A Renaissance of Understanding

After re-reading sections of To Understand, I had to ponder the section on Renaissance Thinking. Ellin Oliver Keene invites us to consider in a classroom for Renaissance learners.
She states,
I suggest that children and adolescents would have an opportunity to;
~generate, record, and reflect upon hundreds of their own questions-questions about the natural world, art, science, history, geography, animals, people, religion, society, and dozens of other topics
~propose direction for independent and group study, deciding which questions they want to follow
~refine and revise their questions through speculation, prediction, hypothesis, and frequent discussion with others
~abandon some (if not most) of their questions in order to pursue others in greater depth through research (formal and informal, text-based, internet-based, interview based)
~pursue topics that encompass several disciplines
~test ideas, revise their thinking, and work on projects that are relevant to them and applicable in the world
~share their understandings by teaching others using a variety of methods and media
~exercise choice in a wide variety of classroom situations-choosing which books to read, topics to write about, and questions to pursue; ways to share their thinking; and the timing and pacing for some assignments, especially research projects
~read and write about a wide variety of topics at varying levels of difficulty
~use art, music, and drama as well as written and oral means to articulate their thinking and emotions
~track changes and revisions in their thinking over time; discuss what led to those revisions

I would love to make the connections with other teachers to Comprehension and Collaboration by Harvey Daniels and Stephanie Harvey. Get ready book club friends!