In this final post on EdWeek, Andy Calkins describes what was learned: five interdependent, closely cooperating, utterly essential dimensions of designing and carrying out next gen learning effectively.


It is with the next gen learning mindset to "embrace change" that, this week, we mark the end of two years of this blog on Education Week and transition to a new home.


Arts educators and academic-content teachers assembled to authentically integrate the arts into a personalized learning academic program for a new school in Chicago.


Teachers and students from Arizona describe the three stages they went through to build a classroom culture for formative assessment.


The work of exploring White Supremacy Culture gave the staff at Visitacion Valley Middle School a new framework to define its North Star: being an anti-racist school.


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.


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