While it may be that learners' best hope in a globalized world is to become a creative, collaborative, entrepreneurial and engaged lifelong learner, here are three paradoxes globalization itself presents.


We began this blog series asking the question "to leaderboard or not?" By looking at different types of performance monitoring, we've drawn the following six conclusions.


On a recent trip to Washington, D.C., we had a chance to visit Chavez Schools, where students are encouraged to develop a sense of agency and learn the skills of advocacy.


A recent school visit to Thrive Public Schools in San Diego gives a glimpse of the future of learning: a unique model of blended, personalized and competency-based.


For employees who bring their own devices to work, inhabit multiple social networks and demand rapid feedback, the simple leaderboarded approach to gamification works.


We recently acted as Denver tour guides to a group of educators, parents and community leaders from Kansas City to share the innovative approaches to education taking place in five area schools.


We've spent the past several weeks getting to know Harmony Public Schools in Texas. We asked teachers what it means to be an educator in a learner-centered environment, and here are some of their responses.


Performance monitoring can inspire or embarrass students. Since the intent is performance reflection and engagement in growth, EdLeaders should be thoughtful about how data is used and presented.


Statements of vision and system strategies, but the bottom line is how teachers and learners experience the change.


The Assessment for Learning Project, a partnership between Center for Innovation in Education and Next Generation Learning Challenges, granted twelve grants totaling $2 million for rethinking assessment.


The opinions expressed in Vander Ark on Innovation 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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