When we ask our students to adapt to a more complex, self-directed, self-regulated approach, we're often going against their very beliefs about how people learn. Here are four solutions to the most significant barriers to active learning.


Brief experiences or encounters can literally change lives. Our best moments in life make us feel alive and can carry us for years. But those moments happen spontaneously and cannot be orchestrated or planned...or can they?


As many U.S. school districts continue to struggle to reach the goal of implementing personal learning, it's helpful for educators and school leaders to have some exemplars that have already paved the way.


By restructuring our classrooms to transfer ownership from the teacher to the learner, we discovered that the most effective method to differentiate was clear: self-pacing.


We need to shift the conversation about the value of test scores toward the development and communication of replacement behaviors, which empower learners to regularly demonstrate their level of proficiency.


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.


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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