes they present.
Bresnen, M., Goussevskaia, A., & Swan, J. (2005). Organizational Routines, Situated Learning and Processes of Change in Project-Based Organizations. Project Management Journal, 36(3), 27–41.
This article discusses how project-based organizations implement enterprise-wide change. It reviews the literature on the nature and dynamics of organizational routines, situated learning, and change-in-routines initiatives; it examines four case studies on implementing change in project-based construction organizations.
Hinck, A., & Tighe, J. (2020). From the other side of the desk: students’ discourses of teaching and learning. Communication Education, 69(1), 1–18.
Through interviews and open-ended, online surveys, we trace how nine different discourses of teaching and learning construct knowledge about learning, the role of education, and the norms and values associated with higher education. Ultimately, these discourses reflect ideologies that socialize students into a community of practice that is characterized by dynamic, affective, and personalized pedagogies, relying on the idiosyncrasies of the people involved rather than generic scripts for best practices.
10) Experiential learning (Project Based Learning)
Theorist: Kolb
Kolb, D. A. (1981). Experiential Learning Theory and The Learning Style Inventory: A Reply to Freedman and Stumpf. Academy of Management Review, 6(2), 289–296.
Kolb answers critiques of his experiential learning theory. He addresses concerns about the reliability and adaptability of this theory in practice within the classroom.
Cooper, R., & Murphy, E. (2016). Hacking project based learning: 10 easy steps to PBL and inquiry in the classroom. [Columbus, OH]: Times 10 Publications.
This book gives readers the inside scoop on 10 ways to incorporate PBL and inquiry-based pedagogy in the classroom.
Geier, R., Buumenfield, P.C., Marx, R.W., Krajcik, J.S, Fishman, B., Soloway, E., Clay-CHambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in science teaching, 45, 922-939.
An academic research journal that found the inquiry-based curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African-American boys. These findings demonstrate that standards-based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support.
Schwartz, K. (2016). Five ways to ensure real learning happens in maker-enhanced projects.
Micheal Stone is an educator of teachers. He advocates that the point of the methodology is to put students in a position where they are solving authentic problems, not to check a box. He gives examples of how teachers can implement Project-Based learning in their classroom and how to do this effectively.
Wolfe, P. (2010). Brain Matters: Translating research into classroom practice (2nd edition). Alexandria, VA: ASCD.
Using Neuroscience back evidence, Wolfe introduces and examines practical classroom applications and brain-compatible teaching strategies that take advantage of simulations, projects, problem-based learning, graphic organizers, music, active engagement, and mnemonics. These strategies are accompanied by actual classroom scenarios--spanning the content areas and grade levels from lower elementary to high school--that help teachers connect theory with practice
Lattimer, H., & Riordan, R. (2011). Project-Based learning engages students in meaningful work: Students at high tech middle engages in project based learning. Middle school journal 43(2), 18-23.
An article that describes how a highschool educator implement PBL in the classroom, the effect it had on student learning and how educators can design effective PBL lessons.
11) Community Service Learning
Theorist: Dewey
Stallworth-Clark, R. (2017). Service-Learning for the Public Good: Educating for Social Justice. Journal of Education & Social Justice, 5(1), 81–93.
Meta-analysis studies show the impact of service-learning programs yielding high mean effects for students’ academic communication, leadership, and problem-solving skills, as well as attitudes toward self, interest in civic engagement, and enhanced social skills. Standards for Quality Service Learning Practice are referenced to show how successful Service Learning programs and projects can be effectively embedded within academic curricula to inform, inspire, and engage students in service to the public good.
Yorio, P. L., & Ye, F. (n.d.). A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning. ACADEMY OF MANAGEMENT LEARNING & EDUCATION, 11(1), 9–27.
Through meta-analytic techniques, we found support for the hypothesis that service-learning has a positive effect on the understanding of social issues. We also found significant moderating evidence for research design, type of reflection, type of measurement, and the service experience as optional or required. We conclude with a discussion of the theoretical and practical implications of these findings along with suggestions for future research.
Frankson, D., & Nevin, A. (2007). What Does the Research Say about Students with Disabilities and Service Learning? Online Submission.
