Ron Ritchhart is a Senior Research Associate at Harvard Project Zero and Fellow at the University of Melbourne, Australia. His current research focuses on developing intellectual character, making thinking visible, and enhancing school and classroom culture. Ron’s research and writings, particularly his theory of Intellectual Character and his framework for understanding group culture, have informed the work of schools, museums and organizations throughout the world. Ron’s widely acclaimed book, Making Thinking Visible, co-authored with Mark Church and Karin Morrison, has popularized the use of thinking routines worldwide. Ron currently directs the Worldwide Cultures of Thinking Project aimed at facilitating effective learning in classrooms, schools and organizations. Bialik College in Melbourne, Australia, Oakland County Schools in Michigan, and the International School of Amsterdam have been key partners in Ron’s research. This combination of private, public, and international schools have served as the prime sites for developing the core practices and school-based evidence that surround Cultures of Thinking. Ron’s forthcoming book, Creating Cultures of Thinking, couples the real classroom practices of teachers with whom he has worked with recent educational research on learning to illuminate how schools and classrooms can be transformed to develop the learners and thinkers we need for the 21st century.
Veronica Boix Mansilla is a Senior Research Associate at Project Zero, Harvard Graduate School of Education, where she also chairs the Future of Learning summer institute. Her research examines the conditions that enable experts and young learners to produce quality interdisciplinary work addressing problems of contemporary global significance (e.g., globalization, climate change, migration). Her most recent research focuses on quality education for global competence. Veronica leads the “World in Portland” project—a multi-year collaboration with the city of Portland, Maine, geared to promote and study global competence among leaders, teachers, and students in a city with a growing migrant and refugee population. With her research team, she is advancing a framework for “signature pedagogies” and “global thinking routines” in global education, distilling the unique demands that global content presents to teachers and learners as they seek to understand the works and create cultures of global competence in classrooms and schools. Veronica studies the development global consciousness among International Baccalaureate youth in North America, Kenya and India, as well as the experience of global leadership among business leaders and social entrepreneurs in India, China and the US. Veronica is an advisor for the International Baccalaureate, Asia Society, Association of American Colleges and Universities, and the Council of Chief State School Officers. She has taught at the Harvard Graduate School of Education and the University of Buenos Aires. Her most recent books and publications include: Educating for Global Competence: Preparing our Youth to Engage the World (2011), written with Tony Jackson at the Asia Society and the Council of Chief State School Officers in the United States, articulating a definition of global competence; Disciplinary Foundations: Teaching Big Ideas for Deep Understanding in Languages, Mathematics and Science (2012) V. Boix Mansilla, Editor. Cardiff: International Baccalaureate; and Shared Cognitive-Emotional-Interactional Platforms: Markers and Conditions for Successful Interdisciplinary Collaborations (In Press).
Vaijayanti Wagle taught upper elementary school at the Washington International School for many years and at WISSIT is Education Coordinator, in charge of learning groups. She has been associated with the International Baccalaureate Organization’s Primary Years Program from its inception both as a teacher and a teacher educator. In the latter capacity, she has conducted workshops, consulted with schools and served on teams to authorize and evaluate schools. In addition, she has served on several teams for the Council for International Schools to accredit schools in Latin America and Europe. Project Zero introduced her to ideas about Teaching for Understanding and Making Thinking Visible. These have profoundly influenced her work as a teacher. She believes that helping students understand the world in which they live and developing thinking dispositions that enable them to do so better prepares them for the dynamic nature of life in the modern world. She has been a study group leader at the Project Zero Classroom summer institute for the last several years and has presented at various PZ Perspectives conferences. Currently, her interests in education take her to India, where she conducts workshops for teachers. She received her undergraduate degrees from Bombay University in India, and then earned an Ed.M. from Harvard University.