Welcome to Classroots.org
Chad teaches humanities at a charter school and blogs on reforming classroom practice and democratic education.
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Classroots.org archives
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Recent posts on Classroots.org
- Mission: DS106 – Return to the Silent Era
- Relief or renewal? Virginia’s NCLB waiver
- Mission: ds106 – support Creative Commons with a poster
Pages
- About Classroots.org
- Authentic Engagement with Learning and Authentic Work
- Classroots.org Vision, Mission, & Principles
- Classroots.org Manifesto
- Contributions to Classroots.org
- Let them Own It
- Walter’s Struggles and Accomplishments
Blogroll
- Becky Fisher
- CoöpCatalyst
- Customized Leadership
- Dropout Nation
- edReformer
- Eduwonk
- In For Good
- MeTA Musings
- Moore on the Page
- Pedagogies of Abundance
- Philly Teacher
- Pushing Upward
- Reflections of the TZSTeacher
- Rick Hess Straight Up
- School Finance 101
- SpeEdChange
- Synthesizing Education
- Teacher Reboot Camp
- TeachPaperless
- The English Companion
- The Tempered Radical
- The Virginia Education Report
- Think Thank Thunk
- This Week in Education
- Tween Teacher
Classroots.org
Class roots reform for authentic engagement
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Classroots.org Vision, Mission, & Principles
Vision
Teachers take individual action to provide students with authentic engagement; educational reform happens through classroom practice; a critical mass of teachers and students doing real work brings widespread change in American education, fusing school content with real world applications and audiences to better students’ communities.
Mission
Classroots.org promotes authentic engagement and connects people striving to make it happen. Classroots.org publishes case studies about the successes and failures of teachers’ attempts to bring authentic engagement into their classrooms. Classroots.org presents failure and learning from it as equal partners with success in innovative teaching.
Principles
Students learn best through authentic engagement. Teachers are the best agents for instructional change in their own classrooms. Teachers cause reform through classroom practice. Individual teachers should reform practice to act as a portal to learning, not as the single feed of information in classroom. Instruction should be designed to provide authentic engagement.