Mary Helen Immordino-Yang

And so the school, rather than just teaching about that,

They situated the kids in the history of this, and then they put all the kids, 140 kids and the teachers, onto buses and drove them 17 hours to Krakow, Poland, where they spent a week studying Auschwitz and the role of the Danish people in the Holocaust.

And they then helped the kids think about learning from that history, how do you want to make sense of and manage the refugee crisis in Europe today?

because it's your issue to manage, 17-year-olds.

This is your world.

You're soon going to be taking over the country and running things.

How do you want to position yourselves to be able to manage this crisis?

And it was an incredible opportunity where they let the kids, with support, with historical knowledge, with adults thinking with them, really start to grapple with the real big fraught issues

that were facing their country and their society and their world now.

I think it was actually surprisingly difficult for her.

She expressed she loved the school.

She never said she didn't enjoy herself.

But it was extremely difficult for her to be in an environment where there were not assignments and metrics and rubrics and somebody telling her what grade she got.

And she was embarrassed to admit, she told me, that it was very difficult for her to just work in this open-ended way.

She was so used to being a good student.

And what that means is teachers give you really hard stuff and you deliver on it, right?

These teachers were inviting the kids into the physics lab, organizing a curriculum around concepts and saying, what would you like to do?

Dig in, right?

And we're here to answer your questions, to support you.

I don't know.