At New Classrooms, Carolyn Harper supports teachers in their journey to connect math to real life for their students. In Teach to One: Math, performance-based tasks help students understand how math exists in their world.

In this edition of Friday Focus: Practitioner's Guide to Next Gen Learning, we tell the story of badging at Del Lago Academy, a member of the NGLC and Center for Innovation in Education Assessment for Learning Project community.

This is the fourth post in a series about my experiences implementing my resolution throughout last year. This one describes my experience with a class that didn't work out well.

Now in its second full year of operation in eastern Loveland, High Plains is the first school in Loveland that was built from the ground up around the concepts of STEAM--Science, Technology, Engineering, Arts, Mathematics.

It is perhaps obvious that the Center for Collaborative Education (CCE) places a premium on collaboration. Here are some things we have learned about collaboration working with the Assessment for Learning Project's community of practice.

Boston International Newcomers Academy (BINcA), a high school that embraces recent immigrant English language learners and their families, is trailblazing new learning environments in Boston Public Schools (BPS).

A portfolio lends itself naturally to assessment, whose aim is to collect evidence to answer a question about learning or performance.

Sean Wybrant shares the how he realized that if he truly wants to understand how to improve education for his students he really needs to understand where they are coming from.

The Bill & Melinda Gates Foundation and FSG collaborated to release a new report that provides practitioners an opportunity to reflect on what we think we know about network design and theory and how we apply it in education.

This week's edition of Friday Focus: Practitioner's Guide to Next Gen Learning was written by Ricky Sierra, a student at Da Vinci Extension sharing her experiences at Da Vinci Schools.

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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