Leigh McGuigan, CEO and co-founder of Vertus High School, shares a practical concern about personalized learning: How do we personalize learning for students while preparing them for what life will actually be like after high school—which, in truth, will be largely impersonal?
Today, I chat with Ryan Beale, founder of Prepare U, a new curriculum for 13- to 18-year-old students designed to address mental-health awareness and help users navigate the challenges of adolescence. Prepare U was recently endorsed by the American Psychological Association's Society for Media Psychology and Technology.
I don't think the teachers really intend to talk about "justice." What they're actually trying to do is to lend their demands a compelling moral claim, highlighting an unfortunate pathology in the public square today.
Chad Vignola, executive director of the Literacy Design Collaborative, recently reached out with an informative take on the relationship between innovation and execution in educational leadership. He explains why the boring stuff determines whether "innovative," "ambitious" ideas deliver.
When reporting on otherwise similar studies, does the media pay more attention to those that are more or less positive about school choice?
Today, I chat with Jill Vialet, CEO and founder of Playworks, a nonprofit using recess to promote physical activity and social-emotional health for over 800,000 kids in 1,600 schools. A recent RAND report found it to be one of only a handful of social-emotional learning interventions that meet ESSA's requirements for the highest standard of evidence.
The more that teacher strikes resemble Occupy Wall Street lite--featuring street theater, expansive demands for new spending, and calls for dramatic tax increases--the more likely they are to spur resistance among taxpayers, families, and Republican officials.
Today, I chat with Michael Sonbert, founder of Skyrocket Educator Training, which trains teachers and leaders in 300 urban and turnaround schools.
If would-be reformers can find ways to engage with discordant voices, they just might have a shot at keeping today's big victories from turning into tomorrow's Pyrrhic ones.
In response to letters on personalized learning by Larry Berger and Joel Rose, Educational Alliance's Jonathan Skolnick raises one of the thorniest questions about the topic: How do we ensure that students in self-directed, customized environments still master skills and content that we think critical, but that they may deem tedious, pointless, and unnecessary?