This paper summarizes the research on service-learning pedagogy into the realm of professional practice for students with disabilities. At this point in the development of a research base for service learning, an emerging need for studies is reported. Limited research exists which studies the impact of service-learning activities with respect to the retention of students with disabilities, particularly those who are also African American.
Celio, C. L., Durlak, J., & Dyminicki, A. (2011). A meta-analysis of the impact of service learning on students. Journal of Experiential Education, 34(2), 164 -181.
A meta-analysis finds students participating in service-learning programs demonstrated significant gains in five outcome areas: attitudes toward self, attitudes toward school and learning, civic engagement, social skills, and academic performance.
12) Community of Practice
Theorists: Lave and Wenger
Lave, J. (1996). Teaching, as Learning, in Practice. Mind, Culture and Activity, 3(3), 149–164.
Lave argues that there needs to be an emphasis on understanding the different theories and ways of understanding learning. He suggests that we must reconsider the way we perceive learning as not an individual, psychological phenomenon, but rather a social, collective activity.
Kopcha, T. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58(2), 175–190.
Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education settings are discussed.
Hennebry, L. M., Gayton, A., Hu, X. A., & Chen, X. (2019). Transitioning From Master’s Studies to the Classroom: From Theory to Practice. TESOL Quarterly, 53(3), 685–711.
This research outlines the challenges language teachers experience in transitioning between teacher education programs and the classroom, particularly regarding the theory-practice nexus, and emphasizes the professional community's key role in providing mentoring and support.
Bjuland, R., & Jaworski, B. (2009). Teachers’ perspectives on collaboration with didacticians to create an inquiry community. Research in Mathematics Education, 11(1), 21–38.
A report on insights into how teachers thought about the activities of the project and what an inquiry community looks like in terms of the learning of those involved. This is related to the theoretical perspectives of communities of practice and inquiry.
Light, R., & Nash, M. (2006). Learning and identity in overlapping communities of practice: Surf club, school and sports clubs. Australian Educational Researcher, 33(1), 75–94.
Employing the concepts of communities of practice and situated learning, it examines four young people's experiences as members of a surf club as a community of practice. It also compares the experiences of these young people in the surf club with those arising from membership in their schools and sports clubs.
- Courses & Programs
Changemaking 101: The Discovery Framework Tool | Changemakers
This hands-on course, along with the worksheet and the video, will give you a better perspective on changemaking. In this Discovery Framework Tool, you can walk steps further towards a social issue or a challenge that you are passionate about by mapping solutions and developing a better understanding of what you could do to make a change.
Online Course Activating Empathy - Start Empathy
This free course is designed for elementary school teachers and its goal is to help children develop empathy and become changemakers. With this course, you can find some tips from 60 elementary schools, 21 social entrepreneurs, and Ashoka’s leading experts.
14 Examples of High-Quality Civic Learning Opportunities | Edutopia
This resourceful article can benefit non-civic educators who still want to implement civic learning opportunities in their classrooms. You don’t really have to teach civic to have civic learning in your class and this gives ways of how to do that and it also gives 14 examples of programs that provide high-quality civic learning opportunities.
Schools & Programs | Design Thinking in Schools K12 Directory
A list of schools that value design thinking and integrate it in their curriculum and programs. With design thinking, students can make a change by finding solutions to real-life issues.
Roots of Empathy – Roots of Empathy
An international, evidence-based classroom program that thrives to create empathy and understanding through social and emotional learning. With these values, this program helps students to create a community and reduce their levels of aggression.
Professional Development | Learning to Give
The Educator Mini-Courses below provide online professional training in philanthropy education and service-learning. Participants learn methods of thoughtful service-learning, as well as the history, practice, and benefits of philanthropy, for educators, nonprofit professionals, parents, and volunteers.
Character Education Development Certificate | University of San Diego Professional & Continuing Ed
The University of San Diego provides this online program for educators and administrators who are interested in incorporating social-emotional learning in their teaching. The Character Education Development Certificate helps in giving ways and insights on how to plan lessons that focus on character development.
The official twitter account for Ashoka’s Changemaker Schools where you can keep up with changemaker schools
Design Thinking Hawaii - Events | Facebook
This facebook page belongs to the volunteer-based organization, Design Thinking Hawaii, and this organization is devoted to creating change and reforming Hawaii. Here you can find a list of past and future events held by this organization.
