Are social-emotional skills the precursors to the real work of academic learning, or are they important for students to learn in and of themselves?

Over a decade ago, Lindsay Unified School District in California set out on a path to transform learning by adopting a performance-based system. How has the district sustained this kind of change over time?

Want better conversations in your classroom? Let your students start teaching themselves.

We can learn a lot from kids when they've been allowed to truly use their voice and treated as an active player in the game of learning.

For students, there exists a 'relevance gap' between the learning in school and the learning in life--caused in a large part by creating conditions that feel very much like a competition between and among students. Yet having a stark 'winners and losers' mindset won't lead them toward future success.

Coaching is truly an art to behold when done well. But is it all an art? Can science aid a coach? Should it? These are questions we're exploring at Matchbook Learning as we coach our school staff, the majority of whom are educators.

More than 60 adults gathered at the historic Lightkeepers House in Cohasset, Massachusetts, on July 26 to experience project-based learning as a community: educators, parents, local businesses and nonprofit organizations, and civic leaders.

We as educators need to reclaim assessment. Specifically, we need to do a better job of answering the following three essential questions so that everyone understands the vital role that assessment plays in learning and teaching.

What kind of school learning environments and experiences would be so compelling that everyone who was a part of it wouldn't just enjoy it, but be compelled to tell others about the experience?

I've had the opportunity to work with and learn from many other schools as they've shifted to personalized learning. Every implementation is different, but crucial leadership decisions typically fall into these four areas.

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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