Zachary Herrmann — Positioning Students as Problem Solvers
Positioning Students as Problem Solvers
Students deserve learning opportunities that recognize and honor their ability to think, critique, and act. Unfortunately, the experience of far too many students in school is that of passive recipients of someone else’s knowledge, rather than active constructors of their own. In this workshop, educators will explore the challenges and opportunities inherent in building authentic, collaborative, and experiential learning opportunities, where students are positioned as active agents, rather than passive recipients. Workshop participants will engage in a process to design the sketch for a learning experience (e.g. lesson, unit, project) that they can implement in their personal context.
Presented by: Zachary Herrmann
About the Presenter:
Dr. Zachary Herrmann is the Executive Director of the Center for Professional Learning at the Penn Graduate School of Education (Penn GSE). In this role, he leads the school’s strategy to design and deliver professional learning opportunities for learners across the globe. Zachary also serves as the academic director for the Project-Based Learning Certificate Program and the Strategic Leadership in Education Certificate Program at Penn GSE. Zachary is the author of two books, “Teaching a Future President: Empowering Students to Take on Almost Impossible Problems,” and “Core Practices for Project-Based Learning: A Guide for Teachers and Leaders.” As a graduate of the Doctor of Education Leadership program at the Harvard Graduate School of Education, Zachary develops and leads professional learning focused on teacher and leadership development. Zachary earned his teaching degree at Stanford University and taught high school mathematics for several years. Zachary also holds a B.S. in mathematics and a master's in educational leadership and administration from the University of Illinois.