Work that begins in classrooms that transforms the conditions for teaching and learning can be effective--if done right, according to Jon Snyder of SCOPE.
This post is by Jacob Watson, a theatre artist and educator from Chicago, IL, and a recent graduate of the Arts in Education program at the Harvard Graduate School of Education Recently I heard an educator talk about a student who had "failed" an assignment in his class. I asked how the student had failed, to which the teacher responded, "well, he just didn't do it. He was supposed to come up with something that interested him about science and he got stuck." I found this strange. As someone who works professionally in the arts, getting stuck didn't sound like ...
The principal of a school in Washington, DC, describes a shift toward equity, diversity, and inclusion.
The principal of an elementary school in Washington, DC, describes how she and her staff broadened the focus of the school towards broader, more holistic goals for students.
A project on gender equity by students at an EL Education school in New York City turned scholarship into citizenship.
Through a project on immigration, students from an EL Education school learn about getting smart to do good.
For a fourth grader at an EL Education school in California, her learning empowered her to make a difference in her community--and to show adults how that can be done.
States are finding ways to foster the development of personalized, student-centered learning while ensuring equity.
The Innovation Lab Network has identified the four conditions needed for a shift to personalized, student-centered learning.
The CEO of Envision Education describes how that organization sought to make itself more equitable. It started with listening.