For flex time to work well, schools have to accomplish a tricky balance between fostering autonomy in students while still holding them accountable for ambitious learning targets.


Earlier this year, Bill Reed Middle School hosted the seventh stop of Thompson School District's 'Seeing is Believing' tour, which affords district staff and district partners an opportunity to see how schools are adapting under the district's push to personalize learning.


This edition of Friday Focus: Practitioner's Guide to Next Gen Learning takes another look at the School Design Institutes (SDIs) that were featured in a story earlier this month.


Inspired to redesign learning experiences, leaders and educators share their perspectives on approaching innovation--and failing forward--following several revelatory training and brainstorming sessions.


One teacher's insights on how young minds are highly capable of contributing to meaningful, real world conversations.


Achievement First Greenfield's team is launching a new model for education, and finding ways to seamlessly integrate enrichment, personalized learning, and self-reflection into rigorous small group and whole group classes throughout the school day.


To realize its full potential, next gen learning needs to be happening in the places where young people face the greatest barriers to success, and where schools are just as likely to be part of the problem as the solution.


In the excitement of bringing in new talent--whether experienced educators from outside the organization or outstanding current teachers transitioning to school leadership positions--it's critical to remember that great leaders are made, not hired.


A number of leadership roles in a collaborative/networked view of education together create a culture for connections to flourish.


Can we actually design for an organizational culture or is it something that organically grows over time, in ways that cannot be architected?


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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