Event Details

Effective teaching takes more than good planning and instructional design; it also requires attention to the culture of the classroom. But how do we create culture? How do we shape and mold it so that it supports students’ development as thinkers and learners capable of deep understanding?

Course Designer

Ron Ritchhart
Ron Ritchhart has been a researcher at Project Zero, Harvard Graduate School of Education since 1994. His research focuses on understanding how to develop, nurture, and sustain thoughtful learning environments for both students and teachers. His interest in “cultures of thinking” has lead him to conduct research in such areas as intellectual character, mindfulness, thinking dispositions, teaching for understanding, creativity in teaching, and the development of communities of practice.
 
Ron's research is classroom and school-based, believing that teaching is a complex art and science that must be understood in context. A strong theme of learning from best practice runs throughout much of Ron’s work. On many of the projects on which Ron has worked, he has produced videos of best practices related to teaching for understanding, creative and innovative teaching, and the use of thinking routines.
Ron's research is classroom and school-based, believing that teaching is a complex art and science that must be understood in context. A strong theme of learning from best practice runs throughout much of Ron’s work. On many of the projects on which Ron has worked, he has produced videos of best practices related to teaching for understanding, creative and innovative teaching, and the use of thinking routines.
 
Prior to joining the Project Zero research group, Ron taught for fourteen years. He began his teaching career in New Zealand teaching 35 six and seven year olds in a state school in Christchurch as part of a teaching internship program. From there he taught art in Indiana before moving to Denver, Colorado where he taught third and fourth grade. Frustrated with the way he was teaching mathematics, Ron pursued a mathematics education degree and later taught middle school mathematics. In 1993 he received the Presidential Award for Excellence in Secondary Mathematics Teaching.
 
Ron earned his Ed.D. degree (2000) in human development and psychology from Harvard University. Ron's research on how teachers create thoughtful learning environments that support the development of students' intellectual character was the basis for his book: Intellectual Character: What it is, Why it matters, How to get it. His framework for understanding group culture detailed have been influential in shaping education in schools and museums throughout the world. His new book, Making Thinking Visible, explores how teachers around the world have been using the ideas of Ron and his colleagues at Project Zero to improve students’ learning.
 
Prior to attending Harvard, he earned an Master or Arts degree (1990) in curriculum and instruction from the University of Colorado at Denver, and a Bachelor of Science degree in education from Indiana University.
 

Course Instructor

Faraday de la Camara
Faraday de la Camara lived in Brazil for two years and has been involved in consulting work with the Escola Americana de Brasilia, the American School of Madrid, Project AERO supported by the U.S. State Department’s Office of Overseas Schools, and The Project Zero Classroom at Harvard. Before moving to Brazil, she was Director of the Lower School at the American School of Madrid for which she was awarded the National Principal of the Year award from NAESP in 2013. For the last 30 years Faraday has worked in elementary schools in Morocco, Spain, Belgium, Turkey, Russia and the U.S.A as both a teacher and administrator. This movement around the globe is due to her Spanish husband’s job as a diplomat. She has been a coach for Harvard’s online courses “Teaching for Understanding”, “Making Thinking Visible”, and “Promoting Algebraic Thinking” in the Elementary School. She's a perennial and passionate learner motivated to continue to explore how ideas from PZ research can inform and improve her own practice as well as the practice of others.

 

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