This Friday Focus: Practitioner's Guide to Next Gen Learning is devoted to the concept of social capital and its implications for educators.


The 'nature gap' that today's urban and low-income students experience is, in fact, an opportunity gap--something that generates greater inequities in social, cultural, and physical capital. Intrepid Academy at Hale (IAH), a semester-long 11th grade expeditionary learning program created jointly by Hale and the Boston Public Schools (BPS), aims to change this, and it's showing promise in a variety of ways.


Based on our conversations with teachers, here are some key takeaways in creating a culture of conversation around feedback.


If we want good things to happen in K-12 education, we have to create space for them. And creating space isn't easy.


If you're trying to deliver a 21st century school, your teacher training must reflect that.


What's the value of instruction that offers theory without valuable, hands-on practical experience?


Teachers in Mahar Regional School District are leading a grassroots change effort to redesign learning, with the backing of the district's superintendent.


Personalized learning is no fad; students today know what is relevant to their needs. We've seen significant evidence that personalized learning is meeting students where they are, and then giving them the feedback necessary to help them develop to where they need to be--or want to be.


By requiring all students to work at a predetermined pace irrespective of their needs, we as educators make the proactive decision to value speed over mastery. The solution lies in developing a classroom model that empowers students to work at their own pace.


To work effectively toward successful outcomes, all teams, regardless of industry, require a culture that enables them to thrive. These five practices help create a culture of teamwork and deep collaboration at your school.


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.

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