For this edition of Friday Focus: Practitioner's Guide to Next Gen Learning, we caught up with Christina, her principal, Kevin Gardner, and Scott Fuller, next generation learning coordinator for Colorado Springs School District 11, to talk about her work as a champion for innovation at Doherty, and the integral part she and other forward-thinking educators play in D11's implementation of next gen learning.


At Turner Middle School, we are opening our classrooms for principals, teachers, and district level administrators across Thompson School District in Loveland, Colorado, to come in and "see" what we put into practice each and every day. We are able to share our struggles and successes with personalizing instruction and building a competency-based education system K-12.


Schools across the country have an equity problem. The variation across schools isn't random. The students in the poorest neighborhoods are often getting the least challenging tasks. It's an issue happening in classrooms in nearly every town, state, and even in other countries. Can this equity gap be addressed?


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.


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.


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