Successful business leaders with notable names like Branson, Gates, and Jobs have all gone on record to say that surrounding yourself with people who will push you is critical to an organization's growth. So why, in education, is there still a stigma to coaching?
We set out to pilot micro-credential program. Our driving question? What impact can micro-credentials have on professional learning in Rhode Island?
Dr. LeViis Haney is reimagining school at Lovett Elementary in Chicago. And it's working. Over the past two years, Lovett has seen reading scores grow from the 73rd to the 98th percentile nationally and in math from the 34th to the 98th. Find out how.
Self-Directed Field Studies are an essential aspect of the Montessori Elementary program. Students "go out" in small groups as an extension of their self-identified research topics and to gain experiences in the world outside the classroom. If children are able to accomplish such big, self-directed goals when they are eight- and nine-years-old, imagine what they are going to be doing when they are 20 and 30?
Project-based learning at its best provides a unique opportunity for students to develop a range of knowledge and skills inaccessible in more traditional models of learning. Projects must be designed to build students' understanding of content while also addressing real needs in the community that connect to student interests and abilities. Getting the three central criteria right - the curriculum, the students, and the context - leads to the perfect problem.
From Content Design to Student Experience Design in K-12: Lessons from the Adult and Lifelong Learning Sector
Principles of adult learning design-learner agency, goal-orientation, relevance, connecting prior knowledge and experiences to new learning, promoting collaboration--are identical to the principles of student-centered learning design. These approaches may be valuable to us in K-12 education as we move away from textbook-based classroom design to student-centered learning design.
The world of education is changing rapidly. Students, parents, and teachers have a much broader array of materials, tools, and activities to access as they work together to execute a meaningful personal learning (PL) pathway. Our focus in this blog post is brushstroke #1: our work expanding early education supports through the design of a prenatal-to-grade-three pathway. We call this the P-3 Continuum.
In 2013, Summit Public Schools built its own personalized learning platform to gain better insights into how students were progressing in relation to their personal goals. Fast forward to 2015 and what started with 19 schools has today grown to include more than 330 schools across 40 states.
The success of any school model depends on the people who implement it. One school organization looks at how teachers make decisions when hiring for its personalized, competency-based model.
Teachers in learner-centered, personalized settings serve as guides for students along pathways that address their individual needs, strengths, and goals for success in academics, career, and life. To prepare students to thrive in a changing world, educators promote collaborative projects, integrate authentic learning experiences that may occur outside the classroom, and, above all, foster learner independence and agency--student voice and choice.