Transforming schools and districts for deeper learning for all students requires a different set of abilities than those required in Industrial Age Schools, writes Carmen Coleman of the University of Kentucky's Center for Innovation.
A systems-thinking approach helps explain the relationships among performance, proficiency , and standards--and how raising standards can mean lower proficiency rates but higher levels of performance.
Systems thinking can address problems before they worsen and can turn a high-performing school into a school on fire.
A coach from Envision Education relates how a student's experience in defending his accomplishments in high school transformed his learning.
Depth, creativity, and reflection are the hallmarks of instructional design for deeper learning, according to Bob Lenz.
A new Hollywood movie about the unlikely triumph of a group of low-income students highlights the kind of project-based real-world learning that is becoming increasingly common.
The Granite State's pioneering accountability pilot makes performance assessment count.
A glance at performance tasks included on new tests show that they do a better job than previous tests of measuring higher-level competencies.
An examination of policies in four countries by Linda Darling-Hammond and Robert Rothman offers lessons for strengthening instructional quality.
The specificity of math standards can limit understanding, but that can be overcome with creative instruction.