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Issue 7, Spring 2011
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Canyon as Classroom,
   Cindy Jenson Elliot
Sunflowers and Math,
   Brittany Joslin
Going Against the Zeitgeist,
   Noah Shlottman
Teaching, Learning & not Knowing,
   Eleanor Duckworth
Exhibiting Student Writing,
   Randy Scherer
Science Room as Drawing Room,
   Parag Chowdhury
Experiencing Difference,
   Pam Baker
Annotating Teacher Work,
   Alicia Crump
Illuminated Mathematics,
   Dave Stahnke
   Laura Webber
Reading Art,
   Eusebio Travis Sevilla
A Better Education,
   Lillian Hsu
Sometimes the Exhibition is at the Dinner Table,
   Jenny Morris & John Bosselman

1: Get Bent
2: Viva La Revolucion!
3: Cultural Encounters
4: Resilience Café Project
5: Digital Storytelling
6: Chemistry and Conflict
7: Soaring Eagles
8: Life: The Book
9: Inventions

HTH GSE » UnBoxed » Issue 7 » Welcome

This issue of UnBoxed has literally broken out of its box. All of the content is freely available on this site. If you prefer to have a print copy of this issue, you may order a beautiful, bound version on-line from Click here to have an issue shipped directly to you.

The Cards link on this site allows you to print and share cards from this issue and all past issues of UnBoxed. You can download the cards by issue or topic. We encourage you to use the cards as a bit of inspiration and in professional development contexts. Thank you for sharing our passion for innovation in education! Happy reading!
What inspires us? What persons, places and projects inform our thinking and our lives as teachers and learners? How do these influences find expression in our pedagogy? In the Unboxed interview, Eleanor Duckworth, a profoundly influential teacher and teacher educator, discusses important persons and places in the evolution of her commitment to teacher-learner dialogue and the “liberation of ideas.” Cindy Jenson-Elliott, Pam Baker, and Noah Schlottman discuss the power of particular places as anchors for engagement and learning—San Diego’s Tecolote Canyon, Dachau, and the Center for Human Development at UCSD, respectively. Brittany Joslin, a first-year teacher, draws inspiration for her own teaching from the memory of a project she experienced as a fourth-grader.

The theme of learning and teaching as dialogue persists in articles by Parag Chowdhury, Eusebio Travis Sevilla, Alicia Crump, and David Stahnke, all focused on finding ways to bring student voice into efforts to convey and understand critical concepts in science, math, and art. Randy Scherer, John Bosselman and Jenny Morris address issues of voice and audience as they discuss their collaborations with students to create, share and exhibit work of lasting value. Lillian Hsu and Laura Webber consider teacher-learner relationships more broadly, discussing alternative notions of the roles teachers and students may play in authentic learning.

UnBoxed readers may peruse the journal while simultaneously viewing video and linking to websites, all with the use of your smartphones. To get started, simply download the free Microsoft Tag application on your phone. Then, wherever you see a “tag” or icon, open the application and scan it with your phone’s camera. A website, video, or document will appear. Now it’s even easier to learn more and to see the work in context.

As usual, we have created a set of UnBoxed cards that offer quick, concrete glimpses of projects we find inspiring and practices that support teaching and learning. These cards, which constitute our photo essay for this issue, are freely available on our UnBoxed website in a printer-ready format. Simply print, fold, share and discuss. Each card refers the reader to a web address where further information is available.

We invite readers from across the country to join us in conversations about purpose, policy and practice in education by submitting your thoughts for publication on our UnBoxed website: //

Read, enjoy, and participate!

—The Editors