- Videos
Videos on Instruction, Teaching & Lessons
Teaching Inequalities: Concept First, Notation Last
In this video, Ms. Acala teaches math to her students by emphasizing conceptual understanding. In her lesson, methods that give attention to prior knowledge, conceptual understanding, and critical thinking are used.
Student Character Development Using Lab Stations
In this lesson, Ms. Williams uses lab stations to integrate some elements of changemaking. Leadership, responsibility, and teamwork are present in her lessons to make sure that her middle-school students are engaged.
Fact Or Opinion Lesson For Kindergarten
In this lesson, Ms. Iwaszewicz teaches her kindergarten students how to distinguish between facts and opinions. Her lesson pays attention to students’ needs and at the same time, it gives students opportunities to practice their teamwork and conversational skills.
Preparing Students For Civic Engagement
High school students in Matt Colley's social studies class work in small groups to synthesize research they've done on a contemporary issue, and begin to make a plan about how and where they can bring about change.
Resource: Social Studies in Action: A Teaching Practices Library, K-12
A video library for teachers and students in K-12 classrooms that provides content and methodology relating to social studies. The lessons in the videos are designed to leave room for reflection and meaningful communication.
Resource: Social Studies in Action: A Methodology Workshop, K-5
This video workshop provides a methodology framework for teaching social studies, with a focus on creating effective citizens. The eight video programs feature K-5 teachers exploring social studies themes, theories of learning, teaching strategies, and ways to connect social studies to the world beyond the classroom.
A Year at Mission Hill | Mission Hill K-8 School
An exciting 10-part video series chronicling the rhythms and relationships of a year in the life of one of America’s most successful public schools.
The Hawaii DOE teams with Oceanit and Adult Friends for Youth to ask students how they would design schools if they could. The design-thinking exercise, geared toward identifying solutions, is part of the 2016 review and extension of Hawaii's Strategic Plan for education, which will guide the state's response to federal and state law, budgetary cycles, operations and more.
10 Wordless Videos that Teach Problem Solving - Speech is Beautiful
10 wordless videos that can be good resources to encourage children to practice their problem-solving skills. Considering that they are wordless, students can be encouraged to be critical thinkers and provide the language themselves.
Smart Hearts: Social and Emotional Learning Overview | Edutopia
In school districts from New Haven to Anchorage, social and emotional skills are being taught and assessed just like skills in math and reading are.
Responsive Classroom - YouTube - YouTube
A youtube channel that is dedicated to the Responsive Classroom approach in education. It gives teachers a vast collection of resources that they can use with their students to build interaction as a learning foundation.
Videos on Changemaking
A Changemaking Journey - YouTube
Dina Crowl and Paula Talty, Two superintendents from changemaking schools, give an overview of the journey that changemaking has taken to get here. In their overview, they share about the importance of changemaking and their objectives for the future of changemaking in schools.
Change Makers book club: Joi Ito in conversation with GE's Beth Comstock - YouTube
Joi Ito and Beth Comstock discuss adaptability, learning vs education, disobedience, and other ideas from Whiplash, Joi's book with Jeff Howe.
GLOBAL TEACHER PRIZE. César Bona on Vimeo
In this video, you will see 6 years of Cesar Bona’s work in the classrooms. Former students, parents, school principals, and teachers, among others, share their own perspectives of Cesar’s work and the influence that it had left on individuals and their community.
Centro Padre Piquer - Ashoka Changemaker School - YouTube
A visit to Padre Piquer, a Changemaker school in Spain, which values teamwork, professional training, meaningful learning. In this video, faculty and students share about some of this school’s major values and aspects like innovation and interaction.
8 Videos Exploring Empathy - Institute for Humane Education
Considering that empathy is a major aspect of becoming a changemaker, here are short eight videos that explore the sense of empathy. These videos can also be used in the classroom to encourage students to practice their empathy skills.
Change Makers Videos - ViewChange.org
A collection of videos with diverse people sharing inspiring stories and diverse perspectives. With this particular collection, changemakers share their experience in the face of domestic violence, ethic, economic and gender barriers/differences, etc.
