Any offering of professional learning needs to meet teachers where they are. But to do that well, facilitators need to take the time to know the teachers and their context.

Vista Unified teachers and University of California researchers collaborated to study how to deepen learning by transforming classroom interactions through language, our guest bloggers say.

Aligning messaging to the St. Vrain Valley district's purpose and engaging its community as true stakeholders were instrumental to achieving success, say guest bloggers from the district.

Including students in the entire process of surveying students about their school both empowers youth voice and improves our chances of making real change.

When it comes to redesigning learning, what kind of professional development works best for teachers? Looking to teachers themselves is a good bet.

Working with students to craft lessons in New Hampshire classrooms pushes student learning and deepens teacher understanding of their students and the learning process.

Students at the Workshop School in the Philadelphia district will earn credits and grades in Creative Know How, Habits of Success, and Wayfinding skills starting next year.

Using both communal showcases of learning and more personalized sharing with families during student-led conferences, students at Two Rivers Public Charter School are more deeply engaged as leaders of their own education.

A Wisconsin Evaluation Collaborative study of personalized learning in Chicago unpacks how schools can successfully implement personalized learning, highlighting four common practices.

Three classroom educators describe how they applied a schoolwide goal to personalize learning to their own teaching this past year.

The opinions expressed in Next Gen Learning in Action are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

Follow This Blog


Most Viewed on Education Week



Recent Comments