Ashoka's Start Empathy Initiative
In the Start Empathy initiative, Ashoka gives an overview of why empathy is important and a basic need to have in our daily lives. This video gives a few examples of what empathy looks like in the classroom and how spreading it makes it grow into a part of an individual’s identity.
The Circle School: Teaching Peace - YouTube
Teachers, students, and parents share thoughts on what makes The Circle School a peaceful and loving place for kids. The video shows the impact of what The Circle School does differently to students as they create a close community.
Ashoka Changemaker Schools - Europe - YouTube
Ashoka brings together 35 key influencers to catalyze a global movement and activate ecosystems in which every young person can become a changemaker.
Kids Take Action Against Ocean Plastic | Short Film Showcase - YouTube
Despite the vastness of Earth’s oceans, plastic pollutants are turning up everywhere, from the deep sea to the Arctic ice pack. In this short film by filmmaker Chris Hanson, 17 Hawaiian students study the impact of plastic pollution on their local beaches.
Transforming School Districts | Youth Venture - YouTube
With the movement of transforming school districts into hubs for changemaking, this video shows the impact of this movement on students and faculty. It gives a glimpse of what it is to have all students feel like they can be change-makers too.
Transforming a school district into a 'Changemaker' district - YouTube
Anne Arundel County is being transformed into a changemaker district and in this video, students and faculty share their thoughts on this transformation. This video shows the impact of this transformation and the importance of having changemaking in schools.
LeadYoung is a storytelling initiative that aims to demonstrate the power of a young person who has identified a problem, formed and led a team, and created a solution. These stories help everyone see the new reality — that everything is changing, and this requires redefining what “growing up” means. This highlights the new framework for navigating the 21st century: where every person is practicing empathy, teamwork, new leadership, and changemaking.
TED Talks
Daniel Goleman Why aren't we more compassionate
In this TED Talk, the psychologist Daniel Goleman asks important questions about compassion and how we can be so wrapped up in our lives that we forget to be compassionate. In this video, we can see what one act of compassion can do.
A plan to recycle the unrecyclable | Ashton Cofer
From packing peanuts to disposable coffee cups, each year the US alone produces some two billion pounds of Styrofoam -- none of which can be recycled. Frustrated by this waste of resources and landfill space, Ashton Cofer and his science fair teammates developed a heating treatment to break down used Styrofoam into something useful. Learn more about their original design.
Our campaign to ban plastic bags in Bali | Melati and Isabel Wijsen
Sisters Melati and Isabel Wijsen are determined to ban plastic bags in Bali. They go through the efforts of making petitions, cleaning beaches and going on a hunger strike to make a change in their community.
Through the eyes of a child immigrant | Erik Gomez | TEDxPSU - YouTube
Erik, a former illegal immigrant, takes us through his life to see the debate on immigration from a different perspective. Erik’s words force you to think of questions that can change the way we think and talk about immigrants.
Write your story, change history - Brad Meltzer - YouTube
The idea that youth is wasted on the young? Wrong. Martin Luther King, Jr. and the creators of Superman were all under 30 when they wrote themselves into history. In this inspirational TEDYouth 2011 Talk, Brad Meltzer encourages us to dream big, work hard, and stay humble.
20 TED Talks on the Future of Education – jordico.com
This is a collection of inspiring TED Talks on education. These speakers share their views on what an education should be, meaningful and powerful.
Empathy in the digital age | Katri Saarikivi | TEDxYouth@Kolmikulma - YouTube
When the robots come, empathy will be our most important work skill. In this fascinating talk, Katri Saarikivi calls for increasing empathy in the rapidly digitizing world and gives concrete examples of how to do this.
Transforming healthcare for children and their families: Doug Dietz at TEDxSanJoseCA 2012 - YouTube
Doug Dietz, the principal designer of GE Healthcare, realized that his design for the diagnostic imaging equipment had created a terrifying experience for children. Doug collaborates with experts and with the sense of innovation, they transform this terrifying experience of being alone and scared in a loud machine into something wonderful.
Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette - YouTube
Joe Ruhl shares his views on how to stay away from teacher-centered lectures that students don’t like. In this video, Joe Ruhl shares the importance of choice, collaboration, communication, critical thinking, creativity and care in the classroom.
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